This chart outlines different ways of thinking about learning.
| Teacher- Centered |
Student- Centered |
||
|---|---|---|---|
| 1. | Knowledge | Transferred from faculty to students | Jointly constructed by students and faculty |
| 2. | Student purpose | Passive vessel to be filled by faculty's knowledge | Active constructor, discoverer, transformer of his or her own knowledge |
| 3. | Faculty purpose | To classify and sort students | To develop students' competencies and talents |
| 4. | Relationships | Impersonal interactions among students and between faculty and students | Personal transactions among students and between faculty and students |
| 5. | Context | Competitive, individualistic | Cooperative learning in classroom and cooperative teams among faculty |
| 6. | Assumption | Any expert can teach | Content expertise and teaching skill are both required |
| 7. | Assumption | All students can learn if they try hard enough | All students can learn if they understand their own learning styles and practice productive behaviors |
Notebook
How could these ideas inform the teaching and learning experiences you design? What obstacles stand in the way of incorporating these ideas? How might you overcome those obstacles?
