The wonderful thing about student-centered learning is the emphasis on the student. The teaching and learning focus on student needs for engagement, discourse, collaboration, interests, and enjoying the process (Liebtag, 2017). Several criteria indicate the authenticity of student-centered instruction. First, student-centered tasks lead to higher engagement, tap into students’ skills, interests, and capabilities, and are relevant to students’ experiences (Thornburn & Allison, 2017). Next, the students work the hardest and talk the most, not the teacher (Liebtag, 2017). Teachers expect their students to work as self-directed learners, and the students enjoy the work. Additionally, teachers engage in multiple forms of assessment, particularly formative assessment, and feedback, which focus on and highlight students ‘growth areas in real-time so students and teachers adjust maximize student outcomes (Lupoli, 2017).
A cornerstone of student-centered learning is a highly engaging learning environment (Liebtag, 2017). This is especially important for diverse learner groups. There are several indicators of engaging learning environments. First, the learning environment is organized with clear expectations (Hamilton, 2016). Second, the learning environment includes multimodal learning opportunities, differentiated tasks, small group settings, and multi-level materials and resources (Staff, 2022). Third, there are collaborative opportunities with peer tutors and supportive instructional strategies. In addition, teachers focus on relationships, socialization, and effective conflict resolution (Hamilton, 2016). Furthermore, students take ownership of their learning when participating in highly engaging learning environments (Liebtag, 2017).
Rigorous teaching and learning incorporate depth, not volume. Rigorous instructional tasks require intentional planning designed for a greater depth of knowledge and higher levels of cognitive demand (Wood Press, 2017). Marzano describes 13 strategies for rigor and nine instructional strategies for learning, some overlapping. Research-based strategies that enhance rigor in any lesson include summarizing, collaboration, compare/contrast, visual representation, questioning, feedback, testing hypotheses, targeted practice, and recognition. Additional strategies that further deepen rigor include teaching cycles and processes in which teachers support students’ reasoning, knowledge revision, problem-solving, critical thinking processes, and cognitively complex tasks. Differentiated student and teacher feedback cycles in these areas build student capacity through a rigorous learning process.
A cornerstone of student-centered learning is a highly engaging learning environment (Liebtag, 2017). This is especially important for diverse learner groups. There are several indicators of engaging learning environments. First, the learning environment is organized with clear expectations (Hamilton, 2016). Second, the learning environment includes multimodal learning opportunities, differentiated tasks, small group settings, and multi-level materials and resources (Staff, 2022). Third, there are collaborative opportunities with peer tutors and supportive instructional strategies. In addition, teachers focus on relationships, socialization, and effective conflict resolution (Hamilton, 2016). Furthermore, students take ownership of their learning when participating in highly engaging learning environments (Liebtag, 2017).
Rigorous teaching and learning incorporate depth, not volume. Rigorous instructional tasks require intentional planning designed for a greater depth of knowledge and higher levels of cognitive demand (Wood Press, 2017). Marzano describes 13 strategies for rigor and nine instructional strategies for learning, some overlapping. Research-based strategies that enhance rigor in any lesson include summarizing, collaboration, compare/contrast, visual representation, questioning, feedback, testing hypotheses, targeted practice, and recognition. Additional strategies that further deepen rigor include teaching cycles and processes in which teachers support students’ reasoning, knowledge revision, problem-solving, critical thinking processes, and cognitively complex tasks. Differentiated student and teacher feedback cycles in these areas build student capacity through a rigorous learning process.