1. Learner-Centered Teaching
Mary Antonaros Raymond, Ph.D.
Assistant Professor of Professional Communication
College for Professional Studies,
Siena Heights University

2. What is learner-centered teaching?
An approach to teaching that focuses on the student as a learner, rather than the transmission of information
Searches for ethically responsible ways to share power with students
Focuses on helping students become self-directed learners
Is not intended to diminish the importance of the instructional side of the online and/or on-ground classroom experience, but instead instruction is broadened to include other activities that produce desirable learning outcomes
Anderson, L., Balsamo, A., Bucher, S., Carnicke, S., Chrystal, S., Fliegel, R., Garner, J., Hollins, E., Lutkehaus, N., Mak, C., Mayer, D., McPherson, T., Schmunk, T., Shuler, C., Walsh, J., Thalmann, W., Bickers, G. (2006). Learner-centered teaching and education at USC: A resource for faculty. Retrieved fromhttp://cet.usc.edu/resources/teaching_learning/docs/LearnerCentered_Resource_final.pdf
Blumberg, P. (2008). Developing learner-centered teachers: A practical guide for faculty. San Francisco, CA: Jossey-Bass.
Blumberg, P. (2008). Implementing learner-centered approaches in your teaching [PowerPoint slides]. Retrieved from
Weimer, M. (2002). Learner-centered teaching. San Francisco, CA: Jossey-Bass

3. Why implement learner-centered teaching?
Research shows that learner-centered teaching leads to:
Increased student engagement with the content
Increased student learning and long-term retention
Blumberg, P. (2008). Developing learner-centered teachers: A practical guide for faculty. San Francisco, CA: Jossey-Bass.
Blumberg, P. (2008). Implementing learner-centered approaches in your teaching [PowerPoint slides]. Retrieved from
Weimer, M. (2002). Learner-centered teaching. San Francisco, CA: Jossey-Bass

4. Myths about learner-centered teaching
It removes the central role of teacher as a prime mover of the educational experience
It is essentially a technology-centered initiative leading to increased forms of distributive- and distance-learning, and an abandonment of classroom-based instruction
Anderson, L., Balsamo, A., Bucher, S., Carnicke, S., Chrystal, S., Fliegel, R., Garner, J., Hollins, E., Lutkehaus, N., Mak, C., Mayer, D., McPherson, T., Schmunk, T., Shuler, C., Walsh, J., Thalmann, W., Bickers, G. (2006). Learner-centered teaching and education at USC: A resource for faculty. Retrieved fromhttp://cet.usc.edu/resources/teaching_learning/docs/LearnerCentered_Resource_final.pdf

5. Essential concepts about learner-centered teaching
Teacher-centered and learner-centered teaching are not either/or situations, but a series of continua
Courses can be at different points along the teacher-learner centered continua
Transitioning to learner-centered teaching takes time and effort
Easier and more practical to make incremental steps toward learner-centered teaching
Blumberg, P. (2008). Developing learner-centered teachers: A practical guide for faculty. San Francisco, CA: Jossey-Bass.
Blumberg, P. (2008). Implementing learner-centered approaches in your teaching [PowerPoint slides]. Retrieved from
Weimer, M. (2002). Learner-centered teaching. San Francisco, CA: Jossey-Bass.

6. 5 practices need to be modified to achieve learner-centered teaching
The function of content
The role of the teacher
The responsibility for learning
The processes and purposes of evaluation
The balance of power
Blumberg, P. (2008). Developing learner-centered teachers: A practical guide for faculty. San Francisco, CA: Jossey-Bass.
Blumberg, P. (2008). Implementing learner-centered approaches in your teaching [PowerPoint slides]. Retrieved from
Weimer, M. (2002). Learner-centered teaching. San Francisco, CA: Jossey-Bass.

7. The function of content
In addition to building a knowledge base, the content should facilitate students to:
Practice using inquiry or ways of thinking in the discipline
Learn to solve real problems
Understand the function of the content and why it is learned
Build discipline-specific learning methodologies
Build an appreciation for value of content
Blumberg, P. (2008). Developing learner-centered teachers: A practical guide for faculty. San Francisco, CA: Jossey-Bass.
Blumberg, P. (2008). Implementing learner-centered approaches in your teaching [PowerPoint slides]. Retrieved from
Weimer, M. (2002). Learner-centered teaching. San Francisco, CA: Jossey-Bass.

8. The function of content (cont’d)
Content can help students develop a way to learn in any discipline
Content is framed so that students see how it can be applied in the future
Students engage with most of the content to make it their own, thereby making meaning out of the content
Blumberg, P. (2008). Developing learner-centered teachers: A practical guide for faculty. San Francisco, CA: Jossey-Bass.
Blumberg, P. (2008). Implementing learner-centered approaches in your teaching [PowerPoint slides]. Retrieved from
Weimer, M. (2002). Learner-centered teaching. San Francisco, CA: Jossey-Bass.

