BUILDING STUDENT–CENTRED LEARNING ENVIRONMENT & WAYS TO

MAKE YOUR CLASSROOM STUDENT CENTRED

Authors
Richa Verma* & kumar Abhishek**
*Research scholar at Jayoti Vidyapeeth Women’s University, Jaipur
rvricha520@gmail.com
** Research scholar at Magadh University, Bodh Gaya
Kr.abhi.singh@gmal.com

ABSTRACT

Many students are being left behind by an educational system that some people believe is in
crisis. The term student centred learning is widely used in the teaching and learning literature.
Many terms have been linked with student centred learning, such as flexible learning
experiential learning self directed learning and therefore the slightly overused term student
centred learning can mean different things to different people. In addition in practice it is also
described by a range of terms and this has led to confusion surrounding its implementation.
The paradigm shift away from teaching to an emphasis on learning has encouraged power to
be moved from the teacher to the student. The teacher focused/transmission of information
formats, such as lecturing have begun to be increasingly criticised and this has paved the way
for a widespread growth of student centred learning as an alternative approach.
This paper aims to give an overview of the various ways student centred learning is defined
and also suggest some ways that student centred learning can be used as the organising
principle of teaching and assessment practices. This paper also explains the different ways to
make your classroom student centred and at last present some assessment to it as an
approach.

KEYWORDS: Student Centred Learning, Teaching Methods, Learning Methods, Classroom

Student Centred, Assessment Process.

INTRODUCTION

What is student centred learning?

Student centred learning also known as learner centred education, broadly encompasses
methods of teaching that shift the focus of instruction from the teacher to the student. In
original usage, student centred learning aims to develop learner autonomy and
independence by putting responsibility for the learning path in the hands of students. Student-
centred instruction focuses on skills and practices that enable lifelong learning and
independent problem-solving. Student centred learning theory and practice are based on
the constructivist learning theory that emphasizes the learner's criti computer assisted
learning role in constructing meaning from new information and prior experience.
The term student centred learning refers to a wide variety of educational programs, learning
experiences instructional approaches and academic-support strategies that are intended to
address the distinct learning needs interests aspirations or cultural backgrounds of individual
students and groups of students. To accomplish these goal schools teachers’ guidance
counsellors and other educational specialists may employ a wide variety of educational
methods from modifying assignments and instructional strategies in the classroom to entirely
redesigning the ways in which students are grouped and taught in a school.

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Because student centred learning has broad implications, and the term may encompass a wide
variety of potential instructional strategies and academic programs it may be difficult to
determine precisely what the term is referring to when it is used without qualification specific
examples or additional explanation. In some cases the term may have a very specific techni
computer assisted learning meaning but in others it may be vague, undecipherable
jargon. For example some educators use the term synonymously with personalized learning
and related terms while others see personalized learning as one aspect of student centred
learning but not a synonymous term or concept. For these reasons it is important to
investigate precisely how the term is being used and what it is referring to in a specific
educational context.

The term student centred learning most likely arose in response to educational decisions that
did not fully consider what students needed to know or what methods would be most
effective in facilitating learning for individual students or groups of students. For example
many traditional approaches to schooling could be considered school centred rather than
student centred because schools are often organized and managed in ways that work well for
organizational operations but that might not reflect the most effective ways to educate
students. For example its far more manageable from an institutional administrative or
logisticomputer assisted learning perspective if all students are being taught in classrooms
under the supervision of teachers if they are given a fixed set of course options to choose
from if they all use the same textbooks and learning resources or if their education unfolds
according to a predetermined schedule.

