# data[].attributes.body
Lets see "if you learn more with words and pictures than just word alone." (Mayer pg 6)

# data[].attributes.body
Journal of Research in Childhood Education (2014)
On page 14-18 all date is given for this experiment 60% of of the tasks student centered get right answer anywhere from 85%-15% of the time. Teacher cneter only get 40% of task right anywhere from 83%-9.17%.

# data[].attributes.body
While student-center instruction may help students find their own way to solve an objective, long established methods and facts may be skipped or quickly forgot. Teacher-orientated learning promotes reputation so that fundamental facts are retained. This flaw in student-orientated learning was noted in the New Hampshire district as they switched their programming structure to focus more on the students.

When Wellington used a traditional multiple choice test to measure students’ grasp of the content at the end of a subject unit, many of them scored poorly on some of the basic facts of Thoreau’s biography. But their written responses to the essay portion of the test, asking them to explain and interpret transcendentalism, were a different kind of surprise. “They blew me out of the water,” Wellington said. “Their understanding was clearly deeper than just those facts. (“What Happens When”, n.d., para. 30)

Another of the benefits of teacher-orientated learning is the ability of the teacher to maintain order. Another section of from the article in The Atlantic, hints at how without that control, some students can dominate the group which could disrupt the learning of individuals who work better in a quiet and controlled environment.

The students keep track of how often each of them contributes to the conversation, setting goals both for themselves and for the class overall. For the most part, Wellington remains on the sidelines, although she occasionally stops the conversation for an in-class writing assignment to give quieter students an extra moment to collect their thoughts and consider what they want to say. “When I have really strong student dominating the discussions, I’ll tell them privately to hang back a little,” Wellington said. “They all get feedback from me every time, after every discussion. That’s hard data for them, and they love it. (“What Happens When”, n.d., para. 30)

Finally, Shrug (2003) summarizes data collected showing that teacher-orientate learning has been effective for some time with an “87 percent of posttreatment test score averages favored Direct Instruction, compared to 12 percent favoring other approaches.” (p. 96) Such information brings me to the question of whether student-orientated learning is in fact better, or is it that the quality of instructors has depreciated lately and the tried and true methods are not properly used.

References:

What Happens When Students Control Their Own Education (n.d.) The Atlantic. Retrieved September 6, 2017, from: www.theatlantic.com/education/archive/2014/10/what-happens-when-students-control-their-own-education/381828/

Shug, Mark C. (2003). Teacher-Centered Instruction: The Rodney Dangerfield of Social Studies. Retrieved September 6, 2017, from: www.lexiconic.net/pedagogy

# data[].attributes.body
"traditional multiple choice test to measure students’ grasp of the content at the end of a subject unit, many of them scored poorly"

watch please: vimeo.com/184352929

# data[].attributes.body
Stephanie Walker
Through my research I have found 4 key reasons teachers choose to use teacher centered instruction
1. Provides the essential  concepts needed
2. Is the most time efficient
3. Prepares student for higher education model of learning
4. Builds a solid foundation of basic information that all other concepts are built.
With the ever growing demand to address grade level standards in the time provided in a 180 day student calendar I can see why this would be the choice for some teachers. There is also the push for college ready students, being able to focus during a lecture is a skill that must be practiced. This approach weighs heavy on memorizing skills needed for student centered instruction. In the article by Lueg, From Teacher‐Centered Instruction to Peer Tutoring in the Heterogeneous International
Classroom,  I agree that the traditional model of teacher centered instruction has a place in the classroom but should be followed up with peer-tutoring. This approach blends the two forms of instruction with the benefit of growth and mastery of content.

Ellington, L., & Porter, K. (2003, August). Where Did Social Studies Go Wrong? (J. Leming , Ed.). Retrieved September, 2017, from http://files.eric.ed.gov/fulltext/ED481631.pdf

Klarissa , L., & Rainer, L. (2014). From Teacher-Centered Instruction to Peer Tutoring in the Heterogeneous International Classroom. Journal of Social Science Education,13(2), 39-63. doi:10.2390

# data[].attributes.body
Students are placed in a classroom to learn and grow. From the teacher-centered perspective, this means teachers identify the knowledge the students need to achieve this goal and break it into portions that are manageable for the students. The teacher then transmits the manageable information to the students in an effective manner.  Because students lack the capacity to know what are the important facts and processes needed to reach their learning goals, the teacher selects and evaluates the educational process on behalf of their students.
"According to teacher-centered pedagogy, learning results in behavioral changes created by a system of behavioral responses to stimuli. To bring about behavioral change in students, teachers should set specific objectives for each lesson to reach certain outcomes so that student's related skills can be improved along with their mental functioning" (Fosnot & Perrry, 2005).
Another aspect of teacher-centered instruction is that the teachers expect the same skill-based learning outcomes for all students.

Fosnot, C. T., & Perry, R. S. (2005). Constructivism: A psychological theory of learning. In C. T. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice (pp. 9–31), New York, NY: Teacher College Press.

# data[].attributes.headline
Strahinja> I think that it is very important to observe dynamics of student-centered activities overall in different settings. It would be great to have someone that can understand and relate not only to student but also to teacher-centered instruction group. Luckily there are such people. There are doctoral students that decide to stay in academia and teach. I find it particularly interesting when class of student-centered instruction group could be observed through their transformation from students to teachers, specifically with the doctoral students that upon their dissertation can become teachers. Some of these people have developed student and teachers reflections on instructional strategies. I am fascinated with special category that is introduced which is transformative learning, transition from individual learning towards the group learning, different dynamics, discussions, implications, with new roles and responsibilities.I am not sure how teachers, that were students also, could forget student’s perspectives and Student-Centered Instruction.  I think that balanced approach could be maintained by having teachers continuously undertaking lifelong learning in the capacity of students.http://files.eric.ed.gov/fulltext/EJ1135557.pdf Browne-Ferrigno, Tricia and Muth, Rodney (2012) "Use of Learner-Centered Instructional Strategies in Higher Education: Doctoral Student Assessments," International Journal for the Scholarship of Teaching and Learning: Vol. 6: No. 2, Article 23. Available at: https://doi.org/10.20429/ijsotl.2012.060223

# data[].attributes.subject
Strahinja> I think that it is very important to observe dynamics of student-centered activities overall in different settings. It would be great to have someone that can understand and relate not only to student but also to teacher-centered instruction group. Luckily there are such people. There are doctoral students that decide to stay in academia and teach. I find it particularly interesting when class of student-centered instruction group could be observed through their transformation from students to teachers, specifically with the doctoral students that upon their dissertation can become teachers. Some of these people have developed student and teachers reflections on instructional strategies. I am fascinated with special category that is introduced which is transformative learning, transition from individual learning towards the group learning, different dynamics, discussions, implications, with new roles and responsibilities.I am not sure how teachers, that were students also, could forget student’s perspectives and Student-Centered Instruction.  I think that balanced approach could be maintained by having teachers continuously undertaking lifelong learning in the capacity of students.http://files.eric.ed.gov/fulltext/EJ1135557.pdf Browne-Ferrigno, Tricia and Muth, Rodney (2012) "Use of Learner-Centered Instructional Strategies in Higher Education: Doctoral Student Assessments," International Journal for the Scholarship of Teaching and Learning: Vol. 6: No. 2, Article 23. Available at: https://doi.org/10.20429/ijsotl.2012.060223