(1997) who attest that learning is improved when they are partners in their pupils’ learning and therefore they should be included the setting of learning (ibid, “in goals” p.26). When compared with literature by McCombs and Whisler (1997), the foregoing responses of the teachers seemed to suggest that they provide the recommended learner centred experiences for their pupils. The use of Learning Centres should facilitate the choice of activities, their learning preferences, needs and pupils’ for their own (ibid, p.10). Their involvement in “responsibility learning” would suggest that they are given and by their “acknowledgment, respect” teachers (ibid, p. 83). Emerging from the respondents was also the importance of using developmentally appropriate activities and interacting with the pupils. Quotations worthy of note were: am not using chalk and talk. . . I use concrete materials. . . I allow time for guided ‘I (Genevieve) discovery’ allow the children to go into certain Learning Centres and I go to each Centre. . . ‘I (Lamonte). and discuss what they are doing’ These espoused practices of the participants acquire support from Speaker (2001) who identifies some developmentally appropriate practices which enhance the children’s ability to learn. They include children with concrete learning experiences, “providing creating environments which enable children to learn through active exploration and interaction, and designing appropriate activities for different ability (p. 611). levels” When the participants indicated that they use concrete materials, facilitate guided discovery and establish Learning Centres, they revealed that they believe in using appropriate learner centred practices. Additionally, visiting the Learning Centres to examine and discuss the activities of the pupils facilitates teacher-pupil interaction as well as the monitoring of the progress and their holistic development. pupils’ A response from one of the teachers with respect to how she implemented learner centred instruction (Polly). This try to use the computer sometimes with was: ‘I them’. stance is a resemblance of the thoughts of Hermans, Tondeur, Braak and Valcke (2008, p.1500) who cite Hannafin and Land (1997) as expressing the view that
(1997) who attest that pupils’ learning is improved when they are partners in their learning and therefore they should be included “in the setting of learning goals” (ibid, p.26). When compared with literature by McCombs and Whisler (1997), the foregoing responses of the teachers seemed to suggest that they provide the recommended learner centred experiences for their pupils. The use of Learning Centres should facilitate the pupils’ choice of activities, their learning preferences, needs and “responsibility for their own learning” (ibid, p.10). Their involvement in would suggest that they are given “acknowledgment, and respect” by their teachers (ibid, p. 83). Emerging from the respondents was also the importance of using developmentally appropriate activities and interacting with the pupils. Quotations worthy of note were: ‘I am not using chalk and talk. . . I use concrete materials. . . I allow time for guided discovery’ (Genevieve) ‘I allow the children to go into certain Learning Centres and I go to each Centre. . . and discuss what they are doing’ (Lamonte). These espoused practices of the participants acquire support from Speaker (2001) who identifies some developmentally appropriate practices which enhance the children’s ability to learn. They include “providing children with concrete learning experiences, creating environments which enable children to learn through active exploration and interaction, and designing appropriate activities for different ability levels” (p. 611). When the participants indicated that they use concrete materials, facilitate guided discovery and establish Learning Centres, they revealed that they believe in using appropriate learner centred practices. Additionally, visiting the Learning Centres to examine and discuss the activities of the pupils facilitates teacher-pupil interaction as well as the monitoring of the pupils’ progress and their holistic development. A response from one of the teachers with respect to how she implemented learner centred instruction was: ‘I try to use the computer sometimes with them’. (Polly). This stance is a resemblance of the thoughts of Hermans, Tondeur, Braak and Valcke (2008, p.1500) who cite Hannafin and Land (1997) as expressing the view that
FINAL%20DISSERTATION%20-%20MARCH%202017.docx