04 Teaching Strategies

Teacher-Centered Learning Approach

Teachers are the main authority figure in this model. Students are viewed as “empty vessels” whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information onto their students. In this model, teaching and assessment are viewed as two separate entities. Student learning is measured through objectively scored tests and assessments.

The main strategy used in this approach includes:

• Direct Instructions – this strategy involves the teacher directly teaching and explaining the lesson to be taught to the pupils. 

This learning approach was the only approach to acquire effective learning, but then it was analyzed that not all students benefited from listening to a teacher talk all day and that not all lessons were best taught through this approach. 

Student-Centered Learning Approach

According to Collins & O'Brien (2003), Student-centered instruction is an instructional approach in which students influence the content, activities, materials, and pace of learning. This learning model places the student (learner) in the center of the learning process. In this approach, the instructor provides students with opportunities to learn independently and from one another and also coaches them in the skills they need to do so effectively. It is believed that if properly implemented Student-centered instruction can lead to increased motivation to learn, greater retention of knowledge, deeper understanding, and more positive attitudes towards the subject being taught.

Some examples of strategies used in this approach include:

• Whole-class discussions – this strategy involves questioning of the lesson during teaching.
• Small-group discussions – this strategy involves discussion of the lesson among two (2) to four (4) pupils at a time.
• Collaborative learning groups – this strategy involves pupils working together in pairs or small groups to determine an end result based on their opinion.
• Cooperative learning groups – this strategy is similar to the collaborative learning but the group will work as a team to obtain a specific result.

To sum it up in the student-centered classroom, the learner requires individualization, interaction, and integration. Individualization ensures that learners are empowered to create their own activities and select their own authentic materials. Learners interact through team learning and by teaching each other. During the learning process, learners integrate what they have learned with prior learning and construct new meaning (Moffett & Wagner, 1992).

Shift in Centered Learning

In the mid-1990s, clarion calls were sounded for improving the quality of undergraduate education that solicited a paradigm shift—away from the traditional focus on the teacher and the teaching process—to a “new learning paradigm” that focuses on the learner and the learning process (American College Personnel Association, 1994; Angelo, 1997; Barr & Tagg, 1995). Through experiment it showed significantly more improvement in students knowledge that used interactive-engagement methods than those that did not. The shift suggests a new starting point for improving the teaching-learning process—one that centers on what the learner is doing, rather than what the teacher is doing (and covering) in class. In the new learner-centered paradigm, the defining features and goals of effective college teaching are facilitating the learning process and assessing learning outcomes.

Classroom in previous times reflected the style of instructions where the students would sit quietly and listen to the teacher who gave such instructions. In my belief, instructions are most effective according to cognitive psychologist when students are encouraged to become actively involved in their own learning. Let us look at the comparison of both centered instructions and try to analyze why such shift was necessary.

Teacher-Centered	Learner-Centered
Focus is on instructor	Focus is on both students and instructor
Focus is on language forms and structures (what the instructor knows about the language)	Focus is on language use in typical situations (how students will use the language)
Instructor talks; students listen	Instructor models; students interact with instructor and one another
Students work alone	Students work in pairs, in groups, or alone depending on the purpose of the activity
Instructor monitors and corrects every student utterance	Students talk without constant instructor monitoring; instructor provides feedback/correction when questions arise
Instructor answers students’ questions about language	Students answer each other’s questions, using instructor as an information resource
Instructor chooses topics	Students have some choice of topics
Instructor evaluates student learning	Students evaluate their own learning; instructor also evaluates
Classroom is quiet	Classroom is often noisy and busy

From the comparison, it is very clear that student-centered instruction take win, simply because, children in school today are very curious, eager to learn, and willing to do whatever it takes to learn. I believe that the student-centered learning instruction enables any teacher to deal effectively with all types of students in the same classroom. Teaching students in a student-centered learning environment encourages them to become independent learners and ultimately to be in charge of their own education.

Conclusion

Involving the use of student-centered learning into the classroom will encourage the following benefits Permits opportunities to connect the content to real life, provide opportunities for higher order thinking as opposed to passive listening, promote greater student-faculty and student-student interaction, increase student retention, provide for improvement of social interaction skills, greater acceptance of others, and a greater sense of “community” in the class, encourage alternative forms of assessment, and encourage innovation in both teaching and student involvement. I do believe that this approach will be successful because I have implemented it during my teaching practicum. During my schooling it was not make known to me of the teacher-centered approach but I am happy it was not as all the benefits of it would have been a waste.

References

American College Personnel Association (1994). The student learning imperative: Implications for student affairs. Washington, D.C.: Author.

Angelo, T. A. (1997). The campus as learning community: Seven promising shifts and seven powerful levers. AAHE Bulletin, 4(9), pp, 3-6.

Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), pp. 12-25.

Collins, J. W., 3rd, & O'Brien, N. P. (Eds.). (2003). Greenwood Dictionary of Education. Westport, CT: Greenwood.

National Capital Language Resource Centre (2009). Teacher vs. Student Centered Instruction. Retrieved on February 14^th 2015 from:  http://www.nclrc.org/essentials/goalsmethods/learncentpop.html

Teach.com. Teacher Teach: Teaching Methods. Retrieved on February 14^th 2015 from: http://teach.com/what/teachers-teach/teaching-methods

Moffett, J., & Wagner, B. J. (1992). Student-centered language arts, K-12. Portsmouth, NH: Boynton/Cook Publishers Heinemann.