LEARNER-CENTERED CLASSROOM


According to Weimer (2002) there are 5 practices that need to change to achieve learning centered teaching

THE FUNCTIONS OF CONTENT
In addition to building a knowledge base, the content facilitates students to:
  • Build an appreciation for value of content
  • Build discipline-specific learning methodologies
  • Practice using inquiry or ways of thinking in the discipline
  • Learn to solve real problems
  • Make meaning out of the information
  • Develop an organizing framework or way to learn in this discipline
  • See how it can be applied in the future
THE ROLE OF THE INSTRUCTOR
The instructor creates an environment that:
  • Fosters students learning
  • Accommodates different learning preferences
  • Explicitly aligns objectives, teaching methods and assessment consistently
  • Utilizes multiple teaching techniques appropriate for student learning goals
  • Designs activities in which students interact with the material, the teacher and each other
  • Motives students to learn intrinsically
THE RESPONSIBILITY FOR LEARNING
  • Responsibility is shared between the teacher and the students
  • Students develop learning skills for further learning
  • Students become self self-directed lifelong learners
  • Students can and do assess their own learning
  • Students become proficient at self self- assessment of own strengths and weaknesses
  • Students become proficient with all information literacy skills ( e.g g, accessing and evaluating sources, using information legally)
THE PURPOSES AND PROCESSES OF ASSESSMENTS
  • Instructor uses Integrated Assessment
  • Uses Formative assessment with constructive feedback
  • Peer and self assessment
  • Multiple opportunities to learn and demonstrate mastery
  • Students encouraged to justify their answers
  • Students and teachers agree on feedback time frames
  • Authentic assessment is used throughout
THE BALANCE OF POWER 
  • Students are encouraged to explore additional content
  • Students are encouraged to express alternative perspectives whenever appropriate
  • Use mastery or performance-based grading
  • Assignments are open ended
  • Policies, deadlines are negotiated and adhered to
  • Students take advantage of opportunities to learn
Weimer, M. (2002).
Learner-centered teaching. San Francisco: Jossey Jossey-Bass.