What makes an effective learning experience for you? What empowers you to learn? Flexibility, interest in the topic, understanding the purpose or relevance. The answer to these questions could be any number of things depending on the preferences of the person. Then, the next question: Do you think your students share your experience?
These might be some of the first questions KnowledgeWorks coaches would ask to get educators to start envisioning what a learner-centered classroom might look like and why it is needed in personalized learning.
Although a foundational shift from a traditional classroom, a learner-centered approach does not eliminate the teacher. A learner-centered environment facilitates a more collaborative way for students to learn. The teacher models instructions and acts as a facilitator, providing feedback and answering questions when needed. It’s the student that chooses how they want to learn, why they want to learn that way and with who. Students answer each others’ questions and give each other feedback, using the instructor as a resource when needed.
This process is designed so that students can learn how they learn best. Taking into consideration what works for one may not work for another and at the end of the day it’s not about what was taught but what was learned.
A Look at the Differences Between Teacher-Centered and Learner-Centered Learning
| Teacher-Centered | Learner-Centered |
| Focus is on instructor | Focus is on both students and instructor |
| Focus is on language forms and structures (what the instructor knows about the language) | Focus is on language use in typical situations (how students will use the language) |
| Instructor talks; students listen | Instructor models; students interact with instructor and one another |
| Students work alone | Students work in pairs, in groups, or alone depending on the purpose of the activity |
| Instructor monitors and corrects every student utterance | Students talk without constant instructor monitoring; instructor provides feedback/correction when questions arise |
| Instructor answers students’ questions about language | Students answer each other’s questions, using instructor as an information resource |
| Instructor chooses topics | Students have some choice of topics |
| Instructor evaluates student learning | Students evaluate their own learning; instructor also evaluates |
| Classroom is quiet | Classroom is often noisy and busy |
Source: The National Capitol Language Resource Center (a project of the George Washington University)
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Key Difference: The difference between Teacher-Centered and Learner-Centered Approach is that in the Teacher-Centered Approach, the teacher is the center of the learning process and directs it, whereas, in the Learner-Centered Approach, learners are actively involved in their own learning and are encouraged to discover things for themselves.
The objectives of the two approaches are also different.
The Teacher-Centered Approach focuses on teaching learners what they need to know, while the Learner-Centered Approach aims at helping learners learn how to think for themselves and be creative.
What is Teacher-Centered Approach?
It is an instructional approach that focuses on the teacher as the primary source of information and support for students.
The teacher provides explanations, demonstrations, and examples for students to follow.
This approach is often used in traditional classrooms where the teacher stands in front of the class and lectures students.
The main goal is for the teacher to ensure that all students understand the material.
What is Learner-Centered Approach?
The learner-centered approach to teaching and learning is an educational philosophy that puts the student at the center of the learning process.
According to this perspective, students are more likely to learn when they are actively engaged in the learning process, and when they have control over their own learning.
Teachers who use a learner-centered approach believe that it is important to provide students with opportunities to ask questions, explore new ideas, and reflect on their own learning.
Teacher-Centered vs Learner-Centered Approach
Key differences between teacher-centered approach and learner-centered approach –
Way of teaching
The two approaches differ in the way that teachers deliver instruction.
In a teacher-centered classroom, the teacher is more dominant and provides most of the instruction.
In a learner-centered classroom, students are given more opportunities to participate in the learning process and to take control of their own learning.
Focus on student
The two approaches also differ in their focus on the student.
A teacher-centered approach focuses on ensuring that all students understand the material.
A learner-centered approach focuses on helping students learn by engaging them in the learning process and giving them control over their own learning.
This approach is often considered to be more effective in helping students learn.
Goal
The objective of a teacher-centered approach is to ensure that students get the information from the teacher.
On the other hand, the goal of a learner-centered approach is to ensure that students are able to understand and use the information.
So, there’s a difference in terms of the end goal too.
