Student-Centered Instructional Methods

Have you ever wondered about the best approach to teaching students? I know I have many times, and it can be challenging with all the diversity that exists in a classroom. I hope this blog will help provide some further guidance for you.

Student-centered instruction involves cooperation and collaboration. Students should be encouraged to direct their learning and to work with other students on projects and assignments that are both culturally and socially relevant to them (Loveless, 2020).

Although this process can take time depending on the age of the student, the result should be a student who is self-confident, self-directed, and proactive.

During an activity, students are shown that what they feel, what they value, and what they think are what matter most. In student-centered instruction, the teacher acts not only as an educator, but as both facilitator and activator.

Educators can also provide students with on the spot assessments before class, in the middle of class, or at the end of class to determine what information students have retained from previous activities (Lupoli, 2017).

Some lessons may need to be retaught and delivered in a small group setting.

There are three instructional strategies that have been proven to be successful in creating a student-centered instructional environment: Differentiation, Project-Based Learning, and Brain-Based Learning

Differentiation

Differentiated instruction is a process of teaching and learning for students of differing abilities in the same class.

Differentiated instruction is an instructional theory based on the idea that instructional approaches should vary and be adapted to individual and diverse students in classrooms (Tomlinson, 2001 )

Designers of differentiated instruction should align tasks to student learning goals. Instruction should be concept-driven.

Educators can ensure that all learners gain powerful understandings that can serve as the foundation for future learning

Hall, Strangman, Myers, and Washington (2004) recommend that teachers adapt the practice at a reasonable pace. For grades K-3, teachers may incorporate similar content areas such as ELA and Social Science or Math and Science and then gradually incorporate differentiation to all content areas.

Experts agree that teachers should share the creative load through collaboration and create a menu of options for students.

Project-Based Learning

Educators can embrace the changes in society as students merge into the information age.

Project-based learning was designed to give students practical experiences while developing knowledge through study, exploration, and demonstration (Sakulvirikitkul, Sintanakul, & Srisomphan, 2020; Virtue and Hinnant-Crawfored, 2019)

Virtue and Hinnant-Crawfored (2019) determined that when teachers construct their curriculum based on the project-based learning model, they may find increased engagement in the classroom.

Project-based learning gives students motivation because they understand that their participation and contribution will affect the knowledge and skills that they attain.

Brain-Based Learning

Every brain may have similarities, but it does not learn the same way. The brain memorizes information using multiple types of memorizing systems, and many of these operate in a semi-independent fashion (Degen, 2014).

The most effective approach to teaching, according to (Caine et al.,2009; Virtue and Hinnant-Crawfored, 2019), is guiding students to live an experience, with the appropriate learning challenges to encourage them to reach flow.

The guided lessons must be real-world projects with an embedded academic curriculum, driven by the student's choices and interests (Degan, 2014; Virtue and Hinnant-Crawfored, 2019).

Learning is embedded and consolidated by the student's processing of the experiences. Knowledge and skills are developed by the student's search for meaning and answers to his or her questions (Degen, 2014).

I believe this approach will only work when the teacher offers a stimulating learning environment. Teachers should prepare the environment by knowing and understanding the content standards.

I have also included a small video based on further research regarding instructional strategies. Enjoy.

References:

Caine, R. N., Caine, G., McClintic, C., &Klimek, K. J. (2009). Twelve brain/mind learning

principles in action: Developing executive functions of the human brain (2nd ed.). Thousand Oaks, Cl: Corwin Press. (Original work published 2005)

Degen, R. J. (2014). Brain-Based Learning: The Neurological Findings Of the Human Brain

that Every Teacher should Know to be Effective. Amity Global Business Review, 9, 15– 23

Hall, T.E., Strangman, N., Meyer, A., & Washington, D. (2004). Differentiated instruction and

implications for UDL implementation (Effective Classroom Practices Report). The U.S.

Department of Education, Office of Special Education Programs

Loveless, B. (2020). Developing a student-centered classroom. Education Corner: Education that matters. https://www.educationcorner.com/developing-a-student-centered-classroom.html

Lupoli, C. (2017). I want it NOW! THREE EFFECTIVE TEACHING STRATEGIES IN AN AGE WHERE WE WANT IT ALL. NOW. Leadership, 46(4), 20–22

Sakulvirikitkul, P., Sintanakul, K., & Srisomphan, J. (2020). The Design of a Learning Process for Promoting Teamwork using Project-Based Learning and the Concept of Agile Software Development. International Journal of Emerging Technologies in Learning, 15(3), 207–222. https://doi.org/10.3991/ijet.v15i03.10480

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.) Alexandria, VA: ASCD.

Virtue, E. E., & Hinnant-Crawford, B. N. (2019). "We're doing things that are meaningful":

Student Perspectives of Project-based Learning Across the Disciplines. Interdisciplinary Journal of ProblemBased Learning, 13(2). https://doi.org/10.7771/1541-5015.1809