Page 53 - IJSA, Vol. 4, No 2, 2021

International Journal of Science Annals, Vol. 4, No. 2, 2021
рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa

According to Biggs and Tang (2011, pp. 17–20), there The learning paradigm resolves the ends, not just
are three levels of thinking about teaching. The first, improving the means. Learner-centered ideology was not
blaming learners, focusing on what the student is. Here, created just as an espoused theory (i.e., set of ideologies
if students do not learn, it is not that it is whatsoever people propose to explicate actions), but also as a theory-
improper with the teaching, but that students are in-use (i.e., ideologies we can conclude from how
incompetent, uninterested, or with some defect. The individuals behave) (Barr and Tagg, 1995, p. 14). If the
second, blaming the teacher, focusing on what the students do not learn, do not instantly blame them and tell
teachers do. The third focuses on what the student does. them that they are incapable, unmotivated, or even
It is a student-centered model of teaching, with teaching possess an academic defect. Instead, focus on what the
supporting learning. Except learning takes place, expert student does and how it relates to teaching, integrating
instructions are immaterial and irrelevant. teaching and learning.
The third level of thinking about teaching captures the
learning paradigm. A learner-centered paradigm Acknowledgements
advocate must not end on just reading and knowing the This is to thank Almighty God and my Professor in
learner-centered curriculum ideology itself; instead, the Student-Centered Teaching and Learning at Far Eastern
paradigm must drive them. The learning paradigm must University for inspiring me to walk through student-
capture them. As stated by Barr and Tagg (1995), “For centered ideology.
many of us, the learning paradigm has always lived in our
hearts… But the heart’s feelings have not lived clearly References
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but look at each other and communicate. When in doubt Barr, R. B., & Tagg, J. (1995). From teaching to learning
or difficulty, students seek the teacher’s advice, but only – A new paradigm for undergraduate education.
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be teacher-led in a student-centered class. The teacher 2
will clarify important things and/or give some practice Biggs, J., & Tang, C. (2011). Teaching for quality
before working together. Teachers will be available to learning at university (4th ed.). The McGraw-Hill
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together. After finishing the work together, their teacher https://cetl.ppu.edu/sites/default/files/publication
will provide them with feedback, suggestions and s/-John_Biggs_and_Catherine_Tang-
entertain questions. The bigger the class, the more _Teaching_for_Quali-BookFiorg-.pdf
obligatory it is to have a learner-centered class (Jones, Crowley, C. B. (2021). Curriculum ideologies. In Oxford
2007, pp. 4–5). We may not even reach some students in Research Encyclopedia of Education. Oxford
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Should we take part in class discussions as equal 013.1033
partners? Continuous interference is not likely to Garett, T. (2008). Student-centered and teacher-centered
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behaviors. elementary teachers. The Journal of Classroom
Some people are more dominant, outgoing, opinionated Interaction, 43(1), 34–47.
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listen, getting bored or feeling frustrated. In other cases, Honigsfeld, A., & Cohan, A. (2014). Preface: The
one student is happy to be a “passenger”. Reshuffling universal challenges of classroom management.
groups methodically can help. Shyer and introvert In A. Honigsfeld, & A. Cohan (Eds.), Breaking
learners must not constantly be combined in a single the Mold of Classroom Management: What
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(Jones, 2007, p. 9). https://mail.brettwilkin.com/phocadownload/Stu
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It is highly substantial to note that expert teaching Ming-tak, H., & Wai-shing, L. (2013). Classroom
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