What is student-centered learning?
A survey of recently publications indicates agreement on a general definition of student-centered learning, but differing interpretations of details. A number of publications focus on application of the theory; others examine reasons for an apparent resistance among some teachers to implement student-centered learning, despite clear benefits. Despite this ambiguity in terminology and apparently slow uptake, there is a strong consensus that student-centered learning increases student engagement, produces deeper learning, and develops 21st century learning skills.
Most publications on this topic begin with a definition of student-centered learning as putting students at the heart of education, or putting the learner first, in contrast to traditional models of education. The teacher’s role as guide is clear; so too is the active nature of learning. The lecture as a mode of delivering information for students to passively absorb is commonly held up in contrast to student-centered learning (much of the research focuses on tertiary education).
Once we move beyond that general description, however, there seems to be a range of interpretations as to what student-centered learning actually is. Some see students having a great deal of autonomy, choosing “not only what to study but also how and why that topic might be of interest” (TEAL, 2011:23); or “What is to be learnt, how and when it is to be learnt, with what outcome, what criteria and standards are to be used, how the judgments are made and by whom these judgments are made” (Gibbs, 1995, as quoted in O’Neill & McMahon, 2005). Jones, however, focuses on instructional design rather than student autonomy: “A student-centered classroom isn't a place where the students decide what they want to learn and what they want to do. It’s a place where we consider the needs of the students, as a group and as individuals, and encourage them to participate in the learning process all the time” (Jones, 2007:2).
O’Neill & McMahon (2005) conclude that student-centered learning is about choice to some, active learning to others, and changes in roles and power sharing to others.
Comparison of different interpretations of student-centered learning, however, highlights, not opposing views, but commonalities.
The following chart compares descriptions of student-centered learning in seven publications.
Most publications on this topic begin with a definition of student-centered learning as putting students at the heart of education, or putting the learner first, in contrast to traditional models of education. The teacher’s role as guide is clear; so too is the active nature of learning. The lecture as a mode of delivering information for students to passively absorb is commonly held up in contrast to student-centered learning (much of the research focuses on tertiary education).
Once we move beyond that general description, however, there seems to be a range of interpretations as to what student-centered learning actually is. Some see students having a great deal of autonomy, choosing “not only what to study but also how and why that topic might be of interest” (TEAL, 2011:23); or “What is to be learnt, how and when it is to be learnt, with what outcome, what criteria and standards are to be used, how the judgments are made and by whom these judgments are made” (Gibbs, 1995, as quoted in O’Neill & McMahon, 2005). Jones, however, focuses on instructional design rather than student autonomy: “A student-centered classroom isn't a place where the students decide what they want to learn and what they want to do. It’s a place where we consider the needs of the students, as a group and as individuals, and encourage them to participate in the learning process all the time” (Jones, 2007:2).
O’Neill & McMahon (2005) conclude that student-centered learning is about choice to some, active learning to others, and changes in roles and power sharing to others.
Comparison of different interpretations of student-centered learning, however, highlights, not opposing views, but commonalities.
The following chart compares descriptions of student-centered learning in seven publications.
In summary, SCL will have many of these characteristics:
- Active learning: students participate more actively and with greater independence than traditional models, having a voice in their own learning, and learning by actively seeking knowledge, rather than passively receiving it.
- Teachers as question-crafters and guides: teachers use carefully designed open-ended tasks and questions to guide students in their learning; rather than giving the answers, teachers guide students to discover the answers for themselves.
- Shared power within the classroom: there is a more equal power balance between teachers and students, marked by mutual respect.
- Collaboration: students often work in groups.
I suggest that Student-Centered Learning represents a spectrum of teaching/learning approaches with these characteristics. Depending on a range of factors, including the age of the learner and the nature of the knowledge being learned, teachers may incorporate student-centered learning into their teaching to different degrees. Some may use it for individual lessons; others may use this approach to structure their entire course. The degree of student autonomy and the areas of learning over which they have control may also vary.
Elementary school students might be given less autonomy in choosing the end goals of their learning than adult students, while still using an inquiry-based learning model to reach those goals. I have taught and learnt using the SCL model (see the Reflection on Practice section below, and the Problem-Based Learning page for a reflection on both experiences). In my experience, younger students are still developing the cognitive skills needed to construct learning experiences with complete autonomy, such as reflection on learning, the ability to learn from mistakes, self-discipline and management of time and resources.
