Published Article / This article is based on reviewing literature as well as experiences in the fields of Radiography and Biochemistry. Major changes have occurred in the Higher Education environment over the recent past. The concept of learner-centeredness emerged with the implementation of OBET. Adaptations to traditional teaching methods will be necessary to prevent lowering of standards in teaching and learning. Mass-lecture, multiple choice questions and using the marking machine has so far been the response from the academe, thus very little deep, meaningful learning is taking place. Good facilitation should narrow the gap caused by student diversity. Facilitating improved learning requires a great deal of professional development as a facilitator. The learning process should strive to attain learning through a deep approach addressing the specific needs of the learners. To assist you to effectively facilitate learning, the article addresses some factors associated with academic achievement. Practical examples are also provided to facilitate effective learning in the classroom. The philosophy driving a good facilitator is also expounded. It is concluded that an excellent facilitator will not only make effort, but will make waves in facilitating his / her subject.

The purpose of this comparative case study was to explore English language teachers&rsquo / beliefs, assumptions and knowledge about learner-centeredness and the European Language Portfolio (ELP) and to see how they implement their understanding of learner-centeredness in their classrooms. The study was conducted at one public and one private primary school in Istanbul. Focus group interviews were held in each school with thirteen teachers of English and then individual interviews and observations were carried out with four volunteer teachers during the spring semester, 2004-2005. The four participant teachers were observed in their classrooms ten times along with before- and after-class observation reflections facilitated by the researcher. A follow up interview was conducted with each teacher at the end of the observations. In addition, these observations were accompanied by document analysis. Data from the interviews and before- and after-class reflections were inductively analyzed. For the analysis of observation data and documents, a learner-centered data analysis model was constructed by the researcher. The results of the data indicated that there were differences between public school teachers and private school teachers in the way they defined and implemented learner-centeredness. Lack of knowledge about the ELP was observed in both public and private school teachers. Results revealed that there is a need for in-service training programs that will cater for the needs of public school teachers if the aim is to implement learner-centeredness in schools.

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