Over the last ten years, the traditional classroom model has changed dramatically with a shift in the model of content delivery. One of the most prominent themes in K-12 education currently is student-centered instruction, and teachers today utilize a myriad of student-centered learning strategies to equip, prepare, and produce students capable of success after graduation.

Benefits of a Student-Centered Approach to Learning

A student-centered approach varies greatly from the traditional teacher-centered instructional model. In a student-centered approach to learning, classrooms move from direct instruction to a more community-driven environment, one which supports student empowerment, conversations, critical thinking skills, independence, and problem-solving techniques. In student-centered classrooms, the change begins with the teacher. Student-centered learning strategies do require and involve students in the overall planning process, implementation, and assessments. As educators continue to refine and hone their instructional practices, here are several strategies for implementing a student-centered classroom:

Student-Centered Teaching Strategies

Choice Boards

Choice boards allow students to select activities they will complete to practice a skill or demonstrate understanding. In this approach to learning, students are given ownership and empowerment opportunities while teachers differentiate their instruction. Choice boards can be utilized not just for assessment purposes, but also to introduce new material, for supplemental practice, or as a combination of multiple parts of a lesson or unit.

Jigsaw/Stations/Centers

Although an older concept, the Jigsaw method has evolved and been combined into a center/station approach. In its most basic form, this strategy involves students utilizing cooperative learning as they seek to put the “puzzle” together. Each student takes responsibility for an individual component of knowledge, then takes knowledge learned and gained and applies it to the larger body of work (puzzle). I have seen this concept used at the elementary, middle, and high school level with teachers establishing stations and centers in their classroom to help facilitate the individual or small-group knowledge piece of the Jigsaw strategy, leading to some type of presentation, discussion, competition, or other strategy used to demonstrate learning.

Inquiry-Based Learning

In this learning strategy, student questions, ideas, and analysis are highlighted and fostered, focusing on the student perspective regarding a particular open question or problem. This strategy is particularly useful for initial student engagement, leading students to move beyond basic knowledge to a deeper understanding of critical thinking, evidence-based reasoning, and creative problem solving. Within inquiry-based learning, various components of a lesson can include case studies, group projects, and research projects, among others. More in-depth connections to the material provide opportunities for students to hone skills that are highly valuable in the world in which we now live.

Project-Based Learning and Problem-Based Learning

Teachers have their own educational jargon, and often-times, you will hear “PBL” used in teacher discussions. Two learning strategies being implemented more often are project-based learning and problem-based learning. In project-based learning, students work on longer tasks that culminate in the creation of an original presentation or product. This learning strategy depends heavily on student collaboration, communication, and creativity, with the teacher serving as a facilitator student work and progress.

Problem-based learning includes shorter projects that examine a current problem, and through definition, research, and causes of the problem, students collaboratively evaluate solutions to the chosen problem, solve the problem, or report potential solutions and/or findings. Both of these learning strategies utilize relevant, real-life connections to the outside world, providing students valuable experience with problem solving and critical thinking opportunities that will behoove them after graduation.

Flipped Classrooms

Teachers continuously seek ways to maximize instructional time within the classroom. A learning strategy that takes this into account is the use of a flipped classroom. In this learning format, new or introductory content is delivered to students outside of the classroom, with teachers incorporating many of the strategies already discussed such as choice boards or jigsawing to allow student choice in their learning. Learning material can include readings, videos, pre-recorded presentations or direct instruction, or research assignments.

In this model, classroom time is used by the teacher to facilitate learning and help students gain practice applying knowledge learned outside of the classroom. Instead of the typical “exit ticket,” in which students hand in a ticket showing mastery or further questions about understanding, students use “entrance tickets,” in which they enter the classroom with a completed assignment, written response, quiz, or blog post serving as their “ticket.” Ultimately, the flipped classroom model can incorporate multiple student-centered learning strategies, making it very popular in schools today.

The educational model of content delivery as we know it is changing. Now more than ever, student-centered approaches to learning are critical. Just as school leaders seek to build capacity in their teachers, we must seek to build capacity, leadership, critical thinking skills, and complex problem solving in our students. Student-centered learning strategies provide empowerment opportunities that allow a deep dive into more than just mandated assessments or canned, standards-based curriculum. Utilizing the strategies discussed can set you on a path to producing students ready to make a difference in an ever-changing, global society.

The post Student-Centered Learning Strategies appeared first on TeachHUB.

What are Experimental Learning Units?

Defining experimental learning units is not straightforward. Let’s start by saying that experimental learning units are activities through which students are fully immersed in the learning. These units are driven by student inquiry. Experimental learning units, much like project-based learning, is a real-word experiment that is contextual. These units are cross-curricular. Experimental learning units begin with a driving question or problem. These units are also more long-term activities that can last anywhere from one week to a semester. They most likely will involve learning that takes place outside of the school and will certainly involve the community. They can focus on any subject area and are interdisciplinary. There are three necessary components in experimental learning units: an essential question, scaffolding, and community involvement.  

How to Create an Experimental Learning Unit

In order to create an effective experimental learning unit, the three components — essential question, scaffolding, and community involvement — must be central. In addition, experimental learning units are especially conducive to middle and high schools in which content areas are more specific. Of course, experimental learning units can be modified for younger students. However, with older students, there is an increased likelihood of having flexibility in regards to alternative locations or trips for learning. To develop your own experimental learning unit, follow these critical steps:

1. Create an Essential Question – An essential question is a question that the project is centered on and evokes students’ critical thinking and creativity to find an answer. An essential question is an open-ended question that can have multiple solutions. A good essential question will be one that relates to students’ lives and can be looked at from different perspectives.

• Examples of essential questions for experimental learning units:
• What is the best way to make use of available land? – Consider the perspectives of corporations, residents, farmers, and more. Consider the effects on the economy.
• How can we protect our local environment? – This can involve testing water and soil samples, discovering the source of pollution, studying the effects on the local ecosystem, and working with community members and business leaders to develop ways to make improvements.
• How can we stop childhood hunger in our area? – This can include finding where the need is and working on ways to source it. A community garden can be developed. Community leaders can be called upon to contribute to the solutions.

2. Implement Student-Centered Learning Using Scaffolding
   If experimental learning units are anything, they are student-centered. However, students must have a great deal of support in place before they can be expected to produce the desired results. This is where scaffolding comes in. Scaffolding, simply stated, is any technique that progressively moves students to a deeper understanding and greater independence. For experimental learning units, this begins with introducing background material related to the subject being explored. That may mean laying the foundation for the importance of proper nutrition and how health can be affected before exploring a question regarding putting an end to childhood hunger in a community; or it may mean learning about the economy and how developers make use of land before exploring a question about the best uses of land. After that foundation, teachers should guide students through the initial questioning stages and help with some testing or interviews. Gradually the teacher gives the project over to the students after scaffolding and getting them off to a strong start. Without scaffolding, students are thrown into the deep end far too soon, and this type of learning unit would not be successful or even possible.

3. Involve the Community
   The third and final component that must be included in experimental learning units is community involvement. Whether that means reaching out to residents for interviews regarding a problem or working with leaders to improve the lives of people in the community, this is where the rubber meets the road. This is where the standard or objective becomes real-world. In an era in which our children are typically more socially challenged than children in past generations due to the prevalence of “screen time overload” in American families, it is critical that the school/educator provides the opportunity for students to learn ways to communicate with and relate to people in their communities. Not only does it help the students improve socially and feel a sense of ownership and accomplishment, but it unites the school, teachers, students, and community in improving the education of the students, as well as solving the community issue being tackled.

The post How to Create Rich Experimental Learning Units appeared first on TeachHUB.