9. The role of the teacher The teacher creates an environment that:
Fosters student learning
Accommodates different learning styles
Motivates students to accept responsibility for learning
Blumberg, P. (2008). Developing learner-centered teachers: A practical guide for faculty. San Francisco, CA: Jossey-Bass.
Blumberg, P. (2008). Implementing learner-centered approaches in your teaching [PowerPoint slides]. Retrieved from
Weimer, M. (2002). Learner-centered teaching. San Francisco, CA: Jossey-Bass.

10. The role of the teacher (cont’d)
Consistently and explicitly aligns objectives, teaching methods, and assessment
Utilizes multiple teaching techniques appropriate for student learning goals
Designs activities in which students interact with the material, the teacher, and each other
Inspires and encourages student ownership of learning
Blumberg, P. (2008). Developing learner-centered teachers: A practical guide for faculty. San Francisco, CA: Jossey-Bass.
Blumberg, P. (2008). Implementing learner-centered approaches in your teaching [PowerPoint slides]. Retrieved from
Weimer, M. (2002). Learner-centered teaching. San Francisco, CA: Jossey-Bass.

11. The responsibility for learning
Responsibility is shared between the teacher and the student
Students develop learning skills for further learning
Students become self-directed lifelong learners
Students can and do assess their own learning
Students become proficient at self-assessment
Students become proficient with all information literacy skills (e.g., accessing and evaluating sources, using information legally)
Blumberg, P. (2008). Developing learner-centered teachers: A practical guide for faculty. San Francisco, CA: Jossey-Bass.
Blumberg, P. (2008). Implementing learner-centered approaches in your teaching [PowerPoint slides]. Retrieved from
Weimer, M. (2002). Learner-centered teaching. San Francisco, CA: Jossey-Bass.

12. The processes and purposes of evaluation
Integrated assessment
Formative assessment with constructive feedback
Peer and self assessment
Multiple opportunities to learn and demonstrate mastery
Students are encouraged to justify their answers
Students and teachers agree on feedback timeframes
Authentic assessment is used throughout
Blumberg, P. (2008). Developing learner-centered teachers: A practical guide for faculty. San Francisco, CA: Jossey-Bass.
Blumberg, P. (2008). Implementing learner-centered approaches in your teaching [PowerPoint slides]. Retrieved from
Weimer, M. (2002). Learner-centered teaching. San Francisco, CA: Jossey-Bass.

13. The balance of power
Students are encouraged to explore additional content
Students are encouraged to express alternative perspectives whenever appropriate
Assignments are open-ended
Policies and deadlines are negotiated and adhered to
Students take advantage of opportunities to learn
Blumberg, P. (2008). Developing learner-centered teachers: A practical guide for faculty. San Francisco, CA: Jossey-Bass.
Blumberg, P. (2008). Implementing learner-centered approaches in your teaching [PowerPoint slides]. Retrieved from
Weimer, M. (2002). Learner-centered teaching. San Francisco, CA: Jossey-Bass.

14. How can I implement learner-centered teaching my classroom?
Create rubrics on 5 practice areas
1 rubric for each practice area:
The functions of content
The role of the teacher
The responsibility for learning
The processes and purposes of evaluation
The balance of power
Courses can be at different points on each practice criterion within each rubric
Blumberg, P. (2008). Developing learner-centered teachers: A practical guide for faculty. San Francisco, CA: Jossey-Bass.
Blumberg, P. (2008). Implementing learner-centered approaches in your teaching [PowerPoint slides]. Retrieved from
Weimer, M. (2002). Learner-centered teaching. San Francisco, CA: Jossey-Bass.

15. Thank you
Anderson, L., Balsamo, A., Bucher, S., Carnicke, S., Chrystal, S., Fliegel, R., Garner, J., Hollins, E., Lutkehaus, N., Mak, C., Mayer, D., McPherson, T., Schmunk, T., Shuler, C., Walsh, J., Thalmann, W., Bickers, G. (2006). Learner-centered teaching and education at USC: A resource for faculty. Retrieved fromhttp://cet.usc.edu/resources/teaching_learning/docs/LearnerCentered_Resource_final.pdf
Blumberg, P. (2008). Developing learner-centered teachers: A practical guide for faculty. San Francisco, CA: Jossey-Bass.
Blumberg, P. (2008). Implementing learner-centered approaches in your teaching [PowerPoint slides]. Retrieved from
McCombs, B.L. (2004). What do we know about learners and learning? The learner-centered framework: Bringing the system into balance. Educational Horizons.
Weimer, M. (2002). Learner-centered teaching. San Francisco, CA: Jossey-Bass