Learner Centered Teaching Strategies
Strategy
Explanation
When to use it
Why it is useful
Case Studies
Case studies are narratives, situations, or
statements that raise a variety of complex
situations and unresolved issues and are
based on a real-world scenario. Place
students in the role of the decision maker,
guiding them through the issue with follow-up
questions and encouraging them to examine
all sides of the issue.
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Use a case study to guide a full class
discussion with a list of accompanying
facilitation questions. Ask students to
examine and critique the actions in the case
study.
Use it as an assessment for students to
read and respond to individually or in small
groups.
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Comparison
& Contrast
Provide students with two different objects,
ideas, concepts or phenomena so they can
practice: wind and solar power, low fat diet
and high protein diet, GPAs and MEAP
scores, car brands, etc.
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Graphic
Organizers
The purpose of graphic organizers is to have
students examine some objects and think
about a method for categorizing objects into
concept relevant groupings. They should help
students brainstorm ideas, demonstrate
relationships, and organize ideas. Students
can complete graphic organizers together as
a class on the board, in small groups, or in
their assignments. Graphic organizers can
range from Mind Maps to Flow Charts to Venn
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Students develop skills in analytical thinking
and reflective judgment by reading and
discussing complex, real-life scenarios.
Case studies move the responsibility for
learning from the teacher to the students, as
they move from theory to practical
application.
Students learn to identify and delineate
between critical and extraneous factors and
develop realistic solutions to complex
problems.
Students have the opportunity to learn from
one another.
In class, create groups and have students
discuss the comparisons and contrasts and
write down their ideas. Have each group
prepare a short presentation for the class
which includes the following:
o An introduction; the comparison and
contrast components; and an
analysis of the similarities and
differences which leads to a
convincing conclusion.
Have students use the comparison and
contrast activity to write an essay.
As a homework assignment, have students
compare and contrast differing ideas in the
text they read using a Venn diagram.
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Comparison and contrast is a good way to
help your students clarify ideas and sharpen
their analytical skills.
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By focusing students on analyzing pairs of
ideas, students’ ability to remember key
content is strengthened.
Student comprehension is improved by
highlighting important details, making
abstract ideas more concrete, and reducing
the confusion between related concepts.
Draw a large Venn Diagram, Mind Map
word, or other graphic organizer on the
board, and have students take turns adding
to it as a class.
Students can write down concepts related
to the main concept on sticky notes. The
separate groups can work together to
decide how each is placed on the board in
relationship to the main concept.
This can be done on chart paper in small
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Graphic organizers assist students in
generating and organizing ideas in a visual
manner, internalizing strategies for
organizing information, and practicing
mapping as a strategy.
Graphic organizers are a valuable tool for
faculty because they provide information
about students’ understanding before
proceeding. An instructor can examine how
well a topic is understood by observing the
Learner Centered Teaching Strategies
Diagrams. Encourage students to use
different colors to emphasize the visual
aspects.
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Fishbowl
A small group of students should sit in a circle
in the center of class where they will
demonstrate a discussion on a topic. The
discussion should be educated, in-depth, and
prepared somewhat beforehand. The rest of
the class should sit around them and watch,
taking notes on what the group does well or
could be improved upon.
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groups. Have groups post papers around
the room and have everyone look at other
groups’ work and add additional ideas.
Inspiration Software, Inc. – Visual learning
tool that inspires students to develop and
organize their ideasmapping software
http://www.inspiration.com/
Take turns with groups completing this
activity in class.
This could also be conducted online in the
Discussion Board, with all groups
performing simultaneously.
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Jigsaw
This is an efficient strategy for helping
students master different pieces of
information and then immediately teach it to
others to reinforce learning. Break students
into their first round of groups, where students
will review a segment of the material and
prepare how to teach the material to their
second group. Then, break students into their
second groups, which consist of all new group
members. Students take turns teaching what
they learned in the first group with the group
members of their second group.
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Complete in class together with students
broken into groups. This will require some
planning ahead in order to make sure
groups are organized properly.
