This document discusses student-centered learning and provides examples of how to implement it in the classroom. It contrasts student-centered learning, where students are active learners and the focus is on their learning, with teacher-centered learning, where teachers deliver information and students are passive. Some good practices for student-centered learning include having students define problems, work collaboratively and creatively, and explore complex issues using models and simulations. National Educational Technology Standards (NETS) that promote 21st century skills can provide a framework for student-centered activities focused on communication, collaboration, and using technology to investigate real-world issues.

1. Student Centered Learning
(and some good practices)
Doug Kerr

2. Where we stand in the class
Teacher centered
or
Student Learning
Centered
How do you tell?

3. Teacher Centered Learning
● Teacher is the focus of attention
● The learning is delivered by the teacher
to the students
● Students are passive learners
o memorization
o note taking
o replication of information

4. ● Students activity is
o Defining problems
o Interactive
o Collaborative
o Creative
(Morrison, 2010)
Student Centered Learning

5. ● The total energy of a system is
conserved
● Energy may be transformed, but not
created or destroyed
● PE + KE = Total Energy
Conservation of Energy

6. ● Every subsequent hill must be shorter than the
previous
o 1st hill must be taller than the second,
which must be taller than the third, etc.
● Angular momentum must be used to keep cart
on track
o Acceleration from turns must not exceed
momentum of cart
PE and KE

7. ● Riders “feel” the most acceleration
during the biggest changes
o upward to downward
o left to right
● Design should insure safety but maximize
the “fun” aspect
Fun of Roller Coasters

8. Follow the link to build your own
rollercoaster:
http://www.learner.org/interactives/park
physics/coaster.html
(Annenburg, 2014)
How Does a Roller Coaster Work?

9. Key framework needed (Powell, 2013)
● Takes giving up control of some aspects
● Clearly defining goals
● Respecting student choices and interests
● Providing rich resources that allow
further and differentiated exploration
Student Centered Learning
Environment

10. These 6 platforms fall
in line with 21st
Century Skills:
Information, Media,
and Technology Skills.
( Morrison, 2010)
NETS for Students

11. ● NETS reinforces the idea of needing to
build skills throughout the student’s
education.
● “The use of computers can assist in
engagement and positive attitudes to
learning and school.” Hattie 221
NETS continued

12. ● Pre-training for teachers is needed
o When given more than 10 hours the greatest
effect is realized
o Practice, control, peer learning
Increasing Student Learning

13. Using NETS concepts
Communication and Collaboration
● A local Superfund site called the McKinn
site, is in your back yard.
o Objective: Develop a plan with your peers
to mitigate the release of carcinogens into
the aquifer as if it was currently happening.
Discuss with our Fire Chief and haz-mat
team to revise plan as needed.

14. Use models and
simulations to
explore complex
systems and
issues
Using NETS Concepts
(phet.colorodo.edu, 2012)

15. Use the simulation to investigate the relationships
of temperature, pressure, amount of particles,
and types of gas in a system. Graph the results of
holding 2 variables constant, manipulating a
third.
Graphing results

16. ● Students do not understand assignment
o Consistent method of assigning and grading
work
● Students do not use time effectively
o Tiered RTI system, with frequent level 1
interventions (Cambell, 2008)
Problems and Possible Solutions

17. Copyright and Fair Use (The code)
● Copyright is the legal protection of
original work
● Gives credit and financial restitution to
authors
● If it was yours, is there a limitation to
how you would want it used?
Reminder of policy and law

18. ● Was the material changed for use in a
new manner, or was it replicated under
the pretense of originality?
● How much of the original material was
used, and was it used appropriately?
For you and the Judges

19. Reference List
Amusement Park Physics -- Roller Coaster. (2014, January 1). Retrieved January 14, 2015, from
http://www.learner.org/interactives/parkphysics/coaster.html
Campbell, A., & Anderson, C. M. (2008). Enhancing Effects of Check-in/Check-out With Function-Based Support.
Behavioral Disorders, 33(4), 233-245.
Gas Properties. (2012, April 1). Retrieved January 14, 2015, from http://phet.colorado.edu/en/simulation/gas-properties
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement (pp. 221-229). London:
Routledge.
Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: Skills for the 21st century (4th ed.).
Boston: Allyn & Bacon.
Powell, M. (2013, December 24). 5 Ways to Make Your Classroom Student-Centered. Retrieved January 15, 2015, from
http://www.edweek.org/tm/articles/2013/12/24/ctq_powell_strengths.html
The Code of Best Practices in Fair Use for Media Literacy Education. (n.d.). Retrieved January 19, 2015, from
http://www.cmsimpact.org/fair-use/related-materials/codes/code-best-practices-fair-use-media-literacy-education