Learner-Centered Instruction in 25 Words or Less
by Melanie RudaI was recently looking for a concise definition of learner-centered instruction. But when I did a Google search, I was surprised at the lack of results. Oh, I got plenty of hits (181,000) but I couldn’t find much in the way of a 25-words-or-less type of definition. Most of what popped up were lists of learner-centered characteristics and descriptions of what learner-centered instruction is not. All of it helped shape my understanding, but there were not many “definitions,” per se.
I did find this commonly-cited definition of learner-centered instruction from McCombs and Whisler1, which was close to meeting my purpose:
Learner-centered instruction:
The perspective that couples a focus on individual learners (their heredity, experiences, perspectives, backgrounds, talents, interests, capacities, and needs) with a focus on learning (the best available knowledge about learning and how it occurs and about teaching practices that are most effective in promoting the highest levels of motivation, learning, and achievement for all learners).
But, it was lengthy (55 words), and I wanted something more crisp. So, in the end, I attempted to write my own.
Learner-centered instruction:
An instructional approach, grounded in constructivism, that focuses on the learner and results in deep learning.
In my definition, I chose to emphasize four main ideas:
· Learner-centered instruction is an approach
Sometimes, learner-centered instruction is referred to as a technique or a method, but it is much broader than that. A few fun activities does not learner-centered instruction make. Learner-centered instruction requires a particular mindset, and it influences all of the teacher’s decisions: what to teach, how to teach, and how to assess.
· Learner-centered instruction is grounded in constructivism
The theory of constructivism, proposed by Piaget, holds that students cannot simply be given knowledge. Rather, they construct knowledge for themselves by connecting new information to what they already know through active interaction with the world around them.
· Learner-centered instruction focuses on the learner
Traditional instruction is driven by curriculum requirements and revolves around the teacher, who is the primary actor in the constructivist work of organizing information and presenting it. As the name implies, learner-centered instruction revolves around the learners. It begins with their interests, needs, abilities, and background knowledge, includes them in decision making, engages them in real world tasks, and fosters their development as independent learners.
· Learner-centered instruction results in deep learning
The phrase “deep learning” really resonates with my introverted, instructional designer soul. The converse, surface learning, is what students do to get by; they study for the test, and then –POOF!–the knowledge is gone. Deep learning, on the other hand, involves integrating and synthesizing new information with prior knowledge. Deep learning is stick-to-your ribs fare–it is learning for a lifetime.
Recently I ran across another definition—this one from http://dictionary.babylon.com. It meets my condition for “crispness,” although it’s slightly over the 25-word limit.
Learner-centered instruction:
An instructional process in which the content is determined by the student’s needs, the instructional materials are geared to the student’s abilities, and the instructional design makes the students active participants.
Do you have a definition of learner-centered instruction that you like? Why do you like it? How would you define learner-centered instruction in 25 words or less?
1. McCombs, B. L., & Whisler, J. S. The learner-centered classroom and school: Strategies for increasing student motivation and achievement. San Francisco: Jossey-Bass, 1997.
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