The concept of learner-centered curriculum techniques aims at promoting techniques that cater to all the needs of each student in the classroom (Moate and Cox, 2015). By advocating for fostering creativity and innovative thinking through learner-centered curriculum techniques, Cullen meant that the approaches used in designing curriculums should consider the diverse ever-changing classroom environment. He asserts that learners’ needs are quickly changing due to increased diversity and technology growth. Therefore, there is a need to redesign the classroom to meet the needs of the present generation. The community needs learners who demonstrate lifelong learning, autonomous, quickly adoptive and flexible. Intrinsically motivated students will seize opportunities that allow them to develop their learning and connect with the curriculum in a manner that promotes personal efficacy.
Therefore, fostering creativity through learner-centered curriculum techniques means that the curriculum equips the learner with skills that enhance their creativity. Learning techniques should promote innovative thinking by embracing approaches that improve the student’s thinking ability. The concept advanced by Cullen applies to my personal experience in that the curriculum techniques I have passed through have enhanced my creativity. Approaches that are centered on my needs as a student have been the best in facilitating a connection with the learning process.
The Rogerian rhetoric is a negotiating approach that seeks to identify mutual goals and contrasting views (Wachsmuth et al,. 2018). It is significant since it purposes to establish an objective description with the aim of arriving at a common ground and establishing an agreement. The strategy is significant to a learner-centered curriculum as it endeavors to demonstrate three things in learning. First, it attempts to show that the learner has understood the content, second, it outlines the areas which the learner believes to be valid. Lastly, it shows the areas of mutual agreement. Therefore it enhances cooperation in learning as it provides a strategy for reaching agreements.
Moate, R. M., & Cox, J. A. (2015). Learner-Centered Pedagogy: Considerations for Application in a Didactic Course. Professional Counselor, 5(3), 379-389.
Wachsmuth, H., Stede, M., El Baff, R., Al Khatib, K., Skeppstedt, M., & Stein, B. (2018). Argumentation Synthesis following Rhetorical Strategies. In Proceedings of the 27th International Conference on Computational Linguistics (pp. 3753-3765).