In learner-centered approach, teachers can choose elements of the traditional and constructivist approaches that are appropriate for particular learning situations (Atagi, 2002: 3).
The learner-centered approach is the most promoted approach of learning reform, but it is often single-mindedly misinterpreted as adopting a set of teaching devices such as field trips, group learning, discussions, and report writing (ONEC, 2000c cited by Atagi, 2002: 51).
The learner-centered approach is actually a principle in which the importance is given to learners, and ideally, it encourages the development of individuals' thinking skills (Atagi, 2002: 51).
The learner-centered approach does not mean that students go on field trips or are involved in group discussion all the time, Many teachers misunderstand that the learner-centered as a tool, but it is actually a principle. The National Education Act B.E. 2542 says learners are most important, meaning that teachers should choose appropriate instructional modes for students sake. For certain content, lecture is most appropriate. That's still leaner-centered (Atagi, 2002: 53).
The learner-centered approach is for educators to choose the best pedagogy for learners (Atagi, 2002: 53).
The leaner-center approach necessitates a learner's participation in perception, thinking, action, and evaluation. Teachers and instructors need to learn new roles as facilitators and advisors, design learning activities and experiences, provide encouragement, and assist learners in playing their roles and discovering their own capabilities (Khemmani, 2006: 118).
Teachers are expected to provide to provide learning experiences that allow all students to become independent learners. The learning experiences should also support knowledge, skills, and attitudes so that students can develop into good, happy, and smart persons—specific goals of education articulated in the national Thai curriculum (MOE, 2002 cited by Khemmani, 2006: 118).