Pedagogies for Student-Centered Learning: Online and On-Gound

By Cari Crumly

What comes to mind when you hear student-centered learning? Do you immediately see a classroom without a teacher? Do you see students teaching other students? How do you know which pedagogies to use when designing the best learning environment? The question of determining what pedagogies to use within the classroom (on-ground or virtual) can often plague teachers given today’s student.

This book will help you to identify the difference between teacher-centered and student-centered learning and the various pedagogies commonly associated with each. This book will draw upon the research and experience of three different educators and their pedagogical variations and uses within the classroom and online. Crumly’s synopsis of student-centered learning and suggested action is followed by a collaborative dialogue with Pamela Dietz and Sarah d’Angelo. Dietz and d’Angelo provide practical commentary regarding the successful implementation of Crumly’s proposed approaches. As a group, Crumly, Dietz, and d’Angelo create a text that extends pedagogical innovation in inspiring but practical ways.

• Language: English
• Publisher: Fortress Press
• Release date: Nov 1, 2014
• ISBN: 9781451489538

Cari Crumly

Cari Crumly manages a number of educational elements from project consulting on educational contracts, including curriculum development and instructional design, to research and writing. Crumly is from Springfield, Illinois and graduated from Capella University with a Master of Science in education-training and performance improvement and a Doctorate in philosophy with an emphasis on post-secondary and adult education.

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Preface

In order to understand what it means to design a student-centered learning environment, instructors and students must first understand the differences between teacher-centered and student-centered learning environments and the key elements critical to achieving a student-centered learning environment. The authors wrote this book to provide a clear definition for student-centered learning that emphasizes the specific characteristics and pedagogies associated with the design and activities common to successful student-centered learning. It is not our intention to provide a complete literature review or to over-simplify the teaching process(es); we are simply attempting to share with others our own experiences with student-centered learning from many years in the field.

There were three main goals in writing this text.

To clarify what student-centered learning is, how to design the right environment for student-centered learning.

To identify the vast variety of elements applicable to pedagogies within the student-centered learning environment and the associated activities and approaches to encourage student-centered learning.

To share our experiences of student-centered learning from different perspectives in the field of education. These diverse experiences include the professor and theatrical perspective, the leadership and administrative perspective, and the student and design perspective.

When we think about student-centered learning, it is easy to see why it can be challenging to put into everyday practice. Teachers have always been looked upon as having the knowledge. (That’s why they teach, right?) They teach because they know all the content and they can answer the questions. Because education is constant, there will always be a need for teachers; therefore, there will always be students and the need to learn. However, as our world evolves, so, too, does the student. It is this evolution of the student from a passive being to an active and involved being that requires a shift in the way learning environments are designed.

The framework for student-centered learning that we present in this book encourages educators to embrace strategies and exercises; provides learners with suggestions on how to stimulate creativity; and teaches students the abilities to synthesize solutions, solve problems, and construct concepts of reality.

Introduction

Student-centered learning is an approach to teaching that is becoming more and more encouraged and utilized in all levels of education. This method of student-centered learning maximizes rather than minimizes an instructor’s ability by allowing instructors to employ a variety of teaching methods versus one single method. This approach to learning and teaching through the use of a variety of methods shifts the role of the instructor from giver of information to facilitator of learning. So, just how would you describe your method of instruction? Is it more centered on the students’ needs or on your needs? If you are reading this, you are certainly among those who are at least pondering this critical distinction. Certainly, you would like to believe that you are someone who has the best interests of your students in mind, but the reality is that we need to be intentional about student-centered learning lest we find ourselves sliding, as is the constant inclination, into teacher-centered modes. If you are not yet sure on the integration and implementation of student-centered learning, please continue reading we share with you our experiences and successes.

Educators grounded in progressive theory typically teach in a student-centered manner. This method of instruction is very versatile and focuses on cognitive and emotional growth and development.[1] These educators embrace strategies that involve a wide range of skills and subject knowledge, especially using group dynamics for cooperative learning.[2] Progressive educators believe that curriculum and instruction should come from the student’s interest and needs for exploration of the environment. This method of exploration provides learners with opportunities to stimulate creativity and affords students the abilities to work out solutions, solve problems, and construct concepts of reality.[3] Effective teaching strategies used by progressive educators include activities and exercises adapted to the stage of development, process learning, social/environment projects, and projects involving collaboration. Projects focus on culture, social, political, and economic implications with authentic assessments for evaluation purposes. Progressive schools utilize strategies that construct the classroom as a laboratory for testing new ideas rather than a structured environment comprised primarily of lecture, individual assignments, or prescribed subject matter. Learning incorporates experiences and activities and is constructed as an open-ended environment in which teachers guide students.[4]

Student-centered learning provides an environment that is engaging, relevant, and interesting, thus allowing learners to be active in making and evaluating decisions in the classroom. Taking a student-centered approach provides teachers the ability to identify the challenges, or lack thereof, and adapt those complexity levels to student readiness. Additionally, a student-centered environment allows students to take increased responsibility for their own growth and development and take action on making and evaluating decisions.

Bob Bender (2003) defines the student-centered approach by using five key principles to promote deeper learning experiences: social, active, contextual, engaging, and student-owned. These five principles of student-centered learning are used as course management to produce effective learning environments (Bender 2003).

