WSESU CIA News
June 15th, 2023
The next four newsletters will be presenting one of the four Learning Framework Areas of Focus. This week we focus on the HOW of learning or student-centered approaches.
In his article "Complete Guide to Student-Centered vs. Teacher-Centered Learning," author Joseph Lathan, PhD, provides definitions for each approach. as follows:
A teacher-centered learning environment is one in which:
- The focus is primarily on the instructor
- The teacher chooses the topics
- The teacher talks and the students listen
- What the teacher knows about the subject takes priority
- Students work alone/independently
- The teacher monitors and corrects student work as needed
- The teacher is solely responsible for answering students’ questions
- The teacher evaluates students’ performance and evidence of learning
- The classroom is typically quiet
A student-centered learning environment might look like one in which:
- The focus is shared by both the students and their teacher
- Students may have some choice in the topics they cover
- The instructor models a concept or challenge, then invites the students to explain or demonstrate it back to the class
- The students interact with their teacher and one another during the lesson
- Topics are delivered in familiar, everyday language students might use themselves; new vocabulary might get its own lesson
- Students work in pairs, in groups or alone depending on the activity
- The instructor refrains from constant monitoring but provides feedback or corrections when questions arise
- Students attempt to answer each other’s questions, using their teacher as an information resource or facilitator
- Students evaluate their own learning alongside the teacher/instructor
- The classroom is busy and filled with energy
Dr Lathan goes on to describe the benefits and drawbacks of both approaches in his article, but I will share the benefits below:
Benefits of a Teacher-Centered Classroom
- Order in the class! The teacher exercises full control of the classroom and activities.
- Being fully in control minimizes an instructor’s concern that students may be missing key material.
- When a teacher takes full responsibility for educating a group of students, the class benefits from a focused approach to research, planning and preparation.
- Teachers feel comfortable, confident and in charge of the classroom activities.
- Students always know where to focus their attention — on the teacher.
Benefits of a Student-Centered Classroom
- Education becomes a more shared experience between the instructor and the students, and between the students themselves.
- Students build both collaboration and communication skills.
- Students tend to be more interested in learning when they can interact with one another and participate actively in their own education.
- Students learn to both work independently and to interact with others as part of the learning process.
- As you read through this see which column describes your typical instructional day. Finding a balance between teacher-centered and student-centered
As you read through the lists above, assess your own classroom. Which style are you most comfortable with? Do you combine both styles throughout a class period or a week?
You can find the Learning Framework here for deeper insight into what Student -Centered learning looks like, sounds like and feels like.
LEARNING FRAMEWORK COMMENT FORM CAN BE FOUND HERE.
K-5 Teachers: Lalilo and Freckle ELA
If you are interested in using Lalilo or Freckle for targeted skill-building or additional ELA practice, click here to learn more and sign up to receive licenses.
MTSS UPDATE
MTSS Tuesday meetings are well underway and teams have built in a rotation of looking at class level data and intervention planing meetings (SSP/KidTalk). Data meetings are held 2-3x monthly and are focused on using curriculum measures and other screening tools to identify an area of need and make adjustments to universal instruction, UDL and teaching practices. KidTalk (level 3: short term, targeted intervention) and SSP (level 4: intensive intervention) focus on individual student needs.
For more information about our MTSS process, definitions of the MTSS meetings, documentation and strategies, go to our MTSS Resource Center and scroll down to the flow chart. Between each level is a blue bar that is clickable to give you more information.
If you need additional support or have any question about the MTSS process, please reach out to your school's MTSS Coordinator:
Kristen Huebner- Weathersfield School
Bridget Fariel- 6-12 Windsor School
Amber Bennett- K-5 Windsor School
Sarah Day- Albert Bridge School
Alena Martes- Hartland Elementary School
Speak Out: Beyond the Land Acknowledgement e-course
A self-paced e-course instructed by Megan Red Shirt-Shaw exploring land acknowledgements, the occupation of Native nations, "Land Back," and the role of higher education.
Land acknowledgements have become a powerful introduction to convocations, graduations, meetings, conferences, and more. Despite the intent, institutions must challenge themselves to move away from performative acts, and move into commitments of real transformative change. In this e-course you will gain actionable ideas and concepts for how to move beyond a performative land acknowledgement and towards genuine relationships with Native community members. Megan Red Shirt-Shaw discusses her research into how education institutions received their land and the steps institutions can take for land-based reparations including returning institutional land back to Native nations or if this is not possible, providing free higher education to Native students whose traditional homelands the institution sits upon.
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