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Introduction

This research presentation will discuss and evaluate teaching methodology which guides teachers in gradually preparing students to take on more responsibility for their personal and collective learning environment. This presentation will evaluate the steps a teacher may choose to follow, in order to relinquish the traditional methodologies of teacher-centered lecture style learning, and will walk through possible stages of expansion in a more student-focused classroom.

Research Approach

There are many educational philosophers who have integrated modern student centered instructional strategies into traditional teacher centered learning environments. This transition to student centered learning and developing new tools within schools and instruction provide students a learning environment that is increased with autonomy and responsibility. Theorists that use student collaboration, problem-based learning, and technology to create a classroom more autonomous and independent than the traditional classroom, such as Jonathan Bergmann, Aaron Sams, Bloom, Stephen Downes, and Wiggins and McTighe, use student collaboration, problem-based learning, and technology to have a greater focus on student-centered learning. The benefit of transitioning students from formal instruction to independence and autonomy within the classroom is that it develops students’ critical thinking skills, deductive reasoning, cooperative learning and understanding material for transfer of knowledge. The gradual release of responsibility model, described by Burden and Byrd (2016), is used to develop simple strategies within the classroom to create effective learning environments for students and provide autonomy gradually through more student centered learning.

Reference

Burden, P., & Byrd, D. (2016). Methods for effective teaching: Meeting the needs of all students

(7th ed.). Boston: Allyn & Bacon.