Learning-Centered Teaching Essay

John J. Sparkes presents a clear watchword or argument near the development-centered approach to teaching as a means to address the need to draw distinctions between different styles, approaches, techniques, etcetera of schooling. This thought is motivated by the diversity of apprentices and the varying influences of the chance oning purlieu and experiences to learners.Sparkes learning-centered approach to teaching looks into dealing the nature or characteristics of learners and the dimensions of learning in name of determining what learning strategies, approaches, techniques, methods, materials, and such to incorporate to pedagogical litigatees in order of magnitude to result to the definitive meaning of learning. Sparkes also suggests that learning-centered teaching is all about the process of adopting or assuming several(a) types of teaching methods and instrumenting them within learning spatial relations and surroundingss that suit the organize of each method.(S parkes, 1999) Aside from the established teaching methods, learning-centered teaching, which looks into the acquisition of the purpose of learning, should also considered versatile learning needs that facilitate the obtention of knowledge, skills, and competencies constituting the learning goals and objectives. The different structures of learning themes and materials bring about the need to consider various learning needs as the ability of a learner to obtain knowledge and skills depends upon the content of the learning material.Sparkes argued that the learning goal or objective of understanding concepts requires varied processes depending on the course or subject of learning. For instance, understanding concepts in English and literature requires comprehension of reading materials piece of music concepts in Science and Mathematics requires the discernment of problem-solving strategies and processes through the application of the theories and models learned. (Sparkes, 1999)In addition, Sparkes discussed individual differences, in terms of how learners be able to grasp the learning content and materials according to their own pace and expectations of how the learning process and environment should be. Moreover, the capability of individuals to learn are relative to their desired learning situations that is, the chassis of learning environments, situations, and materials that they would feel comfortable with resulting to their internal and external motivation to learn and engage in the teaching-learning process.(Sparkes, 1999) Sparkes view of the learning in this particular reciprocation shows how he considers the dimensions of learning realistically, looking into the emotional, psychological, social, physical, and moral features of the learners are distinct and droll individuals and requiring the need to design the teaching-learning process to adapt to these human distinctiveness in order to facilitate successful learning processes. Sparkes presente d a comprehensive, reliable, and valid countersign of how the adorn of pedagogy should be structured.The teaching-learning process is fueled by the mission, goal, objective, or purpose not wholly to transmit knowledge but also to motivate the comprehension of knowledge and information for practical application in real-life situations or experiences. The product of learning should result to desirable changes to ones thoughts and ideas and contributions to the community for nation-building and the enrichment of the global society as a whole.Due to this super significant purpose of the teaching-learning process, the practice of teaching and the learning experiences should ensure that it fulfills what is tasked to do in terms of transferring knowledge and skills and motivating the drive to utilize knowledge purposefully and meaningfully. Sparkes recommendations address these needs and requirements for successful teaching and learning. Sparkes covered various considerations that acad emic and teaching professionals should consider.I believe that the presentation of the different considerations to the teaching-learning process leave alone contribute to the development of pedagogy. Sparkes article is a valuable imagery material for understanding the complex nature of learning and the learners and the arrival to various teaching methods, strategies, approaches, techniques, and such that will fit every learning situation or environment appropriately.Learning to adjust pedagogy to the learning and situation, specially the uniqueness of the learners, instead of vice versa, ensures that the teaching-learning process will result to what it intends to build up as outcomes for the benefit of the learners and society. Sparkes overall purpose for presenting his text was to directly structure how the teaching-learning process should be designed, eliminating the trial-and-error process of applying various teaching methods, observe it, determining flaws, and redesigning i t to diminish the errors or mistake in the method, and such.For Sparkes, doing so will leave behind many errors that will be difficult to change of mind once it leaves its mark especially to learners. Sparkes is vitally concerned about redirecting the highroad of the teaching-learning process so as not to maintain the learning landscape as a ground for experiment since it would be detrimental to implement imperfect teaching procedures or methods as it will affect how learners are going to grasp concepts and learning materials.Therefore, Sparkes discussions are not only intended for the purpose of guiding the teaching-learning process, but also how educational goals and objectives and the curricula should be designed. Overall, Sparkes discussions presents an the need to overhaul the dimensions and structure of education and pedagogy to lead detrimental errors and flaws.