Attaining knowledge through a journey of discovery in which every step along the way is student-driven—this is one of the key principles upon which a learner-centered approach to instruction is based. A learner-centered teaching strategy puts the individual student at the center of their learning. This method is one where the student is allowed more autonomy and agency over their learning. Research shows that this flexibility in turn can help students enhance their critical thinking skills. The learner-centered strategy differs from the more traditional teacher-led approach where, using lectures and presentations, the educator imparts content knowledge and facts to their students. Under this older, classical model of education, students are passive recipients of the knowledge handed down by the teacher whose role is sometimes described as that of “sage on the stage.”
Teacher-led instruction can play a critical role in ensuring that students have a minimum baseline of content knowledge. But for deeper and more meaningful learning to occur, students need to be more than passive learners. They need to be active learners who are self-directed as they work toward the goal of expanding their knowledge base and then reflect on how the knowledge they obtain can be applied to solving problems relevant to their lives. This is the essence of learner-centered instruction. Students are no longer passengers, but instead are the drivers of their own education and instruction. The teacher’s role transforms from that of sage to one where they serve as the “guide on the side” who facilitates and supports the student’s learning. Andrew Porter, instructor in the Secondary Education 6-12 Program at George Mason University, recently shared his thoughts on the importance of the learner-centered approach and how it can be implemented as a teaching strategy.
Inquiry-Based Teaching Methods
There are several strategies that educators can use to integrate learner-centered instruction into their teaching methods. One of these is known as inquiry-based instruction, a practice where an open-ended question related to the content being taught is posed to students for investigation. The question may be constructed by the teacher or by the student, and it sometimes forms from a class discussion on a particular topic or issue. The goal is for students to derive their own response supported by the information and knowledge that they produce from their own investigation and research. A key aspect of inquiry-based instruction is that the student, not the teacher, is generating information and knowledge. Or put another way, the student becomes the sage. Education experts say that this is an essential part of active learning which can facilitate a student’s critical thinking. By increasing their knowledge and reflecting on what they learn through this process, a student develops a deeper understanding of curriculum content. This can make for a more meaningful learning experience.
Visual Thinking Strategies
Another inquiry-based approach, called Visual Thinking Strategies, involves open-ended questions posed to students after being presented with a visual image of something related to the content being taught in class. The questions are structured in a way that encourages students to draw on the existing knowledge they possess in relation to what is taking place in the visual. The students use that knowledge as the basis for their interpretation of the image or picture. This process reinforces the student’s existing knowledge base and makes them more confident in extrapolating that knowledge to other content or subject areas. This can help to enhance the student’s critical thinking skills.
Balancing SOL Requirements with Learner-Centered Instruction
Some teachers may have concerns over how they can balance curriculum requirements with the flexibility needed for learner-centered instruction. For educators who may be new to the learner-centered approach, it can be stressful to part with the more proscriptive teacher-led method where they have a greater degree of “control” over a student’s learning. Teachers want to support their students and provide them with a certain level of leeway where students will feel free to engage in their learning in a way that aligns with their interests. At the same time, however, teachers are aware of the rigorous state Standards of Learning (SOLs) establishing specific academic requirements that must be met. This pressure may lead to teachers feeling conflicted. Experts say a reasonable solution is to build an inquiry that is based on a learning standard. As students conduct research in response to that inquiry or question, they will learn about the content embedded within that standard.
To learn more about degree offerings in the Secondary Education 6-12 Program at George Mason University, please visit the program website.