[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-350725-105":53,"doc-detail-350725-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","learning-to-learn-a-student-centered-instructional-strategy","Learning to Learn - A Student Centered Instructional Strategy","","Learning to learn is presented as a continuous change process where learning skills grow through conditioning in the learner’s environment and through experiences in social settings. Over time, students may become dependent on beliefs that shape how they engage with learning, and educator strategies are emphasized as key to conditioning these beliefs. The discussion connects perceptions and propositions supported by brain-based learning theories to guide instructional strategies that strengthen student learning skills and habits over time.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/learning-to-learn-a-student-centered-instructional-strategy/350725/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/learning-to-learn-a-student-centered-instructional-strategy/350725.png","ImageObject",442,249,{"name":88,"@type":89},"Rhys","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-30","2026-09-22",true,{"@type":98,"interactionType":99,"userInteractionCount":79},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"Why is learning to learn described as a continual process?","Question",{"text":108,"@type":109},"Learning to learn is framed as ongoing change, shaped by the learner’s environment and social experiences over time.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What challenges are associated with the “sage on the stage” approach?",{"text":113,"@type":109},"It centers the instructor as the knowledge transmitter and can lead students to memorize and reproduce information while relying on external grades rather than strengthening long-term learning habits.",{"name":115,"@type":106,"acceptedAnswer":116},"How do the document’s arguments relate to learning styles and modality?",{"text":117,"@type":109},"The text argues that treating learners as having a fixed preferred learning style can be misleading or harmful, potentially preventing students from using a broader set of strategies and skills.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},350725,1792224865,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":79,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":15},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Learning to Learn: A Student Centered Instructional Strategy  \nDr. Glenn H. Dakin Ed. D.  \n© 2018 by Dr. Glenn H. Dakin Ed. D.  \nALL RIGHTS RESERVED  \nAbstract  \nLearning to learn should be a continual process of change. Learning skills are developed through conditioning in the learner’s environment and their experiences in social environments. Students over time become dependent on their beliefs influencing decisions for how to engage with learning. Educator instructional strategy plays a significant role in conditioning student’s beliefs. This discussion involves perceptions and propositions supported by brain based learning theories providing insight for empowering teachers to strengthen student learning skills through instructional strategies.  \nLearning to Learn: A Student Centered Instructional Strategy  \nTraditional classroom instructional strategy is characteristic of presenting knowledge to learners through lecture, video, and other forms of presentation. Instructional strategy that depends solely on the academic expert’s knowledge and the ability to present that knowledge conditions the classroom to revolve around the subject matter expert. The customary understanding is that the student’s perception must closely match the expert’s perception assessed through testing. Students that do not demonstrate less than desired results from test taking may be considered as ineffective learners. This instructional strategy is referred to as the sage on the stage. The instructor is the center of the classroom instructional strategy. According to King (1993),  \nThe sage on the stage instructional approach involves the one who has the knowledge and transmits that knowledge to the students, who simply memorize the information and later reproduce it on an exam--often without even thinking about it. This model of the teaching-learning process, called the transmittal model, assumes that the student's brain is like an empty container into which the professor pours knowledge. (p. 1)  \nAn assessment such as testing to provide a grade is an extrinsic motivation. Students become conditioned to measure their success of the learning experience through the grading process. Students must meet or exceed grading standards with very little regard for awareness of their learning skill process. The accuracy of content is targeted instead of the learning process of content application. How the student will use this knowledge in their reality may not be a consideration of the instructional strategy.  \nIf formative feedback is not discussed or provided, students may not focus on the learning process and instead students may become dependent on external rewards. Extrinsic  \nrewards may motivate a learner in the moment, but do not provide a means where instructional strategy attends to strengthening learning skills and habits over time. External rewards satisfy instant gratification and may reinforce dissatisfaction with the instructional strategy. Schaps and Lewis (n.d.) stated,“Extrinsic rewards are not needed to stimulate student engagement and perseverance. Rather, we find that rewards may indeed undermine intrinsic motivation”(p. 81) .  \nStandardized summative testing involves the recall of knowledge for accuracy. The summative testing involves the lowest level of Blooms Taxonomy of knowledge recall and may not connect with higher order thinking skills of analysis, synthesis, evaluation, comprehension, and application. In addition, standardized testing produces data predominately used in ranking percentiles with an expectation of learning. Data produced by testing is used by educational institutions as a means of assessing effective teaching and curriculum evaluation. A demonstrated use of the subject matter may not be involved. Therefore, the actual use of functional higher order learning outcomes included in Bloom’s Taxonomy may not be assessed to determine actual learning accomplished. Students subjected to passive instructional strategy may not","cbCaiqDq8PvzOsrL","https://ap.wps.com/l/cbCaiqDq8PvzOsrL","pdf",252183,33,"English","# Abstract\n# Traditional “Sage on the Stage” Instruction\n## Extrinsic Motivation and Grading\n## Formative Feedback and External Rewards\n# Standardized Summative Testing\n## Blooms Taxonomy and Higher-Order Thinking\n# Learning Styles and Modality Beliefs","[{\"question\":\"Why is learning to learn described as a continual process?\",\"answer\":\"Learning to learn is framed as ongoing change, shaped by the learner’s environment and social experiences over time.\"},{\"question\":\"What challenges are associated with the “sage on the stage” approach?\",\"answer\":\"It centers the instructor as the knowledge transmitter and can lead students to memorize and reproduce information while relying on external grades rather than strengthening long-term learning habits.\"},{\"question\":\"How do the document’s arguments relate to learning styles and modality?\",\"answer\":\"The text argues that treating learners as having a fixed preferred learning style can be misleading or harmful, potentially preventing students from using a broader set of strategies and skills.\"}]","Learning to Learn - A Student Centered Instructional Strategy | PDF",1790090782]