Student Centered Learning

Student centered learning is using students knowledge, interests,  and learning objectives. (It feels like this sentence is not complete.  Using student knowledge, etc. for what?)  Students need to be able to utilize information to create authentic application of newly gained knowledge.  Student centered learning involves student ownership of their learning including choice in terms of topic, product, modality and grouping.   

Joe White's Scenario

Students in Mr. White’s third grade class will be studying the functions of a wetland and how humans affect them.  Mr. White will identify the specific standards and GEs that will be assessed.  Students will follow where water goes after a rain storm.  Starting at their school and moving to a local wetland.  Through the use of several mini-lessons they will investigate why the water is there and how it is being used.  This information will be compared to other wetlands in Vermont and they will determine the similarities and differences of these wetlands.  Finally, students will explore the effects humans have on wetlands.  Students will express their understanding by producing a model of a wetland and how humans affect a wetland. The students and teachers (speech, special ed., guidance, ESL) will generate a rubric used to score projects.  Individual or groups of students will meet with Mr. White to discuss projects and develop a learning contract based on individual students.   These models might include a story, poem, movie, brochure, or 3D representation

Sue Miyamoto's Scenario

Students are learning about soil in their unit on geology.  The teacher has identified and communicated the essential understanding, the essential questions, and has identified the content and process standards. The teacher has posted the essential understanding and started a blog with sections based on the essential questions that the students will participate in.  The teacher has identified the important content and process skills and has done surveys and pre-assessments so that she can plan how to differentiate content, process and product.  Much work has been done to create a classroom culture where kids know expected procedures for working together and independently, and can make smooth transitions. Pre-teaching on how to function as a collaborative group and pre-teaching on the scientific method has occurred.

            Students have just seen a demonstration of erosion on a stream table.  They are then put in heteogenous groups.  Their task is to come up with an inquiry experiment on erosion, probably using the stream table, but the teacher is open to other creative ideas. The teacher provides a rubric that she will use to assess their work.   They will brainstorm a hypothesis, plan and carry out an experiment, and record results.  The teacher will walk around checking on group work. After the work is done and shared with the class, the students will write a reflection on what they learned and any insights they had about the process and the product.   

Some good ideas  in here.  What will make this authentic for the students?  Is it possible to give them more "ownership" of the unit?