Learning-Centered Teaching Essay

John J. Sparkes presents a clear discussion or argument about the learning-centered approach to teaching as a means to address the need to draw distinctions between different styles, approaches, techniques, etc. of learning. This thought is motivated by the diversity of learners and the varying influences of the learning environment and experiences to learners. Sparkes learning-centered approach to teaching looks into considering the nature or characteristics of learners and the dimensions of learning in terms of determining what learning strategies, approaches, techniques, methods, materials, and such to incorporate to pedagogical processes in order to result to the definitive meaning of learning. Sparkes also suggests that learning-centered teaching is all about the process of adopting or assuming various types of teaching methods and implementing them within learning situations and environments that suit the structure of each method. (Sparkes, 1999) Aside from the established teaching methods, learning-centered teaching, which looks into the accomplishment of the purpose of learning, should also considered various learning needs that facilitate the obtainment of knowledge, skills, and competencies constituting the learning goals and objectives. The different structures of learning subjects 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 while 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 are 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 kind 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 discussion 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 unique 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 presented a comprehensive, reliable, and valid discussion of how the landscape of pedagogy should be structured. The teaching-learning process is fueled by the mission, goal, objective, or purpose not only 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 one’s thoughts and ideas and contributions to the community for nation-building and the enrichment of the global society as a whole. Due to this highly 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 academic and teaching professionals should consider. I believe that the presentation of the different considerations to the teaching-learning process will contribute to the development of pedagogy. Sparkes article is a valuable resource 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, particularly the uniqueness of the learners, instead of vice versa, ensures that the teaching-learning process will result to what it intends to produce 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 â€Å"trial-and-error† process of applying various teaching methods, observing it, determining flaws, and redesigning it 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 reverse once it leaves its mark especially to learners. Sparkes is vitally concerned about redirecting the path 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, Sparke’s 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, Sparke’s discussions presents an the need to overhaul the dimensions and structure of education and pedagogy to eliminate detrimental errors and flaws.