Setting a framework for knowledge is a very important component in teaching and learning process. Learning is an active, constructive, contextual process. New knowledge is acquired in relation to previous knowledge; information becomes meaningful when it is presented and acquired in some type of framework. From a learning - centered perspective, your task as an instructor is to interact with students in ways that enable them to acquire new information, practice new skills, reconfigure what they already know, and recognize what they have learned (B. G. Davis, 1993).
A learning - centered approach has subtle but profound implications for you as a teacher. It asks that you think carefully about your teaching philosophy, what it means to be an educated person in your discipline or field, how your course relates to disciplinary and interdisciplinary programs of study, and your intentions and purposes for producing and assessing learning. It asks that you think through the implications of your preferred teaching style; the decisions you make about teaching strategies and forms of assessment; and the ways that students ’ diverse needs, interests, and purposes can influence all those choices.