Student centred learning has sometimes been criticized as a fuzzy concept that refers to a
vague assortment of teaching strategies or that means different things to different educators in
recent years some education reformers and researchers have sought to define the term with
greater precision. While the definition of the term is still evolving advocates of student
centred learning tends to emphasize a few fundamental characteristics:
1. Teaching and learning is personalized meaning that it addresses the distinct learning
needs, interests, aspirations, or cultural backgrounds of individual students.
2. Students advance in their education when they demonstrate they have learned the
knowledge and skills they are expected to learn.
3. Students have the flexibility to learn anytime and anywhere meaning that student
learning can take place outside of traditional classroom and school based settings such
as through work study programs or online courses or during non traditional times such
as on nights and weekends.
4. Students are given opportunities to make choices about their own learning and
contribute to the design of learning experiences.
REVIEW OF LITERATURE

The theoretic computer assisted learning standing of student centred learning is often
surprisingly absent in the literature. However, it appears to relate primarily to the
constructivist view of learning in the importance it places on activity, discovery and
independent learning. Cognitive theory also highlights activity but in a different form than
that supported by the constructivists. The cognitive view supports the idea that the activity of
learning is computed in the head, or as often described ‘in the mind’. The constructivist view
of activity is related more to performing physic computer assisted learning activities for
example, projects, computer assisted learning. Student centred learning has some connections
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with the social constructivist view, which emphasises activity and the importance of
communities of practice and others in the learning process. However the definitions of
student centred learning do not necessarily highlight the importance of peers in learning.

Black summarised some of the difficulties highlighted in the literature in the area of
assessment for example that the giving of marks and grades are over emphasised while the
giving of advice and the learning function are under emphasised pupils are compared with
one another which highlights competition rather than personal improvement. He also explains
the concept of self assessment as essential activity to help students ‘take responsibility for
their own learning an important aspect of student centred learning.

Foucault argued that the examination was a technique of power where a student is controlled
through a system micro penalties the constant giving of marks which constitutes a whole field
of surveillance cited in broadfoot.
The use of the written examination is still a strong practice in today’s Universities and is
primarily a summative assessment that is an assessment for judgement or accreditation. The
addition of more formative assessment which emphasises feedback to students on their
learning would enhance their student learning.

By developing more formative assessment in your courses you can provide a focus for the
student by highlighting their learning gaps and areas that they can develop. Examples of
formative assessment include feedback on essays written comments on assignments grades
during the year that do not add to end of year mark and multiple choice questions and
answers for feedback only. The addition of more formative assessment encourages a more
student centred approach.

IMPLICATIONS FOR TEACHING/LEARNING METHODS

There are some main strategies in a study on student centred learning practices. The first
strategy was to make the student more active in acquiring knowledge and skills and might
include exercises in class or fieldwork and use of computer assisted learning computer
assisted learning packages etc. The second strategy was to make the student more aware of
what they are doing and why they are doing it. A third strategy is a focus on interaction, such
as the use of tutorials and other discussion groups. The final strategy is the focus on
transferable skills. This last strategy is not mentioned in other definitions of the student
centred learning but does look beyond the immediate course requirements to other benefits to
the student in later employment.

Below table highlights a sample of student centred learning/teaching methods and includes
some ideas for lecturers both within more teachers centred and outside of the lecture format.
You may consider however in striving reducing the amount of lecture contact hours for more
student centred formats where possible.
Black summarised some of the difficulties highlighted in the literature in the area of
assessment for example that the giving of marks and grades are over emphasised while the
giving of advice and the learning function are under emphasised pupils are compared with
one another which highlights competition rather than personal improvement. He also explains
the concept of self assessment as essential activity to help students take responsibility for
their own learning an important aspect of student centred learning. Foucault argued that the
examination was a technique of power where a student is controlled through system micro
penalties the constant giving of marks which constitutes a whole field of surveillance. The
use of the written examination is still a strong practice in today’s Universities and is primarily

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a summative assessment that is an assessment for judgement or accreditation. The addition of
more formative assessment, which emphasises feedback to students on their learning would
enhance their student learning.
Light and Cox write the above by developing more formative assessment in your courses you
can provide a focus for the student by highlighting their learning gaps and areas that they can
develop. Examples of formative assessment include feedback on essays written comments on
assignments grades during the year that do not add to end of year mark and multiple choice
questions and answers for feedback only. The addition of more formative assessment
encourages a more student centred approach.

