The learner-centred classroom

By Christian Tiplady, Pedagogy Manager, Teacher Trainer and Teacher Educator

What is it?

Although the term ‘learner-centred classroom’ may at first seem self-explanatory, it may not always be clear what exactly is being referred to. In the domain of language learning, there are various perspectives on this including:

Learner involvement in design of course content and procedures
Learner involvement in design of learning activities
Learner taking responsibility for the success of their own learning inside but also outside of class
Learner having greater control over methodology and learning processes in the classroom

(Hedge, 2004, pp34-35)

The most commonly understood and practised perspective is arguably the last.

The learner-centred approach is more or less synonymous with ‘student-centred approach’ and can be contrasted to a teacher-centred approach.

Should we encourage this approach?

It would be foolhardy to ignore this approach, particularly when teaching adult professionals used to high levels of participation and autonomy. Reasons for this include:

Learning is brought into line with what we now understand about learning processes (and perhaps what we have always known): we learn by doing; we learn by being actively involved; we learn by doing the work
Learning is brought into line with the expectations of learners, at least in the context of professional adults, and particularly (some have argued) in the context of education systems of ‘the West’
Learners need to be autonomous to sustain learning as language learning is lifelong
The skills needed for learning a language are not separate from the skills that are likely to be needed in our professional lives e.g. skills involving self-direction and decision making.

However, the decision to adopt this approach also depends on the context of the course and certain potential constraints including perceived roles and responsibilities, the learner’s disposition and motivation, and cultural factors. What’s more, although the reasons for promoting a learner-centred classroom seem clear, there is currently little compelling evidence that it positively influences student attainment. In fact, a UK report entitled ‘What Makes Great Teaching’, claims that there is no evidence for the efficacy of (for example) allowing learners to discover key ideas by themselves. There has also been a good deal of debate on whether the learner-centred approach is universally culturally appropriate. See Do learner-centred approaches work in every culture? So the jury is indeed still out.

What does this mean for the classroom?

If the decision is taken to move towards a learner-centred approach, then most of the following elements are likely to be included:

A thorough Needs Analysis and a constant spirit of enquiry into the most effective way for the student to learn
Setting and reviewing of objectives which is informed or even driven by the student
Feedback about the class and course is elicited from the student, which informs the teaching-learning process on a cyclical basis
Feedback on each task, formative correction and praise is learner-generated
Materials are learner-generated and are connected to the learner’s current or future role e.g. the learner provides the material and context for a telephone role-play or an email, replicating a typical work scenario
Activities are performed in an approriate way for each student, and learner style is taken into consideration
The learner is fully involved and there is normally an emphasis on collaborative interaction
An emphasis on facilitation of learning as opposed to direct instruction. Inductive learning is prioritised (e.g. guided self-discovery activities), rather than deductive (e.g. teacher presentations)
The likely inclusion of outcomes-focused approaches e.g. task-based learning (TBL) or project-based learning (PBL) TBL and PBL: two learner-centred approaches e.g. the learner creates a presentation, marketing material, email or curriculum vitae (depending on particular needs).

Conclusion

The learner-centred classroom is active, inductive, collaborative, co-operative and the student’s needs are pivotal in the process. This seems the way forwards within the context of the contemporary world of education and business.

Adapting to the mind-set of a learner-centred approach is not necessarily a straightforward process for any of the key parties (educators, learners, course providers etc.), but as providers of language training, we do need to encourage each learner to take responsibility for their own learning and to implement it in their workplace and everyday life.

We must also support our learner to acquire the skills needed to be successful within a learner-centred approach. If we expect our learners to effectively operate more independently, both inside and outside the classroom, “the teacher’s reciprocal responsibility is to ensure that learners have effective strategies for planning, performing and monitoring their independent learning” (Hedges, 2014, p35). In other words, we need to equip our students with the metacognitive skills necessary for such learning to be facilitated and to flourish.