Pedagogies for Student-Centered Learning

Pedagogies for Student-Centered Learning: Online and On-Ground

Cari Crumly
Pamela Dietz
Sarah d’Angelo
https://www.jstor.org/stable/j.ctt9m0skc
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  • Book Info
    Pedagogies for Student-Centered Learning
    Book Description:

    What comes to mind when you hear student-centered learning? Do you immediately see a classroom without a teacher? Do you see students teaching other students? How do you know which pedagogies to use when designing the best learning environment? The question of determining what pedagogies to use within the classroom (on-ground or virtual) can often plague teachers given today’s student. This book will help you to identify the difference between teacher-centered and student-centered learning and the various pedagogies commonly associated with each. This book will draw upon the research and experience of three different educators and their pedagogical variations and uses within the classroom and online. Crumly’s synopsis of student-centered learning and suggested action is followed by a collaborative dialogue with Pamela Dietz and Sarah d’Angelo. Dietz and d’Angelo provide practical commentary regarding the successful implementation of Crumly’s proposed approaches. As a group, Crumly, Dietz, and d’Angelo create a text that extends pedagogical innovation in inspiring but practical ways.

    eISBN: 978-1-4514-8953-8
    Subjects: Religion

Table of Contents

  1. Introduction
    (pp. 1-2)

    Student-centered learning is an approach to teaching that is becoming more and more encouraged and utilized in all levels of education. This method of student-centered learning maximizes rather than minimizes an instructor’s ability by allowing instructors to employ a variety of teaching methods versus one single method. This approach to learning and teaching through the use of a variety of methods shifts the role of the instructor from giver of information to facilitator of learning. So, just how would you describe your method of instruction? Is it more centered on the students’ needs or on your needs? If you are...

  2. Chapter 1 Student-Centered versus Teacher-Centered Learning
    (pp. 3-20)
    Cari L. Crumly

    When I was young, the common classroom of the time included desks situated in standard rows, one in front of the other, facing the teacher’s desk and a chalkboard. Every day it was the same thing: school started at 8:10 am with bells piercing in the hallway, all students in their seats, with the expectation that they would be ready for the first class of the day and give their total attention to the teacher. Hour after hour, the teacher would talk and/or lecture about whatever topic we might be studying at the time: social studies, science, arithmetic, or English....

  3. Chapter 2 Student-Centered Pedagogies and Tactics
    (pp. 21-42)
    Cari L. Crumly

    Pedagogy—it’s a strange word, especially when used in reference to adults, but what exactly does it mean? There are a number of different definitions for pedagogy, a few of which include: the method and practice of teaching, especially as an academic subject or theoretical concept; the art, science, or profession of teaching—especially in the field of education. Pedagogy may also be defined as the function or work of a teacher; teaching and/or the art or science of teaching; education; or instructional methods.

    When talking about pedagogy, you need to consider it as a process of bringing learning to...

  4. Chapter 3 Teaching Theatre Acting: A Case for Student-Centered Learning
    (pp. 43-72)
    Sarah d’Angelo

    In chapter 2, Cari Crumly introduces the use of theatre and creative pedagogies as highly effective methods for fostering a student-centered teaching and learning environment. Indeed, current teaching trends are seeing a rise in arts-based educational approaches, which hold promising applications to virtually all subjects. This is because the creative process is intrinsically student-centered and engages students in a way that fosters and develops “soft skills” necessary for every career path.

    My aim in this discussion is to describe theatre acting pedagogies,² teaching actor training, and student-centered learning amidst the landscape of university actor training in the United States. Any...

  5. Chapter 4 Designing a Student-Centered Learning Environment
    (pp. 73-92)
    Cari L. Crumly

    In chapter 3, above, Sarah d’Angelo illustrates how acting pedagogies intrinsically influence, can influence, and are influenced by culture, religion, science, history, and other art forms. She vividly discusses the groundlings of student-centered learning through performance. It is this active participation that intrinsically motivates students. It is this adaptation of acting pedagogies and active learning that utilizes the various learning styles to propel students to take control of their own learning.

    So far we have clearly defined student-centered learning—a learning model that places the student/learner in the center of the learning process. Students are active participants in their learning,...

  6. Chapter 5 Leadership and Research: Student-Centered Learning
    (pp. 93-104)
    Pamela Dietz

    Definitions have been established; pedagogies most often associated with student-centered learning have been identified and discussed; and student-centered learning has been examined first from the theatrical/religious perspective, incorporating kinesthetic and multisensory learning and emphasizing intellectual and emotional fit of instruction and learning, and then from the student and design perspective. Let us now take a look at designing the right environment from a leadership/research perspective involving administration, faculty, and students.

    Up to this point, the primary focus has been on the student. Student success, however, can only rise to the level that the instructor is confident and competent. It is...

  7. Epilogue
    (pp. 105-106)

    Multidisciplinary, arts-integrated teaching is the new direction of student-centered learning. Student-centered learning is the process of serving the student within the instructor’s core expert areas, sustaining a high academic quality within budget restrictions, and meeting the goals of the targeted populations while fulfilling student learning obligations. The student-centered learning approach is a powerful framework to use for decision making, problem solving, and planning.

    Student-centered classroom approaches focus on creating learning environments where students can thrive academically, socially, and emotionally. Student-centered learning is built upon a number of pedagogical approaches and methods incorporating a number of educational theories. We have discussed...