The Learner Centered Classroom

The Learner Centered
Classroom
PEC 103
September 30, 2020
The Shift
 In recent years the focus has shifted

from the teacher-centered classroom to
the learner-centered classroom.
 What exactly is a learner centered
classroom?
It’s a classroom where
The Students are
 Doing
 Thinking
 Learning
There is no research
to support the
“teacher talking and
students passively
listening” model that
so many of us
experienced as
students.
In the learner centered classroom
 The learner actively
 Relies on cognitive and
metacognitive abilities
 Sets goals for his/her learning and
reflects on progress
 Works actively to construct meaning
 Links new information to prior
knowledge
 Collaborates with others to learn
 Applies strategies to control the
learning
 Reflects on what he/she has learned
The Goal:
Fostering Pupil Ownership-Control of
Content Literacy Skills
Student-
Contr olled
Controlled
Use of
Teac
Teachher-
er- Reading to
Centered Learn
Instruction
of Reading
K 1 2 3 4 5 6 7 8 9 10 11 12
Three levels of Active
Participation
 There are 3 levels of active response that
teachers should seek to incorporate into their
lessons
 The first level requires listening, watching, or
reading. (Covert) “Listen as I read this story.”
 The second level requires a particular covert
mental response. (Covert) “Think about a time
when you were confused.”
 The third level requires a particular overt (visible)
response. (Overt) “Talk to the person next to you
about a time when you were confused.”
Level Three – Active Overt
 When using the third level, teachers can

immediately see which students “get it” and
which are struggling. For example, by having
students write the sentences on a card or
slate and hold them up for the teacher to see,
the teacher can see (assess) which students
can apply the learning correctly. The only
time that a teacher can be sure that students
are engaged is when he/she calls for a Level
3 Response!
Strategies to assist students in
constructing meaning
 Use your learning log to list at least two
ways that you assist students in
constructing meaning using a Level 3
Active Overt Response.
Three Strategies for Promoting
Active Learning
1) Think, Pair, Share
2) Anticipation Guides
3) Web Review
Think, Pair, Share
1. Students work alone to generate thoughts

on an issue, ways to solve a problem or
answers to a question.
2. Students join a partner to discuss and look
over each other’s work.
3. The two students join another two students
to complete their assignment.
4. Groups of 4 may share with the larger group.
Think, Pair, Share Model
 Let’s model a Think, Pair, Share

 Work by yourself for 3 minutes
 Work with a partner for 3 minutes
 You and your partner join another pair for 3
minutes
 The question you are answering is, “What are
the benefits for students of using the Think,
Pair, Share strategy?”
 Benefits for teachers?
Anticipation Guides
 Procedure: The teacher first reviews the text, video, or
demonstration, then the major concepts.
 After deciding which concepts are most likely to stimulate student
background knowledge, the teacher prepares three to five
statements based on the key concepts. General statements work
better than specific statements. The statements are provided to the
students before they read the text, and students are asked to decide
which statements they believe the text will support. Students should
talk through their opinions with other students. The teacher then
prepares a class tally for each statement, discusses student
responses, and asks for elaboration and substantiation. Next,
students read the text and collect information to support or refute
the statement. Finally, students compare their original responses to
their new ideas, and find support for the new ideas in the text .
Web Review
 Students use one color pen to web everything they
know about a topic without looking in their notes or
books. They select an embellishing pen of a different
color. They add details or concepts after checking
their notes in the color of the embellishing pen.
 The use of color and the web help students to
remember information they may have forgotten
earlier.
 Variation: Have students work in pairs to create the
first web. Then exchange webs with another pair
who use the embellishing pen to add details or
concepts.
Sample Web Review for Unit on Age of Exploration
Important persons other than

explorers
Places Explored
Names of Explorers
Results of
Exploration
Reasons for
Age of Exploration
Exploration
New Technology
Facts about life at

sea Hardships
experienced by
explorers
The first group webs the ideas in blue. They pass their web along and
the second group adds the details in yellow.
Reciprocal Teaching
 Summarizing - After students have read a short section of a passage,
a single student (the leader of the group) summarizes what has been
read. Other students may add to the summary. Teacher might point
out clues to important ideas that have been omitted during the
summary.
 Questioning -The student leader now asks the group questions. Other
members of the group respond.
 Clarification - The student leader tries to clarify confusing points or ask
members of the group to clear up confusing parts
 Prediction - The student leader asks for prediction about what will
happen in the next segment of the text. Students can write down
predictions. Keeping predictions in mind, students read the next
segment
 A new student leader begins the cycle again with the next segment
In summary…
Active Learning Depends On
 Appropriately  Feedback from
designed activities. students – can they
Low level tell you what they
busywork will not
result in students do and don’t
constructing understand?
important Metacognition
learning.  A learning
 Teacher community – the
assessment – teacher is not the
think performance sole source of
rather than knowledge.
multiple choice Students and
quiz. teacher construct
 Opportunities to understandings
access prior together.
knowledge about  Reflection and
the topic. encouragement

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The Learner Centered

 In recent years the focus has shifted

 When using the third level, teachers can

1. Students work alone to generate thoughts

 Let’s model a Think, Pair, Share

Important persons other than

Facts about life at

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