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Summary WK3Assgn2.doc EDSD 7101 Journal Entry EdS in Curriculum, Instruction, and Assessment, Walden University EDSD 7101: Learner-Centered Curriculum Journal Entry Child-centered learning is not a new concept in education; however, it is one that has been $7.49
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Summary WK3Assgn2.doc EDSD 7101 Journal Entry EdS in Curriculum, Instruction, and Assessment, Walden University EDSD 7101: Learner-Centered Curriculum Journal Entry Child-centered learning is not a new concept in education; however, it is one that has been
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WK3A EDSD 7101 Journal Entry EdS in Curriculum, Instruction, and Assessment, Walden University EDSD 7101: Learner-Centered Curriculum Journal Entry Child-centered learning is not a new concept in education; however, it is one that has been misunderstood. Throughout my career, every time I hea...
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EDSD 7101
Journal Entry
EdS in Curriculum, Instruction, and Assessment, Walden University
EDSD 7101: Learner-Centered Curriculum
Journal Entry
Child-centered learning is not a new concept in education; however, it is one that has
been misunderstood. Throughout my career, every time I heard the term child-centered learning
I pictured a class in which the students had free reign over the room, the teacher was there to
make sure no one got hurt and to address questions, but overall, I pictured chaos. I now have a
greater understanding and appreciation for child-centered learning and through the readings have
realized that I incorporate this concept into my classroom without even realizing it. According to
Weimer (2013), learner-centered teaching engages students in the messy work of learner, it
motivates and empowers them by shifting the balance of power from the teacher to the student, it
encourages collaboration and reflections, and includes explicit learning skills instruction. I was a
student that learned more from doing then from being told and that is how I run my own
classroom.
Most students want to be challenged and want to have a say in how they learn, by
incorporating problem-based learning into my classroom I have not only shifted the balance of
power from myself to my students, but I have also motivated them to rise to the challenge. This
motivation has led to a decrease in discipline issues in my class. Each week I pose a challenge
question to my classes, one that will cause them to think outside of the box, incorporate multiply
skills and collaborate to solve. At first there was resistance from the students, as mentioned by
Weimer (2013), students had been ingrained with the idea that there is one answer and one way
to find it, and the teacher’s job is to tell us how to find it. It was not easy, however, I stuck with
it and worked through the resistance and frustration. As the weeks continued, there was less
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