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    Five key characteristics define learner-centered teaching according to the author. First, it engages students in challenging learning tasks rather than having the teacher do most of the work. Second, it explicitly teaches learning skills rather than assuming students will acquire them naturally. Third, it encourages students to reflect on their own learning. Fourth, it gives students some control over learning processes to increase motivation. Fifth, it promotes collaboration and sees the classroom as a community of learners.

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    Effective Teaching Strateg

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    Five key characteristics define learner-centered teaching according to the author. First, it engages students in challenging learning tasks rather than having the teacher do most of the work. Second, it explicitly teaches learning skills rather than assuming students will acquire them naturally. Third, it encourages students to reflect on their own learning. Fourth, it gives students some control over learning processes to increase motivation. Fifth, it promotes collaboration and sees the classroom as a community of learners.

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    Five key characteristics define learner-centered teaching according to the author. First, it engages students in challenging learning tasks rather than having the teacher do most of the work. Second, it explicitly teaches learning skills rather than assuming students will acquire them naturally. Third, it encourages students to reflect on their own learning. Fourth, it gives students some control over learning processes to increase motivation. Fifth, it promotes collaboration and sees the classroom as a community of learners.

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    Effective Teaching Strateg

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    Hafiz hanan Hafiz hanan
    Five key characteristics define learner-centered teaching according to the author. First, it engages students in challenging learning tasks rather than having the teacher do most of the work. Second, it explicitly teaches learning skills rather than assuming students will acquire them naturally. Third, it encourages students to reflect on their own learning. Fourth, it gives students some control over learning processes to increase motivation. Fifth, it promotes collaboration and sees the classroom as a community of learners.

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    of 1

    Five Characteristics of Learner­Centered Teaching | Faculty Focus Page 1 of 5

    August 8, 2012

    Five Characteristics of Learner­Centered Teaching


    By: Maryellen Weimer, PhD in Effective Teaching Strategies, Teaching Professor Blog

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    In May I finished a second edition of my Learner-Centered Teaching book. Revising it gave me the chance to revisit my thinking about the topic and
    look at work done since publication of the first edition ten years ago. It is a subject about which there is still considerable interest. The learner­
    centered label now gets attached to teaching strategies, teachers, classes, programs, departments and institutions. Like many trendy descriptors in
    higher education, with widespread use comes a certain definitional looseness. Active learning, student engagement and other strategies that involve
    students and mention learning are called learner­centered. And although learner­centered teaching and efforts to involve students have a kind of
    bread and butter relationship, they are not the same thing. In the interest of more definitional precision, I’d like to propose five characteristics of
    teaching that make it learner­centered.

    1. Learner­centered teaching engages students in the hard, messy work of learning. I believe teachers are doing too many learning tasks for
    students. We ask the questions, we call on students, we add detail to their answers. We offer the examples. We organize the content. We do the
    preview and the review. On any given day, in most classes teachers are working much harder than students. I’m not suggesting we never do these
    tasks, but I don’t think students develop sophisticated learning skills without the chance to practice and in most classrooms the teacher gets far more
    practice than the students.

    2. Learner­centered teaching includes explicit skill instruction. Learner­centered teachers teach students how to think, solve problems, evaluate
    evidence, analyze arguments, generate hypotheses—all those learning skills essential to mastering material in the discipline. They do not assume
    that students pick up these skills on their own, automatically. A few students do, but they tend to be the students most like us and most students
    aren’t that way. Research consistently confirms that learning skills develop faster if they are taught explicitly along with the content.

    3. Learner­centered teaching encourages students to reflect on what they are learning and how they are learning it. Learner­centered teachers talk
    about learning. In casual conversations, they ask students what they are learning. In class they may talk about their own learning. They challenge
    student assumptions about learning and encourage them to accept responsibility for decisions they make about learning; like how they study for
    exams, when they do assigned reading, whether they revise their writing or check their answers. Learner­centered teachers include assignment
    components in which students reflect, analyze and critique what they are learning and how they are learning it. The goal is to make students aware
    of themselves as learners and to make learning skills something students want to develop.

    4. Learner­centered teaching motivates students by giving them some control over learning processes. I believe that teachers make too many of
    the decisions about learning for students. Teachers decide what students should learn, how they learn it, the pace at which they learn, the conditions
    under which they learn and then teachers determine whether students have learned. Students aren’t in a position to decide what content should be
    included in the course or which textbook is best, but when teachers make all the decisions, the motivation to learn decreases and learners become
    dependent. Learner­centered teachers search out ethically responsible ways to share power with students. They might give students some choice
    about which assignments they complete. They might make classroom policies something students can discuss. They might let students set
    assignment deadlines within a given time window. They might ask students to help create assessment criteria.

    5. Learner­centered teaching encourages collaboration. It sees classrooms (online or face­to­face) as communities of learners. Learner­centered
    teachers recognize, and research consistently confirms, that students can learn from and with each other. Certainly the teacher has the expertise and
    an obligation to share it, but teachers can learn from students as well. Learner­centered teachers work to develop structures that promote shared
    commitments to learning. They see learning individually and collectively as the most important goal of any educational experience.

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    Tags: learner­centered, learner­centered instruction, learner­centered objectives, learner­centered pedagogy, learner­centered teaching, student
    learning, student­centered learning

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