Student-Centered Instructional Strategies

There are four main strategies to make learning student-centered. They are to teach appreciation for diversity; build and use group-focused, collaborative curriculum; use culturally responsive curricula and resources; and utilize authentic learning opportunities.

Teaching appreciation for diversity can help build a safe learning environment and ensure learning for all students. Team building and group problem solving activities can help individuals and groups recognize the unique characteristics of themselves and therefore their peers. Teachers should not play down differences or feign color blindness (Nganga, 2015). Recognizing and celebrating diversity helps to create a socially and intellectually safe space (Hammond, 2013). Through a strong self-identity these routines and rituals can reinforce self-directed learning and academic identity to make learning more personal and make students more engaged.

Collaboration among students can build a group effort toward learning goals. Cooperative learning yields positive results in mastering content (Little, 2013). In collaborating with peers, students process, reflect, and deepen their learning as they take in other perspectives. Having a group learning mindset allows learners to learn content themselves and then work to make sure their peers have learned as well. Since teaching others is the ultimate demonstration of learning, this can deepen learning for all students while assisting teachers in ensuring that all students are engaged and learning.

A culturally responsive curriculum is an integral part of ensuring a student-centered curriculum for all learners. Curricular activities should be filtered through this lens. This type of curriculum incorporates knowledge of diversity with activities and integrates diverse perspectives into the curriculum (Nganga, 2015). The curriculum should also integrate diverse perspectives. This challenges students to view learning from different angles and creates equity and respect for diverse cultures. Integrating students’ cultures, languages, and experiences can help them relate to learning which can help them feel engaged and motivated.

Authentic learning activities are another essential component of a student-centered classroom. Learning by doing is thought to be one of the most effective ways to learn (Simpson, 2016). These learning opportunities can help make learning more engaging and relevant (Little, 2013). Authentic learning activities give students a taste of the working world and give them the opportunities to undertake the kind of tasks that would be carried out in the workplace. Deep student engagement can maximize on-task behavior (McGlynn & Kozlowski, 2017), increase self-confidence, increase-risk-taking, and provide additional opportunities for leadership and teaching roles. These activities take learning to a deeper level. It creates ownership and engagement which allows students to confidently engage with critical thinking and problem solving as well as teach skills that can be used throughout life. Problem-based learning, project-based learning, and inquiry-based learning are examples of authentic learning activities.

References

Hammond, Z. (2013). Ready for rigor: A framework for culturally responsive teaching. Ready 4 Rigor. www.ready4rigor.com

Little, T. (2013). 21^st century learning and progressive education: An intersection. International Journal of Progressive Education, 9(1), 84-96.

McGlynn, K. & Kozlowski, J. (2017). Kinesthetic learning in science. Science Scope, 40(9), 24-27.

Nganga, L. (2015). Multicultural curriculum in rural early childhood programs. Journal of Praxis in Multicultural Education, 9(1), 1-19. https://doi.org/10.9741/2161-2978.1073

Simpson, J. (2016). Authentic learning—Does it improve pass rates and student satisfaction? Journal of Perspectives in Applied Academic Practice, 4(2), 62-70.