Examples of student centred learning/teaching methods

1 Outside of the lecture format In the Lecture
2 Independent projects Buzz groups (short discussion in twos)
3 Group discussion Pyramids/snowballing (Buzz groups continuing the
discussion into larger groups)
4 Peer mentoring of other students Cross-over (mixing students into groups by
letter/number allocations)
5 Debates Rounds (giving turns to individual students to talk)
6 Field-trips Quizes
7 Computer assisted learning Writing reflections on learning (3/4 minutes)
8 Computer assisted learning Role play
9 Reflective diaries, learning Student class presentations
journals
10 Choice in subjects for Poster presentations
study/projects
11 Writing newspaper article Students producing mind maps in class

Gibbs as mentioned earlier describes the range of choices available to students in relation to
assessment as what criteria and standards are to be used, how the judgements are made and
by whom these judgements are made. In practice, how do we give students some autonomy
and decision making in an area such as assessment? Brown et al. highlight a range of
suggestions on how lecturers can involve students in the assessment process:
Assessment process and student centred learning
Involving students at the stage when the task is  Choosing the assessment task
set:  Setting the assessment task
 Discuss the assessment criteria
 Setting the assessment criteria
 Making self-assessment comments
 Making peer-assessment feedback
Involving students at the stage after the task is comments
completed:  Suggesting self-assessment
grades/marks
 Negotiating self-assessment
grades/marks
 Assigning self-assessment grades/marks
 Assigning peer-assessment grades/marks

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The suggestions in above may seem a large jump from your current practices therefore you
might consider moving your assessment practice slightly up the teacher and student centred
continuum. An example of a small but significant change is to provide a choice of essay
topics and exam questions as a manageable starting point.

EFFECTIVENESS AND ASSESSMENT OF STUDENT CENTRED LEARNING

The use of student centred learning appears to be reflective of today’s society where choice
and democracy are important concepts however is it an effective approach to learning?
Reviewed several studies on student centred learning and found that overall it was an
effective approach. A 6 year study in Helsinki, which compared traditional and activating
instruction, found that the activating group developed better study skills and understanding,
but were slower in their study initially. Equally Hall and Saunders found that students had
increased participation, motivation and grades in a first year information technology course
In addition 94 percent of the students would recommend it to others over the more
conventional approach. Students in a UK University elaborated on the impact of student
centred learning on them that is they felt there was more respect for the student in this
approach, that it was more interesting, exciting, and it boosted their confidence. Student
centred learning, despite its popularity, is not without its critics. The main critique of student
centred learning is its focus on the individual learner. In addition, there are some difficulties
in its implementation the resources needed to implement it, the belief system of the students
and staff, and student’s lack of familiarity with the term.
Simon describes that student–centred learning, in the School system, can be in danger of
focusing completely on the individual learner and taken to its extreme does not take into
account the needs of the whole class. Simon highlights the point that ‘if each child is unique,
and each requires a specific pedagogi computer assisted learning approach appropriate to him
or her and to no other, the construction of an all embracing pedagogy or general principles of
teaching becomes impossibility. Edwards also highlights the dangers associated with student
centeredness in adult education where in empowering an individual there is a potential danger
of ‘a person computer assisted learning isolation from other learners’.

Student Centred Instructional Strategies

Cooperative Cooperative learning involves small groups working
together to accomplish a learning task.
Presentations Presentations are learner presented assignments. Students
can do these in groups or individually.
Panel/Expert Panels are a way to include many voices on a subject.
Students can write and ask the questions in Q & A session.
Brainstorming Brainstorming puts the thinker to work and present the
situation. Also ask learners to think creatively.
Mental Models Build mental models that can withstand new information.
Draw out your mental model. Test it. Challenge it. Build it.
Project A project simulates what a learner could do at the
workplace. It could also be a service project where students
create positive change.
Problem Problem based learning seeks to solve problems. It might be
a part of a problem. Learner finds solution, while instructor
facilitates.
Social Media Use social media to effectively share a message. Get

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 feedback. Keep it short and to the point.

