The Paradigm Shift: Migrating from Teacher-Centered to

Student-Centered Instruction & Learning

Milisa Sammaciccia Ismail, MEd.

24 October 2011

The significant problems we face cannot be solved

at the same level of thinking we were at when

we created them.

~ Albert Einstein

Problem

The paradigmatic shift from a teacher-centered learning environment to student-centered:• Is not an easy transition• Does not occur effortlessly

What is Student-Centered Learning? Information and content is relevant and

interesting to students. Content is built to expand on their current

knowledge base. Focuses on the student rather than the

transmission of information. Students can experiment with their learning. Learning is more meaningful. Students are more engaged. Learning is deeper and long-term.

Necessary Areas of Change

The balance of power

The function of content

The role of the teacher

The responsibility for learning

The purpose and processes of evaluation

Strategies for the Shift

Active involvement

Social Integration

Self-Reflection

Personal Validation

Positive Outcomes

Deep learning

Intrinsic Motivation

Student Retention

The Paradigm Shift

Two AAHE national conferences 12 years apart revealed a clear shift in higher education focus:

1986: Taking Teaching Seriously

1998: Taking Learning Seriously

What Changed? Instruction Shifted:

• From: Teacher-centered/Content-driven• To: Learner-centered/Process-driven

Student Role Shifted:• From: Passive recipient/empty receptacle• To: Engaged learner and active agents

Instructor Role Shifted:• From: Disseminator of factual information• To: Facilitator/Learner mediator

Teaching-Centered vs.

Learning-Centered Instruction Teaching Goals

• TCI: Covers discipline• LCI: Students learn -

– How to use the discipline– How to integrate disciplines to solve complex

problems– An array of core learning objectives

Organization of Curriculum• TCI: Courses in the catalog• LCI: Cohesive program with systematically created

opportunities to - – Synthesize– Practice– Develop increasingly complex ideas, skills & values

Teaching-Centered vs.

Learning-Centered Instruction Core Structure

• TCI: Faculty covers topics• LCI: Students master learning objectives

How Students Learn• TCI: Listening, reading, independent learning, often

in competition for grades• LCI: (1) Students construct knowledge by

integrating new learning into current knowledge. (2) Learning is viewed as a cognitive & social act.

Pedagogy• TCI: Based on delivery of information.• LCI: Based on engagement of students.

Teaching-Centered vs.

Learning-Centered Instruction Course Delivery

• TCI: Lecture, assignments & exams for summative purposes.

• LCI: Active learning, assignments for formative purposes, collaborative learning, community service learning, cooperative learning, self-directed learning, problem-based learning.

Course Grading• TCI: Faculty as gatekeepers. Normal distribution

expected.• LCI: Grades indicate mastery of learning objectives.

Teaching-Centered vs.

Learning-Centered Instruction

Faculty Role• TCI: Sage on the stage.• LCI: Designer of learning environments.

Effective Teaching• TCI: Teach (present information) well and those

who can, will learn. • LCI: Engage students in their learning. Help all

students master learning objectives. Use classroom assessment to improve courses. Use program assessment to improve the program.

8 Steps in the Change Process

1. Shock

2. Denial

3. Strong Emotion

4. Resistance & Withdrawal

5. Surrender & Acceptance

6. Struggle & Exploration

7. Return of Confidence

8. Integration & Success

Instructor Concerns1. Spending time on active learning does not

allow for syllabus coverage.

2. Lack of lecture means loss of control.

3. Students do not understand reading material when independent.

4. Students do not understand open-ended problems vs. finding the right answer.

5. Group work resistance.

6. Cooperative teams are superficially working on assignments & lack of participation from all group members.

Measurable Objectives Objectives should be specific & measurable.

Objectives should be focused on the student. Effective objectives encompass:

• Behavior• Performance• Understanding

Objective should complete the statement: “The student will be able to…”

Should be aligned with level of learning:• Knowledge• Comprehension• Application• Analysis• Synthesis• Evaluation

Agents for Change

Instructor• How do they view their role?• At what levels are they willing to accept change?• Teaching does not bring about learning• Only learners can control their own learning

Professional development• Development of skills• Enhancement of current skills• Collaboration on instructional strategies

Action Plan

Step 1: Assessment of Applicability• Discipline• Class size• Subject within the discipline• Room layout• Environmental factors for the room• Teacher personality• Classroom dynamics (Weimer, 2002, para. 4)

Step 2: Strategy Suggestions• Active Learning• Cooperative Learning

Action Plan Step 2 continued…

• Inductive teaching & learning– Inquiry-based learning– Case-based instruction– Problem-based learning– Project-based learning– Discovery learning– Just-In-Time learning

Timeline to Implementation• Syllabus: students should have direct input in creation.• First Day/Week of Class:

– Discuss the climate– Open discussion about previous experiences in

classes

Action Plan Timeline continued…

– Decisions are made about which assignments to tackle & due dates.

– Short essay about why the student is taking the course, what they hope to learn and content.

– Prioritize list of skills to be successful• Class Structure

– Promote self-awareness with content– Use short activities often– Utilize learning center staff– Use supplementary materials– Teach students how to study the textbook– Let students summarize– Have students collaborate on what makes a group successful– Have students provide examples

Action Plan• Class Structure continued…

– Write concepts on the board during discussions and make connections through illustration.

– Use matrices and concept mapping.• Assignments

– Students discuss details of assignments. – Make them interactive.– Students self-assess their work prior to submission.– Allow time for students to discuss progress during process.– Allow time for debriefing.

• Assessments– Should be linked to content.– Can be negotiated but must be specific.– Various forms of assessment can be used:

» Peer assessment» Group assessment» Expert assessment

Action Plan

• Feedback– Solicit feedback early and often.– Students should complete a start, stop & continue feedback

sheet on the class.– Use questions to solicit feedback.– Ask students questions.

Conclusion Both instructors and students can feel overwhelmed by the process. With proper application, skill and familiarity, SCI may change:

• The way students learn; and,• The way teachers teach• The very nature of higher education

Lecture method is still the dominant pedagogical strategy• Research has proven its ineffectiveness

Promoting higher learning outcomes is at the core Overestimating students’ cognitive involvement during lecture has

been one of the major illusions for instructors. Proper implementation brings an increase in motivation. Diverse learning needs are met. Not just a short-term fix but has demonstrated long-term results.

“Effective teaching strategies begin with realizing that there are multiple pathways to learning. Frequent and

careful assessment aligned with observation determines the direction taken for optimal learning. Respect for all learners takes place. Varying

teaching styles within a student-centered environment maximizes

educational effectiveness.”

~ Mary Rose

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