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sophistication and depth of the graphic
organizer.
This teaching strategy is a process in which
students learn to sort specific experiences
into general rules or classes providing them
with the opportunity to explore ideas by
making connections and seeing relationships
between or among items or ideas.
Provides structure for in-depth discussion
and provides an opportunity for students to
model or observe group processes in a
discussion setting.
This teaching strategy helps students
practice being both contributors and listeners
in a discussion. This strategy is especially
useful when you want to make sure all
students participate in the discussion; when
you want to help students reflect on what a
“good discussion” looks like; when you want
students to consider a variety of
perspectives or viewpoints; when you want
students to walk through a process together;
and when you need a structure for
discussing controversial or difficult topics.
Fishbowls allow the instructor to see what
misconceptions students have and to
address them.
Helps participants master different pieces of
information that, when put together, cover a
complete topic. Students soon realize that
each piece--each student's part--is essential
for full understanding of the material.
Experienced teachers know that teaching
something to others requires an
understanding of the subject matter beyond
surface learning. As students develop
strategies for teaching to their peers, they
may discover examples, anecdotes, or
analogies that enhance their comprehension.
The jigsaw approach can provide a pleasant
alternative to lecture for helping students
learn conceptual material.
Learner Centered Teaching Strategies
One-Minute
A one-minute paper is normally completed at
Paper
the end of a class session. Ask students a few
review questions at the end of a lesson, such
as:
 What was the most important point made
in class today?
 What unanswered question(s) do you still
have?
 How does/will _______ relate to your
future profession?
 What can you tell me about _______?
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At the end of each class session.
Ask students to name five significant points
that have been made in class that day.
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Provides you with timely feedback about
what your students have learned or what
questions are still unanswered.
Reinforces learning for students, assists in
developing students’ critical thinking skills,
and tells you something about your own
teaching.
Students know you are paying attention to
them and to their needs if you begin the next
class by clarifying where necessary.
Allow students 1-2 minutes to respond, collect
the responses and discuss the common
themes before the next lesson.
Pairs Check
Allows students to review work with a peer
and provides an opportunity for students to
communicate their thinking to students. Have
pairs work on a problem together, while
students take turns solving the problem and
coaching each other.
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Silent
Socratic
Dialog
Silent Socratic Dialog is a silent form of
inquiry and debate between individuals with
opposing viewpoints based on writing
responses and answering questions to
stimulate critical thinking to clarify ideas. Ask
students to pair up and explain that there will
be no talking, only written communication.
Students will individually respond to an openended question, and then swap responses.
They will write a question in reference to their
partner’s response and swap back. Students
will read this new question and respond.
Students should continue this
swapping/question/answer process two more
times before writing a final thought on their
partners’ papers.
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Have students do exercises individually
before class. One student explains his/her
answer on a question to another student,
and they discuss it. Then, they reverse roles
for the next question. Answers are agreed
upon before sharing with the whole team.
Teammates help each other understand
answers to exercises so that any member of
the team may be called upon to answer any
one of the questions.
This activity can be used as a guideline for
classroom discussion, or Socratic dialogue,
in which the instructor provides a wellformulated question that requires personal
responses from students. These responses
elicit further questions and so on.
This can be used at the beginning of lesson
to get students thinking about the topic, or
at the end to help them synthesize the new
information.
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It is a good way for shyer or more reticent
students, in particular, to take the time to
express their thoughts and questions.
It is low risk for shy or passive students or
students who may lack confidence.
It gives students the opportunity to verbalize
their thought processes while explaining the
steps.
It allows students to learn from one another.
Promotes thoughtful questioning. Students
must have an understanding of their
partners’ responses to write a relevant,
thought-provoking question.
Allows students who are not comfortable
speaking up in class to share their thoughts,
opinions, etc., via silent discussion.
Promotes individual accountability – Each
student must participate in discussion with
his/her partner.
Requires potentially deeper understanding
as writing may provide an opportunity for a
more in-depth thought process than
speaking.