Areas of study with more fixed bodies of knowledge as end goals may use student-centered learning within certain parameters, in order to ensure course material is covered in a timely and orderly fashion. For example, undergraduate medical students need to learn the language of their profession in order to communicate within that profession. This process may not lend itself as easily to student-centered learning as, say, education students, for whom the end goal includes not just gaining informational knowledge but acquiring and developing skills, and a transformation of self. Indeed, it seems that comprehensive use of a student-centered learning model, in which students are fully directing their own learning, is most likely to be found in areas of learning which involve reflection-based transformation of the adult learner - such as in a Masters in Education.
Using student-centered learning with more open-ended goals in this kind of learning environment also lends itself to student-generated learning, in which students collaborate in the learning process. Again, this requires a certain skill set on the part of all learners involved in the collaboration, namely, communication, responsibility to the group, listening, negotiation, and teamwork, skills which (it is hoped) are more developed in adult learners than in elementary school students.
Elementary school students might be given less autonomy in choosing the end goals of their learning than adult students, while still using an inquiry-based learning model to reach those goals. I have taught and learnt using the SCL model (see the Reflection on Practice section below, and the Problem-Based Learning page for a reflection on both experiences). In my experience, younger students are still developing the cognitive skills needed to construct learning experiences with complete autonomy, such as reflection on learning, the ability to learn from mistakes, self-discipline and management of time and resources.
Areas of study with more fixed bodies of knowledge as end goals may use student-centered learning within certain parameters, in order to ensure course material is covered in a timely and orderly fashion. For example, undergraduate medical students need to learn the language of their profession in order to communicate within that profession. This process may not lend itself as easily to student-centered learning as, say, education students, for whom the end goal includes not just gaining informational knowledge but acquiring and developing skills, and a transformation of self. Indeed, it seems that comprehensive use of a student-centered learning model, in which students are fully directing their own learning, is most likely to be found in areas of learning which involve reflection-based transformation of the adult learner - such as in a Masters in Education.
Using student-centered learning with more open-ended goals in this kind of learning environment also lends itself to student-generated learning, in which students collaborate in the learning process. Again, this requires a certain skill set on the part of all learners involved in the collaboration, namely, communication, responsibility to the group, listening, negotiation, and teamwork, skills which (it is hoped) are more developed in adult learners than in elementary school students.
Although there still is a need for more precise definition or delineation between variations of student-centered learning, as evidenced above, this model has been around long enough for two trends to appear in the literature: practical ‘how-to’ guides, and discussion of why some teachers are still resistant to implementing it.
Advice on how to transform a traditional class into a student-centered learning experience is often tied to specific contexts, and includes details such as seating arrangements, advice on forming groups, and so on. Many of the ‘how-to’ publications also include sections on implementing student-centered learning, including 1) introducing student-centered learning activities gradually, and 2) helping students develop the learning skills needed to be successful in a student-centered learning environment, including independent learning, collaboration, time and materials management, and goal-setting. Also, teachers are encouraged to anticipate and deal with objections stemming from the changing roles of teachers and students, which is a potential source of friction during implementation: teachers may feel nervous about releasing control of the learning process, and students may feel the teacher is not directing them enough, or ‘not doing their job’ (TEAL, 2011).
Another objection to student-centered learning relates to the difficulty of managing large classes, primarily a concern for tertiary teachers with lecture-hall sized classes. Teachers attempting to facilitate active learning on this scale and in this learning environment clearly face more challenges than teachers with classes of less than 30 in classrooms with flexible seating and large blocks of learning time.
Teachers, parents and administrators may be concerned about the effect student-centered learning has on student achievement, given that it moves away from what appears (on the surface at least) to be an efficient way of ‘covering the curriculum’. Student-centered learning does take more time, and the emphasis is more on skills than content, but proponents of student-centered learning argue that it increases student achievement in a number of important ways:
Advice on how to transform a traditional class into a student-centered learning experience is often tied to specific contexts, and includes details such as seating arrangements, advice on forming groups, and so on. Many of the ‘how-to’ publications also include sections on implementing student-centered learning, including 1) introducing student-centered learning activities gradually, and 2) helping students develop the learning skills needed to be successful in a student-centered learning environment, including independent learning, collaboration, time and materials management, and goal-setting. Also, teachers are encouraged to anticipate and deal with objections stemming from the changing roles of teachers and students, which is a potential source of friction during implementation: teachers may feel nervous about releasing control of the learning process, and students may feel the teacher is not directing them enough, or ‘not doing their job’ (TEAL, 2011).
