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<\/span><\/p>\nTake a SIP of This: Student-Centered vs. Learner-Centered Teaching<\/h3>\n
To clarify the terms, it is useful to refer to Maryellen Weimer\u2019s book, <\/span>Learner-Centered <\/span><\/i>Teaching<\/span><\/i><\/a> (2002). \u00a0She writes in the preface to this work that, \u201cbeing student-centered implies a focus on student needs. \u00a0It is an orientation that gives rise to the idea of education as a product, with the student as the customer and the role of the faculty as one of serving and satisfying the customer…Being learner-centered focuses attention squarely on learning: what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning … When instruction is learner-centered, the action focuses on what students (not teachers) are doing.\u201d<\/span><\/span><\/p>\n We certainly don\u2019t need or want to ignore student needs, but there is great value in making sure that our instructional methods and pedagogical approaches are helping us to deliver our curriculum in a manner that best facilitates learning. What are some ways in which we can do this?<\/span><\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Thirsty for a Strong Instructional Practice? For years now, faculty development circles have been tossing around the phrases \u201cstudent-centered\u201d and \u201clearner-centered.\u201d \u00a0We are all pretty clear on the fact that the \u201csage on the stage\u201d has given way to the \u201cguide on the side,\u201d but how do we \u201cfaculty guides\u201d center our practice appropriately? \u00a0Aren\u2019t … <\/p>\n\n
Still Thirsty? Take Another SIP of Student-Centered vs. Learner-Centered Teaching<\/h3>\n
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