Learner Centered Teaching Strategies
Think Write
This is a good way for you and your students
Pair Share
to verify what has been learned by comparing
lecture notes, doing a quiz review, checking
for comprehension on reading assignments,
and responding to discussion questions.
Give students a couple of minutes to reflect
and write a response to the question or
problem posed. Have each student pair with
another student to compare/contrast answers.
If the answers are not in agreement, have
students explain to each other how they
reached their answers, and decide on a
mutual response. Ask a few students to
share their own answers, their partners’
answers, or the discussion they had with each
other.
Pro/Con Grid
Students’ Pro/Con Grids provide the instructor
with an overview of the depth and breadth of
students’ knowledge and demonstrate
students’ ability to analyze data. Select a
debatable topic or issue that relates to the
Student Learning Outcomes and have
students create a pros and cons list. Guide
students by providing a prompt that will act as
a trigger, and indicate a specific view point
that should be adopted.
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Students practice their new skills and apply
them to a real-world scenario that pertains to
the course content. When completing these
in class, provide students with the setting and
what needs to be accomplished in the
scenario, for example:
 Demonstrating professional or ethical
behavior.
 Practice interviewing or engaging with
customers/clients/coworkers.
 Application of knowledge to a workplace
scenario, i.e. simulated surgery for a
surgical technologist.
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Role Plays
and
Simulations
Use at the end of the lesson to review what
was covered that day.
Use at the end of the week to review the
topics for the week.
Use before an exam to review content.
A shorter version of this - Think/Pair/Share
(minus the individual writing) can be used if
time is limited.
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Students can complete this activity in class,
or as a homework assignment. Can
complete in groups or individually.
Select a perspective or role and ask your
students to do a pro/con list for both sides
of the issue.
Have students take opposing sides for
pro/cons. Once lists have been made, have
students switch sides and defend the
opposite viewpoint.
List pros and cons briefly and quickly; later,
after the Pro and Con Grid has been
assessed and feedback given, ask students
to their statements with evidence and
analysis.
This can function as a learning experience
or as an assessment, but should be
conducted in class.
Students can practice in pairs or small
groups and critique each other.
Students can perform in a more formal
setting in front of the class as a presentation
of their skills.
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Allows students time to formulate an opinion
on a topic and then share it with another
student before sharing with the entire class.
Class size is not an obstacle because this
activity can be used with any size class to
get students involved with the material.
Activity is a good “warm-up” to use during
earlier class sessions if you plan to increase
class discussions as the term progresses.
Even if their answers/responses are
incorrect, students are still learning as they
discuss the problems with a partner and
come up with the correct responses.
This type of activity helps students develop
the ability to weigh competing factors and
forces them to look at both sides of an
argument or position even when their own
beliefs might be set on one side of an issue.
This activity provides an excellent way to
introduce a controversial issue connected
with your course material as students are
required to look at both sides of an issue.
Allows students the chance to practice
necessary skills, and apply the 21st Century
skills they should be learning for their career.
Accomplishes application requirements for
Student Learning Outcomes.
Learner Centered Teaching Strategies
Depending on the setting and content, make
sure to provide students with detailed
guidelines of what they should be
accomplishing in each role play or simulation.
Presentations
Students present on a topic to the class to
illustrate their knowledge and learning. The
presentation gives the student an opportunity
to relay or teach their knowledge to the class,
while also practicing their public teaching
skills. Presentations can be informal where
students simply stand at their desk to report
on an article or chapter, or they can be more
formal where students will need to dress
professionally and include visuals,
PowerPoint, etc.
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Can be a formal presentation towards the
end of the course as a part of a cumulative
assessment.
Can be informal presentations throughout
the course on various topics, in groups or
individually, to help students practice
presenting.
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This gives students important practice
speaking in front of their peers and
presenting to a crowd. This is an important
skill to develop for many future careers.
Presenting in groups and individually and
presenting formally and informally gives
students a wide range of practice in
presenting in different settings, and helps
them to become more comfortable
presenting overall.