ESSAI

Volume 9 Article 32

4-1-2011

Student-Centered Learning
Kimberly Overby
College of DuPage

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 Overby: Student-Centered Learning

Student-Centered Learning

by Kimberly Overby

(English 1100)

Abstract

A
lthough there is much controversy about student-centered learning, it has proven to be
successful in raising the achievement levels of students in reading, math and science. Higher
achievement levels are reached by engaging students with technology and group projects that
encourage them to surpass their comfort zone and accomplish the task they have chosen to pursue.

Student Centered Learning

Student-centered learning, often referred to as Project-Based Learning (PBL), is a 21st-
century concept implementing a new curriculum using technology and the student’s own abilities to
achieve higher standards than the traditional learning styles (Zmuda, 2009). Stephanie Bell (2010)
states it best, “PBL is not a supplementary activity to support learning. It is the basis of the
curriculum”.
The concept of student-centered learning is to bring the classroom and students to life. The
teacher is considered a “guide on the side”, assisting and guiding students to meet the goals that have
been made by the students and the teacher. Students of all academic levels from AP to learning
disabled, work together in small groups as a team. This type of grouping brings out the strengths of
each student: challenging them in a non-threatening environment to meet higher levels of critical
thinking. Also, grouping students of all academic levels, mixing the males and females, the athletes,
the popular, and the socially awkward, breaks down the social structure of “cliques” often found
within schools. This learning structure leads to higher self-esteem, better communication skills, and
in unifying students in the diverse, multicultural society they live in.
To attain a successful curriculum means that the teacher also has to make changes in how
they teach their students. A traditional one-size-fits all approach will not work in an environment in
which students are part of the decision making (Zmuda, 2009). To be successful as a teacher it is
imperative to build a relationship with a student; respect fosters respect, which breaks down the
barriers that inhibit communication and trust (Moye, 2010). Johnny Moye (2010) states that “the
trick is to have students learn while they are busy having fun”, making learning and teaching more
comfortable. This also builds trust, allowing students to feel they can discuss what they are feeling or
what problems they may have, enabling the teacher to guide them into finding ways to fulfill their
goals. To build a foundation with students Johnny Moye (2010) suggests that the teacher become
more involved with student activities and the community where they live. Attending sport functions,
participating in clubs and finding common interests are all strategies that can be used to build a
relationship with the students. It is very important to assess and evaluate not only the student, but the
teacher also needs to self-evaluate, reflecting on their own performance and correcting mistakes they
may make. A truly passionate teacher loves what they do and will put their students first, treating
their “students like they are alive” (Moye, 2010).
In the article Leap of Faith by Allison Zmuda (2009), she speaks of her work with school
leaders from around the country. She states that in reviewing education literature and standard
documents they can be distilled down to the following handful of educational priorities:

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Most prominent 21st-century skills

 Critical thinking
 Problem solving
 Collaboration
 Effective communication
 Global literacy

More subtle, but equally compelling capacities

 Creativity
 Inventiveness
 Resiliency
 Empathy

These skills and capacities require students to actively construct meaning, and to differentiate
between relevant and irrelevant information (Zmuda, 2009, 16).
When using this method of teaching it is important to keep in mind that students may become
frustrated at times because there may not be a clear cut answer to a solution when they are working at
higher levels of critical thinking. It is equally important to remember to keep a connection between
school work and the world the student lives in or it will seem unimportant to the student, being
ineffectual and disconnected from the “real world” (Zmuda, 2009).
It is no surprise with the advancements in technology and global networking that students
spend more of their out of school time in the virtual world of the internet and gaming. They build
their own social groups, networking in areas of interest and researching on their own. This may not
always be the correct factual information, but it is nonetheless, forming the opinions and knowledge
they retrieve for themselves. This shows how important it is to embrace the technology, welcoming it
into the classroom, to guide and coach the students in learning the correct way of using on-line
technology: teaching them the reliable and safe procedures of networking and researching. Allison
Zmuda (2009) points out that the goal of learning needs to be clearly established, but the pathway to
learning should be more fluid.
In researching student-centered learning it was difficult to find studies that have been
implemented for over eight weeks to determine if the changes in student learning had effectively
changed; showing how this approach needs to be the curriculum instead of a supplement as stated by
Stephanie Bell. She points out that in “a student-driven, teach-facilitated approach” (Bell, 2010, 39)
students learn from asking questions that pique the interest and natural curiosity. The ultimate
outcome is a higher understanding of a topic, higher level reading, and more motivation to learn
(Bell, 2010). In a British study done over three years in the subject of math compared students taught
at a traditional school and at a PBL school. The students at the PBL school had three times as many
students achieve the highest possible grade on the national exam: it also showed that the students
were superior in answering applied and conceptual problems (Boaler 1999: as cited in Bell, 2010).
Bell also includes statistics of schools in Dubuque, Iowa for three years improving the IOWA Test of
Basic Skills from “below average” to “district or above average”. In reading there was a particular
increase from 15% in one school to 90% in two other schools while district average stayed the same
(Thomas, 2000: Bell 2010). Thomas (2000) also points out that in Boston, at an inner city, racially
diverse school, 8th graders showed marked improvement as well as in Maine at a middle school after
only one year of implementing PBL learning (as cited in Bell, 2010).
There is a process in learning how to be self-reliant for a student. It begins with using
organizers to isolate a question, and figure out how the will identify and find their answers in
research. Then they must select a way to display what they learned in a form of a project, which
requires cooperation of their peers in the group to make it a success (Bell, 2010). When working with