Another objection to student-centered learning relates to the difficulty of managing large classes, primarily a concern for tertiary teachers with lecture-hall sized classes. Teachers attempting to facilitate active learning on this scale and in this learning environment clearly face more challenges than teachers with classes of less than 30 in classrooms with flexible seating and large blocks of learning time.
Teachers, parents and administrators may be concerned about the effect student-centered learning has on student achievement, given that it moves away from what appears (on the surface at least) to be an efficient way of ‘covering the curriculum’. Student-centered learning does take more time, and the emphasis is more on skills than content, but proponents of student-centered learning argue that it increases student achievement in a number of important ways:
- It engages students in the learning process, motivating them to work harder than traditional models. “Learners find the learning process more meaningful when topics are relevant to their lives, needs, and interests, and when they are actively engaged in creating, understanding, and connecting to knowledge” (TEAL, 2011:23).
- It develops learning skills, including metacognition, critical thinking, and collaboration.
- It produces better standardized test scores: some studies indicate significant improvement in test scores in math and science and in problem-solving skills after adoption of student-centered learning methods (Overby, 2011).
- It leads to improved attendance (Overby, 2011).
- “Student-centered methods have repeatedly been shown to be superior to the traditional teacher-centered approach to instruction, a conclusion that applies whether the assessed outcome is short-term mastery, long-term retention, or depth of understanding of course material, acquisition of critical thinking or creative problem-solving skills, formation of positive attitudes toward the subject being taught, or level of confidence in knowledge or skills” (Felder, n.d.).
- It leads to greater openness to lifelong learning (Attard et al, 2010).
Students' views on student-centered learning
As part of our presentation to the class on student-centered learning, our breakout group prepared a video, which includes some interesting observations from students on their current engagement with learning and their views on what student-centered learning might mean.
Technology and student-centered learning
There was some discussion in our group and in the class about the role of technology in student-centered learning. Although student-centered learning does not depend on technology, there are a number of ways current technology could be utilized to support learning in a student-centered classroom. These are explored in Technology and Student-Centered Learning.
Reflection on practice
During this course (Online Technology in Education), my group created a blog, Students at the Center, as a forum for exploring some of the practical and theoretical aspects of student-centered learning (this is not to be confused with the more recent Students at the Center website, run by Jobs for the Future and supported by the Nellie Mae Foundation).
My entries began with a reflection on how student-centered learning relates to the traditional master-apprentice roles in music education. During the course of writing the blog, I experimented with a brief unit using student-centered learning in my classroom, and my remaining blog entries are reflections on that experience. Follow the link above for the original blog; the link here takes you to a collection of my contributions.
As you read my reflections on teaching with a student-centered learning ethos, it will be apparent that I found this brief taste of this approach enlightening and inspiring. One of my future goals is to incorporate student-centered learning into my practice more thoughtfully and systematically. Several outcomes were apparent: the students really enjoyed it, were engaged in their learning, and demonstrated higher-level thinking and initiative - for some students, more than I had seen in all the 'regular' classes throughout the year. This was a very brief, loosely documented, almost ad hoc case study, but it has whetted my appetite for more.
My entries began with a reflection on how student-centered learning relates to the traditional master-apprentice roles in music education. During the course of writing the blog, I experimented with a brief unit using student-centered learning in my classroom, and my remaining blog entries are reflections on that experience. Follow the link above for the original blog; the link here takes you to a collection of my contributions.
As you read my reflections on teaching with a student-centered learning ethos, it will be apparent that I found this brief taste of this approach enlightening and inspiring. One of my future goals is to incorporate student-centered learning into my practice more thoughtfully and systematically. Several outcomes were apparent: the students really enjoyed it, were engaged in their learning, and demonstrated higher-level thinking and initiative - for some students, more than I had seen in all the 'regular' classes throughout the year. This was a very brief, loosely documented, almost ad hoc case study, but it has whetted my appetite for more.
"Education is a process of learning how to become the architect of our own education.
It is a process that does not terminate until we do."
- Elliot Eisner
It is a process that does not terminate until we do."
- Elliot Eisner