The importance of the social context of learning and the value of interaction with peers is
emphasised in the socio-cultural view of learning. The concept of being an independent
learner choosing his/her own route of learning, may in fact drive some of the sociability out
of the learning process if care is not taken to emphasise the importance of peers. In relation to
this individuality Lea et al.’s study on psychology students highlighted their concern over
being abandoned or isolated from other supports in a student centred learning approach.

WAYS TO MAKE YOUR CLASSROOM STUDENT CENTRED

Sports? Historicomputer assisted learning novels? Cars? Finding crafty ideas on Pinterest?
For adults, making choices is the norm. We're motivated by stimuli that we value, by our
passions. If ideas hold no personal interest for us, we often quit, unless a relationship or
reward is involved.
Our students aren't so different. Expert teachers know how to give students choice and voice,
finding ways to design learning experiences that tap into what students value. This isn't
always easy, especially if our preparation experiences didn't frame learning this way. Here
are five questions that can help us develop and refine the teacher strengths needed for
creating a student-centred classroom. Use them to start the new year off right!
1. How does the classroom environment promote interaction among learners—and how
do you operate in that environment? Student-centred classrooms are big on collaboration,
which means they don't usually have rows of desks facing a teacher lectern or desk. Instead,
desks or tables are arranged so that it's easy for students to collaborate on projects or on
analyzing readings (rather than listening to lectures). And whether teachers are leading
lessons on protein synthesis or the issues leading up to a world conflict, we make the most of
these possibilities.
Teacher strength: giving up absolute control. The teacher becomes a participant and co-
learner in discussion, asking questions and perhaps correcting misconceptions, but not
telling learners what they need to know.
2. What kind of assessments do you use? Student-centred assessments ask open-ended
questions that force learners to reflect and synthesize what they have learned. They demand
that students access higher orders of thinking.
For example, traditionally, students might learn about velocity by reading (or listening to a
lecture), completing worksheets, then answering multiple-choice questions. But if a student
maps a locomputer assisted learning route and tracks the time for different legs of a journey
using something which they can determine average velocities for each segment of a journey.
The data will be individualized, as will the route and the computer assisted learning
collations. Assessment can be a creative product and process that involves student choice.
Teacher strength: valuing student engagement over convenience. It's easier to scan a bubble
test. But these assessments do not tell us nearly as much about criti computer assisted
learning thinking or students' progress toward the Common Core State Standards. Creating
and completing meaningful assessments is hard (but worthwhile) work for both teacher and
students.
3. How do you respond to a lack of buy-in? No matter how well-intentioned we may be
about student engagement, we sometimes miss the mark.
This past week, when studying sound waves, my 9th grade science students created
instruments—flutes, pan pipes, wind chimes, and water bells, all tuned to specific
frequencies. For the first time in years, kids didn't care for this assignment, but I noticed they

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 loved using Audacity to record their instruments. Even after completing the day's
assignment, they kept looking at different tools in the program.
I thought about it on the way home and the next day I shifted gears. The original plan had
been to continue our study of frequency, wavelength, and sound concepts by creating a class
concert (as in years past). But instead, I decided to ask students to explore auto tune and show
choir mash-ups, studying the same concepts. Students still recorded songs using software,
changed the sound characteristics, and played the resulting jams for one another.
Teacher strength: honouring student passion and interest. Both approaches would have
taught my students what they needed to know about sound. But learning must matter to the
learner; in this case, I realized my students were less interested in creating their own
instruments than in understanding how technology can influence personal miscompute
assisted learning taste.
To activate this strength takes flexibility, resourcefulness, sensitivity to student needs, and a
deep understanding of content all of which require even the most experienced teacher to stay
on his or her toes.
4. Which is more important to you: compliance or knowledge? Occasionally we come
across learners who drive most of their teachers crazy. They text on the sly don't hand in
homework, read unrelated books during class time. Backing them into a corner is an
understandable reaction: Dude you're in my class to do my work. It can be almost infuriating
when this learner takes the test and aces it: He or she understands the content and is
competent at what you have to offer.
Teacher strength: admitting you do not have the market cornered on knowledge. The truth is
that 21st-century learning is focused more on creation and computer assisted learning
thinking than on compliance. Most of us were formed in a teaching crucible that emphasized
our wisdom and students' compliance. Shifting our perspective means that students take on
more active roles as learners and that our roles change, too. We must decide whether to think
and act as facilitators who empower (and learn from) our students or as the people guarding
the vault.
5. If learners weren't required to come to your class, would they? Ask yourself this
difficult but honest question: Is there joy in the journey we are taking together? It's one of the
most difficult tasks in teaching, because it asks us to consider the learner as a part of our
community, rather than just a mind to fill. Asking this question and responding to the answer
requires a combination of flexibility, humour, and the ability to try new things, fail, and laugh
when things work out and when they don't.

