STUDENT CENTERED

LEARNING
STUDENT – CENTERED LEARNING

• Student-centered learning, also known as learner-centered

education, broadly encompasses methods of teaching that
shift the focus of instruction from the teacher to the student.
• The term student-centered learning refers to a wide variety
of educational programs, learning experiences, instructional
approaches, and academic-support strategies that are
intended to address the distinct learning needs, interests,
aspirations, or cultural backgrounds of individual students
and groups of students.
• A student-centered learning approach ensures that all voices, experiences, and knowledge
are valued and have a place in the rehearsal process, while giving room for students to
grow and learn through exploration.
EFFECTS

• Student-centered learning gives students the opportunity to decide two things: what
material they learn and how they learn it. (This concept is also sometimes referred to as
personalized learning.) In contrast to teacher-centered approaches, SCL engages students
as leaders and decision-makers in their own learning.
STUDENT CENTERED LEARNING

• Technics
• Listen to and respect each learner’s point of view.
• Include learning activities that are personally relevant to learners.
• Give learners increasing responsibility for the learning process.
• Include peer learning and peer teaching as part of the instructional method.
• Help learners work through difficulties by asking open-ended questions to help them
arrive at conclusions or solutions that are satisfactory to them.
15 APPROACHES TO STUDENT – CENTERED
LEARNING
• Blended Learning - Project-Based Learning
• Concpet-Based Curriculum - Project-Based Learning
• Flexible Seating - Relational Teaching
• Interactive Lessons - RTI & MTSS
• Maker Movement - Station Learning
• Menu - Tiered-Assignments
• Multiple Intelligences - Universal Design for Learning
• Place-Based Learning
• Problem-Based Learning
BLENDED LEARNING

• Blended learning means that students don’t necessarily have to be taught in the traditional
setting based on their grade level or age. When basing instruction on mastery of
standards, such as in standards-referenced grading, if a student has proven mastery on a
particular standard, they are encouraged and challenged to move on, and students who
need extra time to master a standard are given just that… more time.
CONCPET-BASED CURRICULUM

• (CBC) is an approach to curriculum design that moves away from subject-specific

content and instead emphasizes “big ideas” that span multiple subject areas or disciplines.
For example, in a CBC classroom, students may study the big idea of “change” in a
variety of areas, from patterns in mathematics, to civilizations in social studies, to life
cycles in science.
FLEXIBLE SEATING

• More and more classrooms are beginning to resemble Starbucks, rather than something from
100 years ago. Through flexible seating, students are taking control of their time at school.
Despite the initial challenges of setting up the expectations, students thrive in collaborative
open spaces. On a global level, students sit for an average of 8.5 hours a day.
• There is a small but enthusiastic group of teachers and administrators who believe that kids
are destined to do more than just spend their school days sitting still with their knees tucked
under a desk. The flexible seating movement allows students to choose their view and
seating at school. Through choice and flexibility students take ownership of their learning
and experiences at school.
INTERACTIVE LESSONS

• In developing student-led classroom lesson, a teacher explains: “I stepped back and had
the students lead our classroom. It was a really good way to learn a lot more about the
students, to better understand what their needs were in terms of the content material, and
for the students to learn about each other. Giving students the control and the opportunity
to become the creators and leaders in the class has tremendous benefits and it has been
something that we have enjoyed.”
MAKER MOVEMENT

• With the help of the school and larger community, Mount Lebanon School District built Makerspaces
to revamp libraries and boost student engagement and hands-on learning. Their Principal writes:
• What began as a challenge to reimagine our elementary school libraries has evolved into the
establishment of a collaborative, creative makerspace in each of our seven elementary schools. This
initiative was a natural response to the changes in how libraries are used and how research is done.
School libraries are no longer quiet places to warehouse print materials or an area where students
read articles and books. Libraries are lively hubs of activity where students meet to collaborate on
many interdisciplinary projects and to use the amazing resources and technology available there to
create and innovate.
MENU

• Menus give student options for completing assignments whether by choosing which
assignments to perform or the order in which they will be completed. With choices,
students personalize their learning and explore their own learning styles.
MULTIPLE INTELLIGENCES

