Comparison of Conventional and Learner-Centered School Level Characteristics
| Non-Learner-Centered (Conventional) | Focus Learner-Centered Focus |
| Relationships are hierarchical, blaming, controlling. | Relationships are caring and promote positive expectations and participation. |
| Curriculum is fragmented, nonexperiential, limited, and exclusive of multiple perspectives. | Curriculum is thematic, experiential, challenging, comprehensive, and inclusive of multiple perspectives. |
| Instruction focuses on a narrow range of learning styles, builds from perceptions of student deficits, and is authoritarian. | Instruction focuses on a broad range of learning styles; builds from perceptions of student strengths, interests, and experiences; and is participatory and facilitative. |
| Grouping is tracked by perceptions of ability; promotes individual competition and a sense of alienation. | Grouping is not tracked by perceptions of ability; promotes cooperation, shared responsibility, and a sense of belonging. |
| Evaluation focuses on a limited range of intelligences, utilizes only standardized tests, and assumes only one correct answer. | Evaluation focuses on multiple intelligences, utilizes authentic assessments, and fosters self-reflection. |
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Georgeanne Cooper, Program Director, 64 PLC
Phone: 541-346-2177 Fax: 541-346-2184
Teaching Effectiveness Program, Teaching and Learning Center, University of Oregon.
Last Modified:
07/07/09