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 Overby: Student-Centered Learning

their peers, there is more pressure to pursue higher levels of thinking and learning to compete and do
the best they can in their group. This leads to learning accountability, cooperation, being
conscientious of completing their part and it has shown improvement in attendance to school so they
do not fall behind. Scaffolding is a major part in PBL, it assists in making the cognitive growth a
challenge for the student, pushing them in organized and aided techniques to go beyond their comfort
zone (Bell, 2010).
Keeping a classroom real is also important in student-centered learning. When a situation
arises that makes the student or the teacher feel awkward or that there has been loss of control, it can
be devastating to moving forward in learning. There is usually loss of trust and willingness to
communicate amongst each other. Christopher Uhl (2010) addresses this in Steering into the Curve.
He states that it “is the power to transform classrooms from tedious, lifeless places to alive, authentic
relationship-rich environments” (Uhl, 2010). In learning to name what is in the room, keeps it real:
for instance, if there is an awkwardness about something, ignoring it does not make it go away, so
talk about the “elephant in the room” to let everyone know they are not the only one who feels that
way. Letting both the student and the teacher speak what is true or how they perceive it, without
judgment. This is one of the most important strategies in building a relationship between peers, and
in coordinating work within a group. It is also important to know that keeping it real is allowing for
changes if a topic does not get completed by a scheduled time; possibly because of extra help that
may be needed or discussion of higher level thinking may occur. Working with this process will also
help teachers and students to learn not to take it so personal when it may feel like there is failure.
Using the lesson to learn more about themselves and how they learn (Uhl, 2010). Learning this
responsibility in a school environment transforms the school from dull and fearful to interesting and
safe, giving students and teachers the chance to explore and achieve.
Special needs students also have shown to display growth in academic learning and social
skills; as well as being accepted from their peers that would not normally work with special needs
children. Special need students often have aptitude of strength in hands-on or constructive styles of
learning which can be capitalized in group learning for devising projects (Bell, 2010). This also
brings the real world into schools because most students follow careers that enhance their skills and
strengths.
Students with special needs have been noted to excel in group structures and by pairing them
with students of higher performance has engaged them to work harder. Research suggests that pupils
who need help benefit because of being able to turn to peers for assistance. Often students can easily
understand and focus on what is needed to provide them with explanations faster than what a teacher
can. This may be due to the fact that they are more aware of what is going on in the group at that
time or with what is happening outside of a classroom socially (Filippatou & Kaldi, 2010).
Diamanto Filippatou and Stavroula Kaldi (2010) have stated that there was an increase in
willingness to work in groups for children with special needs or disabilities as well as an increase in
what they retained about the topic. To get to this level it has proven that a student has to have basic
skills mastered or the ability to reach the academic level of learning for that topic, letting the student
to be able to keep up with their peers. This can be accomplished by having assistance provided to the
student at the time while the pupil is working in the group. This eliminates the issues of falling
behind or not being understood by the peers, teaching them how to work together to accomplish the
task at hand (Filippatou & Kaldi, 2010). Diamanto Filippatou and Stavroula Kaldi (2010) “concluded
that students with learning difficulties can benefit through PBL in academic performance,
motivation, cooperative learning, and social acceptance” (Filippatou & Kaldi, 2010, 25).
Student-Centered learning has proven to take students to higher levels of critical thinking,
problems solving, improvement of attitude to learn, as well as an increase in overall attendance. The
use of the curriculum is essential for students to achieve success in the global world that ensues the
advancements of technology. We as educators need to use this technology to engage our students to

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 ESSAI, Vol. 9 [2011], Art. 32

make school more interesting and fun, pushing our students to their full potential with alternative
methods.

References

Bell, S. (2010, February). Project-based learning for the 21st century: Skills for the future. The
Clearing House, 83(2), 39-43. doi:10.1080/
Filippatou, D., & Kaldi, S. (2010, August). The effectiveness of project-based learning on pupils with
learning difficulties regarding academic performance, group work and motivation.
International Journal of Special Education, 25, 17-26. Retrieved from ERIC database.
(EJ890562)
Moye, J. J. (2010, July). Making your classes come alive. Techniques: Connecting Education and
Careers, 85(4), 8-9. Retrieved from ERIC database. (EJ888197)
Uhl, C. (2010, July). Steering into the curve: Getting real in the classroom. College Teaching, 58(3),
105-108. doi:10.1080/
Zmuda, A. (2009, November). Leap of faith: Take the plunge into a 21st-century conception of
learning. School Library Monthly, 26(3), 16-18. Retrieved from ERIC database. (EJ860981)

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