Precious Freeman
Implementing Student-Centered Learning Philosophy
Introduction
Ditching the traditional teacher-centered learning model to a student-centered learning model has never been as easy as such. The traditional teacher-centered learning is a teaching and learning model that focusses more on the instructor than the student. The instructor functions in a familiar role, as the classroom lecturer, who presents the students with information and expects them to get the information passively. The student-centered approach is a modern way of teaching in which the focus shifts from the instructor to the student. The objectivity of this model of learning is to develop independent and autonomous students by bestowing the responsibility of learning to students rather than the teacher (McCarthy, 2015). The classroom environment incorporates students in the planning, process, implementation, and evaluation. The teacher has to involve students in decision-making, which places more work on them (students). The leadership style in the classroom also changes from directive to consultative. Proponents of this learning model argue that students can develop skills that are essential in growing their independent-problem solving capacity even long after they have left school. Individuals (instructors) who have experience with the traditional teacher-centered learning model often have difficulty switching lanes to student-centered learning. This essay will discuss how this barrier can be overcome by suggesting various ways in which student-centered learning can be adopted to ensure an effective learning environment for students.
The classroom can be turned into a community
Unlike the traditional learning model, where the instructor speaks while the student listens, the student-centered model involves the student speaking while the teacher listens. This model reverses the logic of teacher-centered learning. The teacher can interject, ask questions, and even thank the student who has been acting as an “instructor.” When students are directly involved in the learning process and can frequently interact with both instructors and fellow students, they undoubtedly start to feel the sense of community and inclusion (Behrens, 2008). Besides, they get to learn what they value, what they feel, and what matters most. In this scenario, the instructor acts as an educator, activator, and facilitator.
Communication and trust development
Trust and open communication is a prerequisite for learning in a student-centered classroom. Trust can be achieved by allowing students to speak as you intently listen, and practicing fairness to all students. Trust cannot be created overnight, which calls for patience and consistency from the instructor as they try to achieve this attribute. It is recommended that an instructor should initiate a student-centered classroom model at the beginning of the year to nail the tone of students’ expectations throughout the academic year (Loveless, n.d.). At the beginning of every academic year, the students should be asked to give their opinions on how they would wish the classroom to be and what rules should be adopted to make the classroom a conducive learning environment. In a 15-minutes discussion, the instructor should jot the rules ion the board. As student opinions are continually aired, the instructor will start to see commonalities in views. These are the rules that can be rephrased logically to suit an inclusive learning environment’s interests and objectives. Communication is vital because students desire to be heard, and once they are given the platform to express themselves, they get content and cooperative in the learning process.
Striving to integrate technology
Engagement is the vital aspect of a student-centered classroom target. Precisely, engagement becomes a vital performance metric of student-centered learning. Fortunately, we live in a world that is appreciative of technological advancement. Technology has come in handy to help instructors easily conduct engagement sessions with students in class because every aspect of student learning revolves around technology (Loveless, n.d.). Instructors must invite and allow students to utilize free web tools to curate, present, and share information. Students’ use of web tools is often exciting for them, and they become anxious to learn and participate in class.
Fostering an environment where the quest for knowledge and respect guide behavioral traits rather than rules
It sounds weird to operate in an environment without rules, but it is very practical in a student-centered learning environment. The key to the no-rules approach is engagement. When the instructor creates an engaging environment, student behavior becomes an issue of less concern. A classroom with engaging discussions, engaging projects, or activities creates mutual respect between students and learners. There are minimal disruptions in the learning process, which eliminates room for misconduct.
Using engaging project-based learning activities rather than homework
There is a heated discussion in the teaching and learning sphere about the effectiveness of homework in improving students’ grades. Proponents argue that students perform better in their exams when they are given homework. At the same time, opponents are for the idea that there is very little correlation between examination performances and homework. However, this essay presumes that test scores and grades translate to quality learning and academic excellence. In a teacher-centered classroom, student productivity and in-class-learning are lower, thus necessitates for regular testing. In a student-centered classroom, activities are engaging and exciting for learners, thus contributing to students’ eagerness to learn and more productivity. Currently, a project-based learning model has been adopted by many teachers to teach technology, sciences, math standards, and other core subjects to foster student effectiveness and productivity in learning (Loveless, n.d.). Project-based learning entails identifying real-world problems and coming up with effective solutions that suit them. This model of learning heavily depends on technology, especially web tools which are presented in multimedia format. Project-based learning acts as the best replacement for homework-based learning that relies on repetitively loading students with take-away assignments to stay abreast of academic work.
Allowing students to participate in making decisions
Student-based learning models thrive under collaboration. Students are the focus of this model of teaching and learning, thus makes them part and parcel of how, why, and what the learning environment will be like. Before students engage in any learning activities, they need to know why they are doing so (McCarthy, 2015). Students must understand that a subject they are studying will impact their lives rather than only making them excel in their exams. Teaching a particular course to make students pass and get a college entry leads to low motivation, lackluster performance, and poor learning.
Once the reason for studying a particular course has been determined, what will be taught should be carefully selected. The content that should be taught in a student-centered classroom should be collaborative and interestingly involve both students and instructors. For instance, if the class entails American History, students can organize a play or skit to dramatize how things faired economically, politically, and socially in ancient America. By doing this, students take ownership of the learning process and benefit mutually among themselves.
The how aspect of student learning in the student-centered model is just as important as the why and what aspects. Different students comprehend and process information in very diverse ways. When students are involved in the decision-making process of determining how they will be taught, viable opinions will come out (Loveless, n.d.). Eventually, students get the opportunity to be taught in a way they are comfortable with, thus maximizing their comprehending capacity.
Allowing students to lead
A student-centered learning environment is fostered when students are allowed to lead. They grow well, build their engagement capabilities, and get empowered to own the learning experience. A teacher who embraces the student-centered learning model will allow students to take charge of things regardless of the task’s difficulty. The activity should be rotatory such that each student gets a chance to take charge at some point during the course. The topic of leadership roles can be introduced before embarking on coursework so that students understand what is expected of them when allowed to take charge.
Involve students in their performance evaluation
In a teacher-centered learning model, assessment is based on percentages, series of numbers, and letter grades offered after a particular has been completed. These score results say little about the learning process because they are mere figures (McCarthy, 2015). They only present a skeleton about the academic capacity of a particular student. The assessment process in a student-centered learning model takes the format of narrative feedback. Instructors can continually assess a particular project that students are working on until they exhibit a mastery of a concept before proceeding to the next project.
Conclusion
In conclusion, the student-centered learning model is taking center stage in the learning environment and slowly facing out the traditional teacher-0centered learning model. The student-centered learning model concentrates on students’ needs rather than the teacher’s need to deliver information. The student-centered learning model’s implementation process is rigorous and demanding, but this does not mean that continually using the teacher-centered model is more effective or efficient. This model heavily depends on technology tools, student empowerment, involving students in decision-making processes and performance evaluation, allowing them to lead, to mention a few, as highlighted in the essay’s body. I believe that the learning environment has to change as soon as possible to a student-centered one because its advantages outweigh its disadvantages compared to the traditional teacher-centered learning model.
References
Behrens, S. (2008). The journey towards a teaching philosophy. Research & Teaching in Developmental Education, 25(1), 64-69.
Loveless, B. (0AD). Developing a Student-centered Classroom. https://www.educationcorner.com/developing-a-student-centered-classroom.html.
McCarthy, J. (2015, September 9). Student-Centered Learning: It Starts With the Teacher. Edutopia. https://www.edutopia.org/blog/student-centered-learning-starts-with-teacher-john-mccarthy.
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