The paradigmatic shift from a teacher-centered learning environment to a student-centered one is not an easy transition; and, does not occur effortlessly. What is student-centered learning? Necessary areas of change. Strategies for the shift. Positive outcomes. The paradigm shift. What changed? Teacher-centered vs. learning-centered instruction. 8 steps in the change process. Instructor concerns. Measurable objectives. Agent for change. Action plan.

1. The Paradigm Shift: Migrating from Teacher-Centered
to Student-Centered Instruction & Learning
Milisa Sammaciccia Ismail, MEd.
24 October 2011

2. The significant problems we face cannot
be solved at the same level of thinking
we were at when we created them.
~ Albert Einstein

3. Problem
The paradigmatic shift from a teacher-
centered learning environment to
student-centered:
• Is not an easy transition
• Does not occur effortlessly

4. What is Student-Centered Learning?
 Information and content is relevant and
interesting to students.
 Content is built to expand on their current
knowledge base.
 Focuses on the student rather than the
transmission of information.
 Students can experiment with their learning.
 Learning is more meaningful.
 Students are more engaged.
 Learning is deeper and long-term.

5. Necessary Areas of Change
 The balance of power
 The function of content
 The role of the teacher
 The responsibility for learning
 The purpose and processes of evaluation

6. Strategies for the Shift
 Active involvement
 Social Integration
 Self-Reflection
 Personal Validation

7. Positive Outcomes
 Deep learning
 Intrinsic Motivation
 Student Retention

8. The Paradigm Shift
Two AAHE national conferences 12 years
apart revealed a clear shift in higher
education focus:
 1986: Taking Teaching Seriously
 1998: Taking Learning Seriously

9. What Changed?
 Instruction Shifted:
• From: Teacher-centered/Content-driven
• To: Learner-centered/Process-driven
 Student Role Shifted:
• From: Passive recipient/empty receptacle
• To: Engaged learner and active agents
 Instructor Role Shifted:
• From: Disseminator of factual information
• To: Facilitator/Learner mediator

10. Teaching-Centered vs.
Learning-Centered Instruction
 Teaching Goals
• TCI: Covers discipline
• LCI: Students learn -
– How to use the discipline
– How to integrate disciplines to solve complex
problems
– An array of core learning objectives
 Organization of Curriculum
• TCI: Courses in the catalog
• LCI: Cohesive program with systematically created
opportunities to -
– Synthesize
– Practice
– Develop increasingly complex ideas, skills & values

11. Teaching-Centered vs.
Learning-Centered Instruction
 Core Structure
• TCI: Faculty covers topics
• LCI: Students master learning objectives
 How Students Learn
• TCI: Listening, reading, independent learning, often
in competition for grades
• LCI: (1) Students construct knowledge by
integrating new learning into current knowledge. (2)
Learning is viewed as a cognitive & social act.
 Pedagogy
• TCI: Based on delivery of information.
• LCI: Based on engagement of students.

12. Teaching-Centered vs.
Learning-Centered Instruction
 Course Delivery
• TCI: Lecture, assignments & exams for summative
purposes.
• LCI: Active learning, assignments for formative
purposes, collaborative learning, community service
learning, cooperative learning, self-directed learning,
problem-based learning.
 Course Grading
• TCI: Faculty as gatekeepers. Normal distribution
expected.
• LCI: Grades indicate mastery of learning objectives.

13. Teaching-Centered vs.
Learning-Centered Instruction
 Faculty Role
• TCI: Sage on the stage.
• LCI: Designer of learning environments.
 Effective Teaching
• TCI: Teach (present information) well and those
who can, will learn.
• LCI: Engage students in their learning. Help all
students master learning objectives. Use classroom
assessment to improve courses. Use program
assessment to improve the program.

