Learning Environments

Learner-centered instruction should provoke students to think visibly and give the teacher a chance to observe a student's thought process. It should also present students with subject-related problems or challenges and asking them to explain the reasons behind their thinking. Knowledge-centered instruction should contain elements within the subject content that gives students access to the knowledge in an accurate and timely manner. This type of environment should also encourage students to ask specific questions about the material when it is not understood. Knowledge-centered instruction should guide students to learn with understanding and skill. There are two types of assessment learning that should be included in assessment-centered instruction are formative assessments and summative assessments. Even though these two assessments are highly important but they are also very different. Formative assessment allows teachers and students to evaluate each other during the learning experience and allows an environment where feedback and reflection is continually given. However, summative assessment is an assessment in which results are measured. Summative assessments are given to ensure that what was meant to be learned is reinforced. Community-centered learning promotes lifelong learning and gives students the opportunity to feel confident during their quest for learning. It is also ensuring that both the student and instructor are actively engaged during the learning process. I have tried to engineer a version of a learner-centered environment. When working at a local daycare center, the staff and I taught students about numerical concepts in a setting where the students were encouraged to speak out and ask questions but at the same time we and the students knew what was expected out of each other. There are ways in which an instructor can evaluate. They can do this by asking themselves if they have discovered something about the learner's background knowledge, interests, and social and cultural values. They could also ask themselves if they have offered rigorous enough content and helped the student's understanding. Instructors can use this information to determine what types of instruction works well in certain situations and what does not work well in certain situations.