Reflective Journal 5

Reflection Journal #5

Student-centered instruction

            Slavin (2018) states that children learn through interactions with adults and peers.  In student-centered instruction, students can learn various ways.  One method is from the top down.  In this method, students present a question or problem and work down to come to the answer or conclusion.  Another positive effect of student-centered instruction is peer interaction.  Student-centered instruction makes students learn how to work together.  This skill is important because it is used in everyday life as an adult.  When educators implement student-centered instruction, it allows the students to be independent learners instead of regurgitating information that was memorized (Slavin, 2018).  

            Although some students may not be able to know how to “do” student-centered instruction, there are methods to teach and assist students to be an active learner.  The first is self-regulated learning; in this method, students are motivated to learn and are not so much motivated by grades.  Not all students are self-regulated learners though, but there are ways to teach students how to become an active learner.  Scaffolding is way to help students become active learners.  With scaffolding, students have more supports or structure at the beginning of a lesson or unit and supports are slowly withdrawn (Slavin, 2018). 

            While many educators think that student-centered instruction only works in math or science classes, it can be used in literature and writing as well.  In reading/literature, the students can be assigned readings and create their own discussion questions.  The students can take turns being the teacher and leading the discussions.  The teacher can participate in the discussion but at the student capacity.  Regarding writing, students can proofread peers’ papers and give constructive feedback.  A student does not need to be a great writer to know if something in a paper does not work well or is confusing. 

            Slavin (2018) suggests several strategies to implement student-centered instruction like jigsaw, peer assisted learning, groups, think-pair-share, and project-based learning.  Many teachers already use these methods but may not realize that they are utilizing student-centered instruction.  Whether the educators realize it or not, research shows there are benefits to the student-centered instruction, and the benefits apply to all grade levels and content areas (Slavin, 2018).  As mentioned before, some people believe that these methods work only in math and science but using these strategies in literature and writing can be just as beneficial and produce positive results. 

            One of the most important parts of active learning is critical thinking.  Students must learn how to think critically.  Slavin (2018) states “there should be an emphasis on giving reasons for opinions rather than only giving correct answers” (p. 208).  Critical thinking is a skill that students will need in their adult life.  If a student is only expected to repeat information, he or she will not be able to think critically as an adult.  In order to practice critically thinking, a teacher can provide scenarios that students are familiar with.  It is not realistic to expect students to have an in-depth discussion about a topic they know nothing about. 

Reflection

            As I mentioned previously, many teachers use student-centered instruction whether they realize it or not.  This type of instruction is important because it fosters learning that does not happen if a teacher stands in front of a class and lectures.  Instead of a lecture, there are many ways to engage students and promote active learning.  Slavin (2018) states teachers should “encourage students to have experiences and conduct experiments that permit them to discover principles for themselves” (p. 190).  The purpose of an education is to learn and to think. 

            Student-centered instruction is a crucial aspect to learning.  Research shows that this type of instruction has great effects in student learning (Slavin, 2018).  The various types of strategies can be used in any grade level or content area.  By using student-centered instruction, the students are more likely to stay engaged.  Working with the students I do, other staff members were worried about strategies that I used in the classroom.  I had students up out of their seats, working together, and actively learning.  Even though the students have behavioral problems, they are still are kids and have the same right to an education as other students. 

            Even though I was a bit worried about having students up out of their seats, I found that the strategy worked.  The students were talking about the subject at hand, laughing, smiling, and just as important, learning.  Moving to high school this year, I feel like I have lost sight of somethings.  Part of it being new content to what I have taught in the past, and part of it being in a considerably smaller room without the room to move in.  I feel like next year I will go back to basics.  Even though the room is smaller, I want to go back to what I know and love.  I want the students up and actively learning. 

References

        Slavin, R. E. (2018). Educational Psychology: Theory and practice. NY, NY: Pearson. Retrieved May 30, 2020.