TeachThought defines Student Centered Learning as “a process of learning that puts the needs of the students over the conveniences of planning, policy, and procedure.” (4 Principles Of Student-Centered Learning, TeachThought) Student Centered Learning within Phenomenal Science also integrates some factors meta-analyses of research, neuroscience research, even some theories such as Gardner’s Multiple Intelligences, Glasser’s Choice Theory and Kolb’s Learning Styles. As Dewey states “The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.” (Dewey, 1938) This “‘learning orientation’ (Watkins, 2001) keeps the locus of control squarely with the pupil.” When this happens, students recognize that learning comes through effort are are rewarded with an increase in achievement and personal power and growth. (Adams, 2006; Dweck, 1999; Glasser, 1998) “In this orientation, learners . . . derive satisfaction from perseverance and success in difficult tasks (Dweck, 1999; Watkins, 2001).” (Adams, 2006) Historically, there have been several champions of this sort “progressive” education, as noted by Windschitl: “Early progressive movements championed “child-centered” approaches and advocated much the same instructional philosophy as constructivism does today. In the late 1800s, Francis Parker led reforms in Quincy, Mass., and at Chicago’s Cook County Normal School based, in part, on the child-centered theories of Rousseau, Froebel, and Pestallozi (Farnham Diggory, 1990). He emphasized learning in context, for example, by taking his students on trips across the local countryside during geography classes rather than having them recite countries and capitals. His students created their own stories for “Reading Leaflets,” which replaced both the primers in his grammar schools and the rote learning that went with them (Stone, 1999). In 1919, Helen Parkhurst founded the Dalton School on the principles (among others) that school programs should be adapted to the needs and interests of the students and that students should work to become autonomous learners (Semel, 1999). Similarly, John Dewey routinely used the common experiences of childhood as starting points for drawing his students into the more sophisticated forms of knowledge represented in the disciplines (Dewey, 1902/1956). He intended that educative experiences be social, connected to previous experiences, embedded in meaningful contexts, and related to students’ developing understanding of content (Dewey, 1938). (Windschitl M., 2002) Some of the most commonly touted research work done in this area was conducted by Kolb in the 1960s. He identified three “learning styles:” Auditory, Visual, and Kinesthetic. More recently, Gardner identified between seven to ning various areas of intelligence. Kolb’s and further research eventually showed that while students may have preferences, at one period in their life or another, that we all take and process information through all modes and all areas of intelligence can be grown and strengthened.”There is no strong evidence that teachers should tailor their instruction to their students' particular learning styles . . . .’Matching is not a particularly good idea,’ Mr. Kolb says. . . . (There are) ‘practical and ethical problems of sorting people into groups and labeling them. Tracking in education has a bad history.’” (Finley, 2015) According to Finley, Moore states “that ‘the best way to honor people's individuality isn't to shove them into simplistic categories.’ But it isn't to treat them as identical robots either, and this requires beginning with the person, and not with the content.” (Finley, 2015) The take away for teachers today, supported by brain-based research, is that the more students are active in all three modes while learning, helps brains build connections and meaning. (Jensen, 2010) Some key instructional strategies that are supported by this include investigations, collaborative work, and sense-making activities such as summary tables and CQBs. In the realm of psychology in the latter portion of the 20th century, Glasser’s research determined that people have five psychological needs: survival, freedom, power, belonging, and fun (Glasser, 1998). According to Glasser’s Choice Theory, every action people take is motivated to meet one or more of these needs (Glasser, 1998). A key implication for classrooms is to ensure that students are able to use classroom activities to meet their needs, and that teachers help students recognize how these activities can do that. This theory further implies that classroom instruction allows for student choice, encourages belonging by building in social interactions and ensure emotional safety, that activities appeal to students, and finally that they are a level appropriate to gain understanding and thus gain power. There is a strong link here with Vygotsky’s Social Learning Theory also. As noted by Irving, “to meet Glasser's five needs, social interaction is paramount. (2015). Further, he states also, “emotion is a major component of needs satisfaction (Louis, 2009), and thus emotion is a major component of learning (Sullo, 2007).” (Irvine, 2015) Some cognitive research suggests that students learn best under certain brain-friendly conditions. Sprenger notes the following (corresponding image derived from teachthought.com):
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