Classroom Environment
The environment in a teacher-centered classroom is more structured and disciplined.
The focus is on the teacher and students are required to listen attentively and take notes.
On the other hand, the environment in a learner-centered classroom is more relaxed.
The focus is on the students and teachers provide opportunities for students to ask questions and explore new ideas.
This is one of the biggest differences between the two approaches.
Similarities
Despite the differences, there are some similarities between the two approaches.
Both approaches require teachers to be knowledgeable about the subject they are teaching.
In addition, both approaches emphasize the importance of student engagement and active learning.
Which is a better approach?
There is no clear answer as to which approach is better.
Some people believe that teacher-centered classrooms are more effective, while others believe that learner-centered classrooms are more effective.
The best way to decide which approach is right for you is to try both approaches and see which one works better for your students.
However, it’s the learner-centered approach that is becoming more popular in today’s classrooms.
A learner-centered outcome shifts the focus of the outcome from what the faculty members are teaching to what a student is meant to learn.
An Overview of Teacher-centered to Learner-centered
For the past century or so, the focus of the traditional “teacher-centered” model of education has been on inputs: the credentials of faculty, the topics to be covered, the sequencing of courses, the physical resources of universities, and so forth.
Based on a great deal that has been learned about learning in the last thirty years, the traditional model is rapidly being replaced with a learner-centered model, which has its main focus on outputs: what knowledge and abilities have students actually acquired, what do they actually know, and what are they competent actually to do?
Implicit in the student-centered model is the idea that instructors are not providers of knowledge, but rather facilitators of learning. It is not enough to construct a syllabus and present information, however skillfully, to a captive audience; the job of instructors now involves creating and sustaining an effective learning environment based on a wide range of “best practices” in teaching and learning, which today’s instructors are expected to learn and adopt.
The increasing focus on student learning as the central indicator of institutional excellence challenges many tacit assumptions about the respective roles of college students and faculty. As shown in the table below, the responsibilities of students and faculty and the relationships between the two models are quite different. In student-centered education, faculty bear less responsibility for being sources of knowledge, and take on more responsibility as facilitators of a broad range of learning experiences. For their part, students are called on to take on more responsibility for their own learning. Some main differences between the old model and the new model are shown in the table below.
Knowledge | Transmitted by instructor | Constructed by students |
Student participation | Passive | Active |
Role of professor | Leader/authority | Facilitator/learning partner |
Role of Assessment | Few tests/assignments—mainly for grading | Many tests/assignments—for ongoing feedback |
Emphasis | Learning correct answers | Developing deeper understanding |
Academic culture | Individualistic and competitive | Collaborative and supportive |
Adapted from Western Washington University’s Tools & Techniques for Program Improvement: Handbook for Program Review & Assessment of Student Learning (2006)
Creating “Learning-Centered” Outcomes
The following example demonstrates how to move the perspective from a teacher-centered approach, and instead, to identify what students will get out of the experience. Writing the outcome from the students’ perspective provides a foundation of meaning to which learners can “fasten” the concepts and skills of your discipline.
Opportunities to become familiar with research theories and methodologies. This approach is entirely teacher-centered, describing what the teacher will provide, not what the student will learn through this experience. | The role of evidence and qualitative and quantitative methods in sociology, such that the student will be able to:
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Below is an example identifying the difference between a program goal and a degree program student learning outcome.
Graduates will integrate quickly into the workplace or advanced education due to an emphasis on high quality teaching, advising, and mentoring. This statement belongs in Purpose Statement of the program because it identifies what is important to faculty in delivering the degree program. It does not describe what students will learn to accomplish this ability. | Knowledge of the technical aspects of construction and building systems, and energy conservation, as well as working knowledge of legal codes and regulations related to construction, environmental systems, and human health and safety, and the ability to apply such knowledge appropriately in specific projects. This is the learning outcome that, if achieved, will ensure students "integrate quickly into the workplace." |