How Can I Create a Learner-centered Classroom?

Each classroom consists of diverse learners that bring a mlange of

interests, experiences, family circumstances, support systems, degrees of

maturity and confidence (Tomlinson, 2015). To effectively and actively

engage a class of diverse learners in meaningful learning experiences a shift

in pedagogy is frightening but is necessary with the new methods of

assessing student achievement as the skills needed in the 21st century may

not be amenable to paper-and-pencil tests (Dole, Bloom & Kowalske, 2016).

Learner-centered teaching (LCT) establishes a community of learners who

construct their knowledge differently based on their understandings, skills,

attitudes, beliefs, experiences and cultural background. My community of

learners are the students in my class with their diverse learning styles along

with myself facilitating activities that allow all students with varying

capacities to have the same opportunity to construct knowledge.

Learner-centered instruction embodies the application of a variety of

methods that place the student at the center of education (Altay, B., 2014,

p.140). Being flexible and understanding, and approaching each situation

objectively learning is necessary for LCT. I work with each student to

develop a plan that will promote academic achievement specific to their

capacity is important to promote motivation and achievement. For example

students have the choice to have a pre-grade of their science notebook.

Student choose to have their science notebook pre-graded without penalty.

The idea is to provide feedback about how to improve their science notebook
grade and allow the student the opportunity to take responsibility for how

they would like to improve.

A safe environment that supports academic risk-taking is crucial and

must first be established. Students need to be comfortable with learning

from mistakes and make meaningful reflections. Principle 6 encourages

educators to create an environment where students do not fear punitive

repercussions for academic errors leads to more comfortable and increased

student achievement (Owens, 2016). The beginning of school year

classroom expectations and norms were developed collaboratively each class

period. The goal was establish a safe environment for risk-taking and

learning. Involving the students in the development of the norms and

expectations also demonstrated that their individual differences are valued

and respected (Owens, 2016). As stated in principle 12; learners have

different strategies and styles of learning, and different capacities for

learning that is impacted by prior experiences and heredity. Including the

students in the development of the classroom norms and expectations

ensured that they represented the students ideas and opinions as well as

emphasizes the LCT approach.

Ratey summarized in that recent neuroscience research indicates that

dendrites of human brain cells only grow when the brain is actively engaged

and the neuron-networks formed in the brain only stay connected when they

are used repeatedly (Ratey, 2002). This fact motivates me to improve of my

instruction and the way I students engage in learning. Learner-centered

instruction presents activities to students that require them to take a more

active role in their own learning through self-teaching, collaboration with

others, reflective practice, and problem-solving (Doyle, 2008). Current

aspects of my teaching I would like to change include integrate more

activities such as Problem-based Learning (PBL) that allow students to

interact with peers and learn from each other. I learned about PBL during

this module and how it is a learner-centered strategy that is designed to

motivate and engage students through relevant, real-world issues. PBL is a

LCT method that emphasizes that the teacher is not the primary source of

knowledge and encourage students to become involved in the learning

process. I used to always select the topics to research but I will let the

students to demonstrate understanding of the over-arching concept.

Including the students in the planning of the instruction is developmentally

appropriate for secondary education. Students have to learn how to think on

their own, it does not happen without practice, scaffolding and feedback.