According to Geraldine O’Neill and Tim McMahon (2005),[5] there are a number of definitions for student-centered learning. The most clear and precise definition is simple: students have a choice in their learning. As students’ learning evolves, they begin to be more active rather than passive, with an emphasis on deep learning and understanding.[6] This evolution of learning leads to increased responsibility, accountability, and a sense of autonomy in the learner. Learners develop interdependence between themselves and the teacher, with a mutual respect for the student–teacher relationship.[7] Finally, students accept a reflexive approach to the teaching and learning processes.[8]

This book will illustrate a clear definition of student-centered learning by providing a timeline that incorporates elements of student-centered learning going back to 3500 bce through the current day. You will see the evolution of student-centered learning and become familiar with the characteristics associated with students, teachers, and the environment surrounding student-centered learning in complete contrast to teacher-centered learning. Sarah d’Angelo will provider her expertise in application associated with student-centered learning in the theatrical arts. Pamela Dietz will illustrate the responsibilities of leadership and administrators in support of student-centered learning and what data should be gathered to apply the elements, approaches, and pedagogies that Cari Crumly discusses from the student and design perspectives.

We do not intend to oversimplify student-centered learning or provide a research study in the implementation and use of student-centered learning approaches, pedagogies, and methods. We simply intend to provide you with what we have experienced, supported by research, and how our experiences have resulted in successful student-centered learning outcomes.

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Gerald Gutek is a professor of education at Loyola University Chicago and specializes in the history of education, philosophy of education, and comparative education. His book Philosophical and Ideological Voices in Education (Boston: Allyn & Bacon, 2004) provides not only a historical perspective on education, but also covers ideology and theory in a format that is informative and offers a wealth of information.↵

Ibid.↵

Ibid.↵

Ibid.↵

The chapter Student-Centered Learning: What Does It Mean for Students and Lecturers? provides not only a definition for student-centered learning but also critiques the approach of student-centered learning and suggestions on how student-centered learning can be used as the organizing principle of teaching and assessment practices. Read more and view the supporting images at Geraldine O’Neill and Tim McMahon, Student-Centered Learning: What Does It Mean for Students and Lecturers?, http://www.aishe.org/readings/2005-1/oneill-mcmahon-Tues_19th_Oct_SCL.html.↵

Ibid.↵

Ibid.↵

Ibid.↵

1

Student-Centered versus Teacher-Centered Learning

Cari L. Crumly, Ph.D.

Upon this first, and in one sense this sole, rule of reason, that in order to learn you must desire to learn, and in so desiring not be satisfied with what you already incline to think, there follows one corollary which itself deserves to be inscribed upon every wall of the city of philosophy: Do not block the way of inquiry.

—

Charles Sanders Peirce

[1]

When I was young, the common classroom of the time included desks situated in standard rows, one in front of the other, facing the teacher’s desk and a chalkboard. Every day it was the same thing: school started at 8:10 am with bells piercing in the hallway, all students in their seats, with the expectation that they would be ready for the first class of the day and give their total attention to the teacher. Hour after hour, the teacher would talk and/or lecture about whatever topic we might be studying at the time: social studies, science, arithmetic, or English. Hour after hour, students sat and listened. As time passed, students would get bored with the lack of engagement and start whispering or passing notes, and sometimes would even fall asleep. This went on day after day, month after month, year after year. I can recall that all my classes (except for maybe physical education) consisted of the same mundane schedule and repetitive process; in short, it was a very traditional style of teaching and learning . . . until I went to college. That is when I began to experience a different kind of learning. Not all of the professors stood at the front of the room and lectured. I experienced an environment that encouraged peer-to-peer learning, student-centered learning, and teamwork. Additionally, I had a voice in my classroom that did not require just a right answer or response but, rather, that allowed me to inquire, challenge, and debate. My eyes were opened to ways of learning that weren’t all about the instructor! Teachers are a lot like new parents: they don’t want to be told how to raise their children or, in this case, how to teach their students. Yet, sometimes, even the least-experienced teacher can introduce new methods that engage, encourage, and promote motivation and participation among students.

The field of education can engender a great number of buzzwords, such as student–centered, teacher-centered, and pedagogy. These are the three primary terms we will be discussing throughout this book. Student-centered vs. teacher-centered—what does that mean? Does it mean online vs. face-to-face? Does it mean students become the teacher and the teacher becomes the student? Does it make a difference on the content/curriculum, lessons, or activities that are or will be used during instruction? What pedagogies are commonly used with student-centered learning vs. teacher-centered learning, and do any of these cross over? What do professionals in the field have to say and contribute to student-centered learning? These are just a few of the areas that we will cover as we move through this chapter.

What Is Student-Centered Learning?

Let’s just jump in: What exactly is student-centered learning? Well, there are a number of definitions. The most basic definition is approaches to learning in which learners choose not only what to study but also how and why. At the heart of the learning environment are learner responsibility and activity, in contrast to the emphasis on instructor control and coverage of academic content found in conventional, didactic teaching (Corley 2012).

The more-advanced definition of student-centered learning is a learning model placing the learner in the center of the learning process. Students are active participants in their learning, learning at their own pace and using their own strategies; they are more intrinsically than extrinsically motivated; and learning is more individualized than standardized. Student-centered learning is not merely about the mastery of content or high-tech content-delivery systems. Student-centered learning is about metacognition, learning how to learn. It requires the acquisition of how to learn skills such as problem solving, critical thinking, and reflective thinking. Student-centered learning accounts for and adapts to different learning styles of students according to the National Center for Research on Teacher Learning.[2]

It’s easy to assume the teacher-centered learning is the opposite of what we just defined, but let’s take a look at the basic definition of teacher-centered learning anyway. Teacher-centered learning is defined as an approach to learning where the teacher is the center of the classroom, providing instruction with little input from students and the teacher decides the goals, based on outside criteria. The teacher-centered approach to learning focuses on the teacher and his or her expertise (as he or she is the holder of knowledge); the teacher lectures and the student listens; students work alone; and the classroom is quiet. A very traditional approach to teaching and learning, this method does not always meet all the learning styles of students. Truth be told, teacher-centered learning is less a pedagogical method than it is a habit based on suppositions about what’s more difficult or