Teacher-centered vs. Student-centered

We are guilty as educators of using educational jargon, "buzz" terms, or lingo, whatever you want to call it; then we assume everyone in the conversation with us interprets the language and the intent as we do.  Recently, Larry and I have encountered coaching issues in schools and districts when the terms "teacher-centered" and "student-centered" have been used with little description or definition to qualify what those particular differences are or what they might look like.  Thus, the motivation behind the thinking for today's post.  When thinking around the big ideas, what are some of the major differences between a teacher-centered and a student-centered environment?  There are certainly other ideas and characteristics for possible inclusion, and many smaller, more specific characteristics could be added within the larger ideas; however, listed below is my thinking around the most glaring differences.

"Teacher-centered"

1. Learners must master what is taught, when it’s taught.  All students are exposed to the same instructional experience. Most students experience some degree of failure.
2. The student is more passive.
3. Learning represents the ability to reproduce or recall teacher taught material.
4. The teacher controls and directs learning.
5. Learning progresses from simple to complex and part to whole.
6. Accuracy is valued. There is most often a correct answer. Mistakes must be avoided.
7. There is a low level of student choice (i.e. processes, products, decision-making.)
8. The teacher utilizes limited forms of assessment, primarily testing, to assign grades.

"Student-centered"

1. Learners develop at their own pace. There are various instructional opportunities.  There are opportunities for re-teaching, extended learning and student choices.  Learning experiences help everyone succeed.
2. The student is more active.
3. Learning is inquiry based. Questions guide learning, empowering students to use new understandings in novel ways: to generate new questions, which lead to further understanding and more questions.
4. The teacher facilitates and coaches the learning.
5. Whole learning progresses and shifts into a variety of patterns as new knowledge and relevant experiences are assimilated.
6. Risk-taking is essential to learning. There is more than one right answer. Mistakes are a necessary outcome of learning.
7. There is a high level of student choice (i.e. processes, products, decision-making.)
8. The teacher utilizes multiple measures of assessment to inform teacher practice.