What is student-centered learning?

Student–centered learning is a philosophy where independent choice is encouraged and teachers are facilitators.  Through project-based learning students construct their own understanding of content/new concepts, thus promoting ownership.

Some additional components:

• students need to discover their own learning styles – the learner is responsible for his own learning  it’s not the teacher’s responsibility

• our goal should be to teach students how to be lifelong, independent learners

• students should be called upon to assess their own learning and the efficacy of their learning style(s)

• mistakes are understood to be a part of the learning process – to be studied for what they can teach us, not to be feared or avoided

• learning with others should be encouraged as part of the lifelong process of self-educating

• students are encouraged to find the resources available to learn what they need to learn

  • this latter point makes me think about my son’s approach to learning chess. He became interested in the game and through a variety of methods became an excellent player – he utilized chess software, online chess opponents, books about chess, weekly chess competitions at a site in our town, opponents in his school, tournaments around New England, etc. He did this all without adult intervention.

Social Studies Unit Scenario:

In this unit the teacher will be modeling and guiding fourth grade students through map skills and the physical geography of Vermont.  The learning intentions and grade expectations will be discussed with the students and the essential questions will be posted on the bulletin board.  Before they begin they will complete a KWL chart as a class and answer 10 questions on map skills and more specifically what they know about VT geography.  The KWL chart and student answers will be used to differentiate for content and individual students.  Students will be working independently and in cooperative groups to learn map skills and gain global awareness.  The students will be completing teacher guided worksheets and inquiry activities using a variety of Web 2.0 tools.  The teacher will be using formative assessment techniques including ABCD cards, exit tickets, learning logs, comment-only marking, and parking lot (students post questions they cannot find the answer to).  These “dipsticking” techniques will allow the teacher to check-in with individual students and clear up and misconceptions that might exist.  All of these lessons/activities will prepare the students for their culminating project.  The teacher and students will develop a rubric to assess their map skills and understanding of the physical geography of Vermont.  Students will have the option of presenting their information in the form of a PowerPoint, Photostory, Voicethread, poster-board or an alternative project.  Students will present their information to their peers for feedback and then make revisions.  Once the revisions have been made they will be presenting them to their peers and parents during a VT Geography celebration day.  

How will you "set them up" so that they are really interested in Vermont Geography?  What will be the culminating project?  How will it be inquiry/project-based?  I like the audience aspect.

Kurt Sherman     Physical Science Unit - Newton's Laws of Motion

This unit will focus on force and motion with Newton’s 3 laws as its central theme.  Prior to its start, the instructor will pre-assess student knowledge of the topic by inviting teams to manipulate materials that will be used during the unit.  During this time, the instructor will do informal recording of individual ideas expressed or constructions made by students.  Using a K-W-L format (using a Donna Zike foldable), he’ll  sample students prior knowledge in forming the basis of what will be relevant. The learning intentions and critical learning objectives will be shared and posted on the teacher’s page on the school website and on the class bulletin board.

Lessons within the unit will consist of inquiry-based challenges with groups of 3 or 4 students working together. 

Formative assessment tools will include using jotter s to record their inquiry ideas  and experiment results (data) using words and illustration. Digital video files will be used by students about their work.  Exit cards will be used as well as tic-tac-toe grids to sample student learning in a “check-in” (dip-sticking) fashion as classes conclude.  Class discussions will exchange student learning .  Grocery lists of student thinking will be posted on the board about key concepts. 

The instructor generates a rubric around the performance tasks and share it with students.  They jointly provide input into its eventual form and construction.

The instructor invites students to create a performance task that illustrates one of the three laws.  They will construct a demonstrable set-up, practice using it, and present it to their classmates  either through a powerpoint, digital  video or a as paper/magnet/chalkboard presentation.  Presentations will involve all members of the team providing a substantive portion of the project to classmates.

Pictures of the projects will be posted on the school website.

What is going to be the hook here... what will draw them in?  What will make it an authentic learning experience that is important to them? 

Looks good!