14. 8 Steps in the Change Process
1. Shock
2. Denial
3. Strong Emotion
4. Resistance & Withdrawal
5. Surrender & Acceptance
6. Struggle & Exploration
7. Return of Confidence
8. Integration & Success

15. Instructor Concerns
1. Spending time on active learning does not
allow for syllabus coverage.
2. Lack of lecture means loss of control.
3. Students do not understand reading material
when independent.
4. Students do not understand open-ended
problems vs. finding the right answer.
5. Group work resistance.
6. Cooperative teams are superficially working
on assignments & lack of participation from
all group members.

16. Measurable Objectives
 Objectives should be specific & measurable.
 Objectives should be focused on the student.
 Effective objectives encompass:
• Behavior
• Performance
• Understanding
 Objective should complete the statement: “The student will be
able to…”
 Should be aligned with level of learning:
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

17. Agents for Change
 Instructor
• How do they view their role?
• At what levels are they willing to accept change?
• Teaching does not bring about learning
• Only learners can control their own learning
 Professional development
• Development of skills
• Enhancement of current skills
• Collaboration on instructional strategies

18. Action Plan
 Step 1: Assessment of Applicability
• Discipline
• Class size
• Subject within the discipline
• Room layout
• Environmental factors for the room
• Teacher personality
• Classroom dynamics (Weimer, 2002, para. 4)
 Step 2: Strategy Suggestions
• Active Learning
• Cooperative Learning

19. Action Plan
 Step 2 continued…
• Inductive teaching & learning
– Inquiry-based learning
– Case-based instruction
– Problem-based learning
– Project-based learning
– Discovery learning
– Just-In-Time learning
 Timeline to Implementation
• Syllabus: students should have direct input in creation.
• First Day/Week of Class:
– Discuss the climate
– Open discussion about previous experiences in
classes

20. Action Plan
 Timeline continued…
– Decisions are made about which assignments to tackle & due
dates.
– Short essay about why the student is taking the course, what
they hope to learn and content.
– Prioritize list of skills to be successful
• Class Structure
– Promote self-awareness with content
– Use short activities often
– Utilize learning center staff
– Use supplementary materials
– Teach students how to study the textbook
– Let students summarize
– Have students collaborate on what makes a group successful
– Have students provide examples

21. Action Plan
• Class Structure continued…
– Write concepts on the board during discussions and make
connections through illustration.
– Use matrices and concept mapping.
• Assignments
– Students discuss details of assignments.
– Make them interactive.
– Students self-assess their work prior to submission.
– Allow time for students to discuss progress during process.
– Allow time for debriefing.
• Assessments
– Should be linked to content.
– Can be negotiated but must be specific.
– Various forms of assessment can be used:
» Peer assessment
» Group assessment
» Expert assessment

22. Action Plan
• Feedback
– Solicit feedback early and often.
– Students should complete a start, stop & continue feedback
sheet on the class.
– Use questions to solicit feedback.
– Ask students questions.

23. Conclusion
 Both instructors and students can feel overwhelmed by the process.
 With proper application, skill and familiarity, SCI may change:
• The way students learn; and,
• The way teachers teach
• The very nature of higher education
 Lecture method is still the dominant pedagogical strategy
• Research has proven its ineffectiveness
 Promoting higher learning outcomes is at the core
 Overestimating students’ cognitive involvement during lecture has
been one of the major illusions for instructors.
 Proper implementation brings an increase in motivation.
 Diverse learning needs are met.
 Not just a short-term fix but has demonstrated long-term results.

24. “Effective teaching strategies begin with realizing
that there are multiple pathways to learning.
Frequent and careful assessment aligned with
observation determines the direction taken for
optimal learning. Respect for all learners takes place.
Varying teaching styles within a student-centered
environment maximizes educational effectiveness.”
~ Mary Rose

25. RESOURCES
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26. RESOURCES
Ser Professor Universitario. (2011). 33 ways to make your classroom more learner-
centered. Retrieved from
http://serprofessoruniversitario.pro.br/m%C3%B3dulos/m%C3%A9todos-de-
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Using student centered language to conceptualize learning objectives. (2011).
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Weimer, M. (2002). Learner-centered teaching: five key changes to practice. San
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