• Each student comes to a classroom as an individual who has developed a different type of
intelligence. This means that each student has their own intelligence superiorities and
weaknesses. Called a learning style, these intelligence domains determine how easily or
difficultly a student can learn through a specific teaching method.
• There can be more than one learning style present in a classroom. To balance learning styles and
subject matter, a teacher should show students how to understand a subject which addresses one
of their weak intelligence domains by applying their most developed intelligence domain.
• Moreover, students who apply their strong fields of intelligences in learning activities can learn a
subject that they used to hate with joy and without pressure.
PLACE-BASED LEARNING

• Place-based learning (sometimes referred to as “PBE,” “Place-Based Education”) focuses

the opportunity for learning on the cultural, economic, environmental, geographical, and
community aspects derived from a specific location. Focused on anthropological and
field-based studies, students immerse themselves completely in the “web” of what it
means to address issues specific to a particular location. While place-based learning can
focus on solving a community problem or proposing a solution, it can also be used to
achieve a deeper understanding of our people.
PROBLEM-BASED LEARNING

• As “PBL” can revolve around creating a “tangible product, performance, or event,” that
end-goal can also be to solve a problem, whether real or simulated by the teacher. Thus,
the difference between Project-Based Learning and Problem-Based Learning boils down
to the end goal, while the process for both remains the same. Getting caught up in the
distinction is unimportant!
PROJECT-BASED LEARNING

• (“PBL”) involves designing student learning around a sustained, real-world project. This
usually includes an interdisciplinary approach, one that might involve research,
mathematical computation, scientific exploration, writing, multimedia production, and
other mediums of learning and expression. Potentially the most confusing part about PBL
is that Project-Based Learning is different from “Projects.”
PROJECT-BASED LEARNING

• (“PBL”) involves designing student learning around a sustained, real-world project. This
usually includes an interdisciplinary approach, one that might involve research,
mathematical computation, scientific exploration, writing, multimedia production, and
other mediums of learning and expression. Potentially the most confusing part about PBL
is that Project-Based Learning is different from “Projects.”
RELATIONAL TEACHING

• Relational learning provides opportunities for authentic connection between student and
teacher and uses the knowledge gained from those relationships to push individual
understanding. Examples used in the classroom revolve around student interests or maybe
funny stories that happened to the teacher. Classes provide opportunities for students to
share about themselves and the teacher to share their experiences as well.
RTI & MTSS

• Response to Intervention is a personalized learning approach that provides supplemental

instruction for students who don’t grasp material when it’s initially taught. Interventions
are targeted based on the student’s need.
• Multi-Tiered System of Supports (MTSS) relate to RtI and reflect the systems of supports
built in to intervention approaches.
STATION LEARNING

• Station Learning provides students the opportunity to work with peers at similar academic
levels or with similar learning needs while rotating through different stations.
• A school in California is taking station rotation model for differentiated and personalized
instruction. In this model, the teacher uses three to four stations that are rotated on a fixed
schedule. One station is a teacher directed-instruction group; another station is a technology
station that utilizes adaptive software such as IXL; and the other two stations can be
independent work, task cards, or collaborative group work. The station rotation model of
HET can allow the teacher to differentiate groups and tailor activities according to student
needs.
TIERED-ASSIGNMENTS

• “Much like flexible grouping—or differentiated instruction as a whole, really—tiered

assignments do not lock students into ability boxes. Instead, particular student clusters are
assigned specific tasks within each group according to their readiness and comprehension
—without making them feel completely compartmentalized away from peers at different
achievement levels.”
UNIVERSAL DESIGN FOR LEARNING

• UDL is an approach to designing curriculum and instruction that prioritizes accessibility and inclusivity. At the
heart of UDL is a belief that a classroom designed for students at the margins is better for all students. As opposed
to what we typically see with differentiated instruction—with curriculum being retro-fitted to accommodate
learners as their needs arise—UDL takes all learners’ needs and abilities into consideration from the beginning.
• The first thing we have to do is look at student product. Do the choices we give students truly represent different
ways to interpret what you’ve learned to build a product, or are we asking them to create one of a few versions of
essentially the same thing?
• We also need to go all the way back to, “What did the instructor, the educator, what did they intentionally design?
How did they consciously examine and deliberately design for the known facets that are going to come up,
whether it be resource, curricular, technological, accessibility, or language issues?”
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THANK YOU

Member :
Bejay S. Milano
Ramil B. Turbolencia
Jommel S. San Lorenzo