Applying Learner-Centered Principles to middle school education

Theory Into Practice, Spring, 2003 by Judith L. Meece

Conclusion

Much of the research on the middle school transition has focused on negative changes in motivation and achievement. Findings from research with the LCPs suggests that the use of learner-centered teaching practices can help offset some of these negative changes. Specifically, results with the ALCP teacher and student surveys confirm the positive relations of learner-centered practices to students' mastery goals, cognitive engagement, and achievement. Moreover, findings revealed that students' perceptions of their learning environment are more predictive of student motivation and learning than were teachers' self-reported beliefs and practices. Thus, in keeping with a learner-centered approach, the classroom needs to be viewed from the student's perspective.

The results are also consistent with the view that negative changes in student motivation and achievement in the middle school years are not inevitable. These changes are rooted in the practices and policies of middle schools (see also Anderman et al., 1999; Maehr & Midgley, 1996). Collectively, teachers and administrators make decisions about how to instruct, assess, group, and manage students. The learner-centered framework can be used to help guide those decisions.

As this article goes to press, the Leave No Child Left Behind Act of 2001 is in its early stages of implementation. It is unclear what impact this new legislation will have on schools, teachers, and students. During times of an increasing focus on accountability and content standards, it is more important than ever to remember the role schools play in the development and lives of young adolescents. The ALCP assessments and surveys provide a valuable tool for ensuring that all students experience a positive middle school environment.

Table 1

Assumptions of the Learner-Centered Model

1. Learners are distinct and unique. Their distinctiveness
and uniqueness must be attended to and taken
into account if learners are to engage in and take
responsibility for their learning.

2. Learners' unique differences include their emotional
states of mind, learning rates, learning styles, stages of
development, abilities, talents, feelings of efficacy, and
other academic and nonacademic attributes and needs.
These must be taken into account if all learners are to
be provided with the necessary challenges and opportunities
for learning and self-development.

3. Learning is a constructive process that occurs best
when what is being learned is relevant and meaningful
to the learner and when the learner is actively
engaged in creating his or her own knowledge and
understanding by connecting what is being learned
with prior knowledge and experience.

4. Learning occurs best in a positive environment, one
that contains positive interpersonal relationships and
interactions, comfort and order, and in which the
leaner feels appreciated, acknowledged, respected,
and validated.

5. Learning is a fundamentally natural process; learners
are naturally curious and basically interested in
learning about and mastering their world. Although
negative thoughts and feelings sometimes interfere
with this natural inclination and must be dealt with,
the learner does not need to be "fixed."

Source: McCombs & Whisler (1997)

Table 2
Key Characteristics of
Learner-Centered Classrooms

In learner-centered classrooms, the teacher

* Organizes learning activities around themes that are
meaningful to students.

* Provides complex and challenging learning activities
that promote conceptual and analytic thinking.

* Helps students develop and refine their understanding
through critical and higher order thinking skills.

* Provides opportunities for students to choose their
own projects and work at their own pace.

* Provides opportunities for students to collaborate with
peers of different ages, cultures, and abilities, and
includes peer teaching as part of instruction.

* Uses a variety of instructional strategies and methods
to match student needs.

* Includes learning activities that are personally and
culturally relevant to the students.

* Encourages shared decision making and student autonomy,
and gives students increasing responsibility
for their learning.

* Listens to and respects students' points of view.

* Monitors student progress continually and provides
feedback on individual growth and progress.

* Uses standardized and alternative forms of assessment,
and allows competencies and achievement of
educational standards to be demonstrated in a variety
of ways.

* Uses heterogeneous grouping practices that promote
cooperation, shared responsibility, and a sense of
belonging.

Source: McCombs & Whisler (1997)