Tag Archives: cognition/learning/understanding

“Teacher-Centered: Promotion is largely by achievement. If the achievement is thought to be too low for success in subsequent grades, the student may be retained for a year. Usually, a student is retained twice, at most, in the elementary grades.

Student-Centered: Social promotion is preferred. The student is promoted with his age group even if his achievement is quite low. It is assumed that the student will benefit from predictable promotion since ideally the instruction is matched to the student’s instructional level, not to his or her grade placement. Also, to hold back a student is considered questionable for his or her self-esteem.”

Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.

Teacher-Centered: Letter and/or percentage grades are given for most subjects. Sometimes scores from standardized achievement tests are also included on the report cards received by parents.

Student-Centered: Oral reports directed to the parent are considered the ideal form of reporting pupil progress. A written report in narrative form may also be used.

Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.

Teacher-Centered: The tendency is to prefer more-difficult rather than easier instructional materials.

Student-Centered: The tendency is to prefer easier tasks and materials because students are expected to do much of their learning independently.

Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.

“Teacher-Centered: All students are expected to learn the basic skills (reading, writing, math) and the traditional content subjects (history, geography, and science) as their aptitude permits. While individual differences are recognized, all who attend school are expected to reach at least some minimal standards in knowledge and in skills.

Student-Centered: Student learning is expected to vary by interests, motivation, and ability. Therefore, not all are held to the same standards. Also, because of the knowledge explosion, students cannot be expected to learn all there might be to learn. Therefore, they should learn, not subjects, but how to learn, think, and solve problems; and they should know how to find what they need when they need it.”

Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.

“Teacher-Centered: Formal and informal tests are given to determine the student’s aptitude for and mastery of the subject matter that has been taught—the content and the skills. Contemporary teacher-centered schools make use of standardized tests of aptitude and achievement.

Student-Centered: There is an ambivalence about both standards and assessments. Standards are problematic because of the great emphasis on individual differences. There is a preference for qualitative and diagnostic tests and, more recently, for portfolios.”

Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.

“Teacher-Centered: Students learn right from wrong from their studies and from extracurricular activities.

Student-Centered: Moral behavior develops from the individual’s experience. It is best learned when not taught directly.”

Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.

“Teacher-Centered: Students are expected to learn what is taught. What is taught should be as interesting as possible, but it is selected because it fits with an overall hierarchy of learning tasks. The students comes to school with both good and questionable habits and attitudes. Schools are designed to “humanize” him or her into being a good citizen and good learner.

Student-Centered: Ideally, the best learning comes when students are interested in what they learn. Therefore, teachers are to encourage students to follow their own interests in their learning. Students are assumed to have good attitudes and habits and to naturally want to learn and become good citizens.”

Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.

“Teacher-Centered: With a focus on basic skills, the traditional curriculum has changed little in the elementary grades since the early 1800s. The traditional subjects—reading, writing, spelling and math—are taught separately in the early grades instead of being combined into language arts or whole language. History, geography, and science are usually taught in the middle grades.

Student-Centered: There is much variation in what is taught and when it is taught. Theoretically, any subject can serve to develop problem-solving abilities and creativity. There is less hierarchy of subject matter. Reading, writing, spelling, and literature are usually combined. Social studies combines history, geography, sociology, and anthropology.”

Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.

“Teacher-Centered: There is a tendency to teach the traditional subjects (i.e. reding, writing, spelling, social studies, science) separately in the elementary grades. There may be some integration, but not until the basics of the separate subjects have been acquired.

Student-Centered: There is a preference for integrating subjects: reading, writing, spelling, literature, speaking, and listening into language arts; history and geography into social studies; and more recently social studies with reading and writing and science with literature.”

Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.

“Teacher-Centered: Emphasis is on learning content and skills. Thinking and problem solving are learned with content.

Student-Centered: Emphasis is on process and how to solve problems—how to think. The content is less important than the process.”

 Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.