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¶ … Teacher-Centered Approach to Learning
The question of teacher-centered vs. student-centered learning is debated among educators and researchers alike. Brad Hayes has approached the question of which is more effective, in his article entitled, "An Experiment in Using Teacher-Centered Instruction vs. Student-Centered Instruction." Hayes engaged his senior students in an experiment wherein he used student-centered instruction in one group, and teacher-centered instruction in another. The results initially were that the teacher-centered group had higher test scores and appeared to be retaining more information. The student-centered group, however, after a short adjustment period, far exceeded the expectations of the curriculum and the instructor, showed far greater understanding and ultimately had a better learning experience, complete with higher final grades.
While it is true that most educators are far more comfortable with the teacher-centered, "chalk and talk" method of teaching, many are moving away from a teacher-centered approach. Hayes' article is quite informative, and while it does not condemn the teacher who prefers to be the center, it certainly pushes one to rethink ones pedagogy. The article gives no insightful ideas about how to implement a student-centered classroom, however, which could prove a problem for those educators who want to make some changes but are uncertain as to how to do it.
Teacher centered instruction has long been the method used in schools. It is difficult to make changes, and Hayes is sympathetic to those teachers who are comfortable with such a style.
In fact, he does not suggest that an entirely student-centered approach is preferable. Indeed, there is a need for balance in the classroom. Teacher-centered teaching needs only to be balanced with student-centered learning.
Overall, the article is well written, with an interesting viewpoint.
Works Cited
Hayes, Brad. "An Experiment Using Teacher-Centered Instruction vs. Student Centered Instruction." The American School Board Journal, (2000): 23-30.
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