Student-Centered Learning

Student-centered learning moves students from passive receivers of

information to active participants in their own discovery process according to
the International Society of Technology in Education (ISTE). This is in contrast
to teacher-centered learning which involves students listening to the teacher
give a lecture without any collaboration, often working independently after the
lecture is complete. Using student-centered learning approaches is beneficial
to educators because it increases student engagement, strengthens
communication skills, and allows students to become advocates of their own
learning.

Opinions on Student-Centered Learning

I think that student-centered learning and teacher-centered learning have their

benefits and disadvantages. Student-centered learning can be chaotic, but has
a strong positive impact on how well students learn the material. Teacher-
centered learning can be unengaging to students, but is an integral part of the
school day. A combined approach would likely be most effective for improved
student learning outcomes.

Student-Centered Lesson Plan

Grade Level- 3

Subject- Social Studies

Educational Standards

SS3H2: The student will discuss the lives of Americans who expanded peoples
rights and freedoms in a democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B.
Anthony (womens rights), Mary McLeod Bethune (education), Franklin D.
Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and
human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great
Society and voting rights), and Csar Chvez (workers rights).
b. Explain social barriers, restrictions, and obstacles that these historical
figures had to overcome and describe how they overcame them.
 SS3G2: The student will describe the cultural and geographic systems
associated with the historical figures in SS3H2a.
a. Identify on a political map specific locations significant to the life and
times of these historical figures.
b. Describe how place (physical and human characteristics) had an impact on
the lives of these historical figures.
c. Describe how each of these historical figures adapted to and was influenced
by his/her environment.
d. Trace examples of travel and movement of these historical figures and their
ideas across time.
e. Describe how the regions in which these historical figures lived affected
their lives and had an impact on their cultural identification.

Student Activities

Students will work in partners or independently to complete one of the

following items over the course of a week (approximately 5 30 minute
sessions, with an additional day or two for students to present their
projects). Students may get their information online, in the American
Heroes book series, or from interactive notes.

Choose a historical figure and write a timeline of at least

10 life events. You may complete this project using a
Timeline
poster board or with digital tools such as Capzles, Dipity,
TimeGlider, or TimeToast.

Choose a historical figure and construct one of the key

places from their life. You may complete this project
Build It using craft materials or with a digital tool such as
Planner5D. Your project must include a written
description of why the place you selected is important.
Choose a historical figure and give a speech dressed as that
figure. Your speech must focus on the obstacles that the
Speech
historical figure had to overcome. You may use notecards to
when you read your speech (there is no need to memorize it).

You Choose a historical figure and create a project of your

Choose choice focusing on life events, key places, or how your
chosen figure overcame obstacles. Clear your project
 idea with the teacher before proceeding with this choice.
Historical Figures:
Paul Revere
Frederick Douglass
Susan B. Anthony
Mary McLeod Bethune
Franklin D. Roosevelt
Eleanor Roosevelt
Thurgood Marshall
Lyndon B. Johnson
Csar Chvez

Assessment

Students will be assessed using the following rubric:

1 2 3 4

Content The historical The focus of The historical The historical

figures life the project is figures life figures life
events, key unclear. The events, key events, key
 places, or historical places, or places, or
obstacles are figures life obstacles are obstacles are
not the focus events, key the sole focus the sole focus
of the places, or of the of the
project. obstacles are project. project. Extra
not discussed information is
thoroughly. included that
goes beyond
classroom
materials.

Presentatio The The The The

n presentation presentation presentation presentation
of the project of the project of the project of the project
is not visually lacks is visually goes above
appealing attention to appealing and and beyond to
and/or not detail, but is appropriate to appear
appropriate to appropriate to the focus of visually
the focus of the focus of the project. appealing and
the project. the project. is appropriate
to the focus
of the
project.

Teacher Notes:

Total: ___/8

Teacher and Student Role in the Activities and Assessment

The teacher will serve as a facilitator for learning as students work

together or independently to complete their project. Students will
direct their own learning by choosing a project to complete, their
collaborative partner, and appropriate tools to accomplish the task.

When projects have been completed, students will assess their work
using the rubric shown above. The teacher will then assess students
using the same rubric.