A learning-centered approach to instruction, also known as constructivism, is based on Piaget's

learning theory which suggests that learning is developed from self-knowledge and prior
experience. The role of the teacher is as a facilitator in this learning. Learning is focused on the
teacher and the student, not just the teacher. The success of a learning-centered classroom
depends on the willingness of the teacher to adapt to a different role. Specific characteristics are
crucial to the design and implementation of the lessons.

Classroom Design
 The teacher must be resourceful in accommodating student needs for learning.
The learning-centered classroom places students in pairs and groups instead of desks arranged in
straight rows. Reference and resource materials, along with concrete representations and hands-
on manipulatives, should be readily available for student use. A stimulating and non-threatening
classroom environment nurtures creativity and critical thinking, important components for
student achievement. A busy classroom can also be a noisy classroom at times. The teacher must
be tolerant of activity-based learning that can resemble controlled chaos at times.
Activity Design
 Learning is problem-based, starting with the identification of a problem that is posed to the
student. The subject matter is organized around the problem. A link to past knowledge provides
students with a knowledge base to build on. Students work in groups to explore and select
strategies to use for the problem solving activity. As problems are solved, additional concepts
and skills are mastered. The teacher must select motivating and challenging problems and
activities that are relevant to the real world and engage and motivate students.
Ongoing Support
 No activity is without obstacles. The teacher must be able to think quickly and revise or redirect
students throughout the activity. Questioning skills are crucial in directing students. Teachers
need to encourage students to develop and use reasoning and critical thinking skills. While
students are directed to construct their own problem solving strategies, some students may
struggle. Teachers may want to offer a variety of activities, ranging from simpler to more
complex, based on the different levels of skills and knowledge that students demonstrate.
Assessment
 With a learning-centered curriculum, assessment is also the role of the student and teacher.
Assessment is based on the application of knowledge and skills, not fact recall. Self-evaluation is
part of this process. Teachers must be aware and utilize all assessment opportunities, including
observation, questioning and verbal feedback from students. Checklists and rubrics are useful
tools for alternative assessment.

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