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learning) is an approach to education focusing on the needs of the students, rather than
those of others involved in the educational process, such as teachers and administrators.
This approach has many implications for the design of curriculum, course content, and
interactivity of courses.
For instance, a student-centered course may address the needs of a particular student
audience to learn how to solve some job-related problems using some aspects of
mathematics. In contrast, a course focused on learning mathematics might choose areas
of mathematics to cover and methods of teaching which would be considered irrelevant
by the student.
Student-centered learning, that is, putting students first, is in stark contrast to existing
establishment/teacher-centered lecturing and careerism. Student-centered learning is
focused on the student's needs, abilities, interests, and learning styles with the teacher as a
facilitator of learning. This classroom teaching method acknowledges student voice as
central to the learning experience for every learner. Teacher-centered learning has the
teacher at its centre in an active role and students in a passive, receptive role. Student-
centered learning requires students to be active, responsible participants in their own
learning.
Contents
[hide]
• 1 Background
• 2 Teacher- directed instructions
• 3 Implementation considerations
• 4 Assessment of student-centered learning
• 5 Application to Higher-Education
• 6 See also
• 7 External resources
• 8 References
[edit] Background
Traditionally, teachers direct the learning process and students assume a receptive role in
their education. With the advent of progressive education in the 19th century, and the
influence of psychologists, educators have largely replaced traditional curriculum
approaches with "hands-on" activities and "group work", which the child determines on
his own what he wants to do in class. Key amongst these changes is the premise that
students actively construct their own learning. Theorists like John Dewey, Jean Piaget,
and Lev Vygotsky whose collective work focused on how students learn is primarily
responsible for the move to student-centered learning. Carl Rogers' ideas about the
formation of the individual also contributed to student-centered learning. Student-
centered learning means reversing the traditional teacher-centered understanding of the
learning process and putting students at the centre of the learning process. Maria
Montessori was also an influence in centre-based learning, where preschool children
learn through play.
In terms of curriculum practice, the student has the choice in what they want to study and
how they are going to apply their newfound knowledge. According to Ernie Stringer,
“Student learning processes are greatly enhanced when they participate in deciding how
they may demonstrate their competence in a body of knowledge or the performance of
skills.” This pedagogical implication enables the student to establish his or her unique
learning objectives. This aspect of learning holds the learner accountable for production
of knowledge that he or she is capable of producing. In this stage of learning, the teacher
evaluates the learner by providing honest and timely feedback on individual progress.
Building a rapport with students is an essential strategy that educators could utilize in
order to gauge student growth in a student-centred classroom. Through effective
communication skills, the teacher is able to address student needs, interests, and overall
engagement in the learning material. According to James Henderson, there are three basic
principles of democratic living, which he says are not yet established in our society in
terms of education. The three basic tenets, which he calls the 3S’s of teaching for
democratic living, are:
Because much of the power resides with students, teachers must realize that they are
submissive in the learning process. This is a role teachers must be comfortable with if
they are to implement a student-centred learning environment. To be considered a
student-centred learning environment it will be open, dynamic, trusting, respectful, and
promote the primacy of children's subjectivity over objective learning. Students will
collaborate on hands-on problems with little to no teacher instruction and make their own
conclusions. This experiential learning involves the whole person -- their feelings,
thoughts, whims, social skills, and intuition. The result is a person who is empowered
against conventional societal norms; a student who is carefree and doesn't judge others.
The success of this initiative was evaluated by surveying the students. After two years the
mean ratings indicating the students' perception of the quality of the teaching and
learning environment at the university all rose significantly (Kember, 2009).
The success of the initiative at the university in this study indicates that by adapting a
more student-oriented approach to education, the students will enjoy a more positive
learning experience which will likely help them develop greater passion for learning and
lead to more success in their learning endeavours.
[edit] References
• Bloom, Benjamin. (1956). Taxonomy of educational objectives: The classification
of educational goals. Susan Fauer Company, Inc.
• Estes, Cheryl. (2004). Promoting Student-Centred Learning in Experiential
Education. Journal of Experiential Education, 27(2), pp. 141-161.
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determinaton in
human behaviour. New York: Pienum.
• Gardner, H. (1983). Frames of Mind: The Theory of multiple intelligences. New
York: Basic Books.
• Henderson, J.G. (1992). Reflective teaching: Professional artistry through inquiry.
Upper Saddle River, NJ: Merrill Prentice Hall.
• Iyoshi, Toru, Hannafin, Micaheal & Wang, Feng. (2005). Cognitive Tools and
Student-centred Learning: Rethinking Tools,Functions and Applications.
Educational Media International, 42(4), pp. 281-296.
• Kember, David. (2009). Promoting student-centred forms of learning across an
entire university. "Higher Education, 58"(1), pp. 1-13.
• Motschnig-Pitrik, R. & Holzinger, A. (2002). Student-Centred Teaching Meets
New Media: Concept and Case Study. Educational Technology & Society, 5(4),
pp. 160-172. Available online at
http://www.pri.univie.ac.at/Publications/2002/Motschnig_IEEE20002_Student_C
entered_Teaching.pdf
• Pedersen, Susan & Williams, Doug. (2004). A Comparison of Assessment
Practices and Their Effects on Learning and Motivation in a Student-Centred
Learning Environment. Journal of Educational Multimedia and Hypermedia,
13(3), pp. 283-307.
• Pedersen, Susan & Liu, Min. (2003). Teachers' Beliefs About Issues in the
implementation of a Student-Centred Learning Environment. Educational
Technology, Research and Development, 51(2), pp. 57-74. Available online at
http://www.springerlink.com/content/m282r52l18576651/fulltext.pdf
• Stringer, E. (2008). Action research in education. (2nd Ed.). Upper Saddle River,
NJ: Pearson Education Inc.
• Vygotsky, L.S. (1978). Mind and society: The development of higher
psychological processes. Cambridge, MA: Harvard University Press.
• SoundOut for Student Involvement