Teacher strength: developing healthy relationships with learners. You've heard all the
warnings before: Don't let them see you smile, don't communicate with them via social
media, don't let them know that you aren't the expert. But it just doesn't work that way in our
own lives. If we sincerely believe in lifelong learning and commit to modeling it, we'll be
honest with one another, cajoling, encouraging, and mentoring with challenging and
appropriate dialogue.

Student-Centred (Not Teacher-Centred) Teacher-Centred (Not-Student Centred)

1. Being clear about how you will promote, measure,

1. Being clear about how to do well in your
and celebrate understanding class
2. Modelling for students how to “think” 2. Admonishing students to “think”
3. Helping students understand what’s worth

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 understanding 3. Helping students master content
4. Diversifying what you accept as evidence of 4.
understanding 5. Helping students continuously practice and
5. revise how they perform on one assessment
6. Creating curriculum and instruction around a need form
to know 6. Creating curriculum and instruction around
7. Collaborating with students to create the rubric or standards
scoring guide 7. Handing students a rubric or scoring guide
8. Letting students choose the project’s purpose 8.
9. 9. Letting students choose the project’s product
10. Choosing “power standards” from your
curriculum after meeting with both students, Choosing “power standards” in a staff
parents, and community members that voice their meeting in the middle of a summer PD with
unique societal and cultural needs the other 4 teachers from your department or
grade level
Letting students choose their own media form that
reflects the purpose of the reading Allowing students to choose from two novels
that are unlike anything they’ve ever seen or
experienced in their lives

Choice boards Worksheets, essays

Placing struggling readers in a lit circle that gives

them an authentic role that they can be successful
in, allows them to hear oral fluency and reading Giving struggling readers a few extra minutes
speed modeled, and keeps them from feeling to read a 17 page short story
“broken”

11. Starting class with a story

10. Starting class with a standard and target
12. Using the on-demand writing prompt as the
summative assessment 11. Giving an on-demand assignment even
though you just finished a writing piece or
Think feedback unit
12. Think letter grades
13. Choosing what’s graded carefully, and
considering other work as practice Grading everything

CONCLUSION
The changing demographics of the student population and the more consumer or client
centred culture in today’s society have provided a climate where the use of student centred
learning is thriving. The interpretation of the term ‘student centred learning’ appears to vary
between authors as some equate it with active learning while others take a more
comprehensive definition including: active learning, choice in learning, and the shift of power
in the teacher student relationship. It is used very commonly in the literature and in
University policy statements, but this has not necessarily transferred into practice. Student–

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centred learning is not without some criticism but in general it has been seen to be a positive
experience, for example Edwards emphasises the value of student–centred learning: ‘Placing
learners at the heart of the learning process and meeting their needs, is taken to a progressive
step in which learner centred approaches mean that persons are able to learn what is relevant
for them in ways that are appropriate. Waste in human and educational resources is reduced
as it suggested learners no longer have to learn what they already know or can do nor what
they are uninterested in. Although recognizing that it is not necessarily an easy task, it is
hoped that this chapter has gone some way to providing evidence and ideas to move you
higher up the continuum towards a more student centred practice.

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