The teacher must be resourceful in accommodating student needs for learning.
The learning-centered classroom places students in pairs and groups instead of desks arranged in straight rows. Reference and resource materials, along with concrete representations and hands-on manipulatives, should be readily available for student use. A stimulating and non-threatening classroom environment nurtures creativity and critical thinking, important components for student achievement. A busy classroom can also be a noisy classroom at times. The teacher must be tolerant of activity-based learning that can resemble controlled chaos at times.
Learning is problem-based, starting with the identification of a problem that is posed to the student. The subject matter is organized around the problem. A link to past knowledge provides students with a knowledge base to build on. Students work in groups to explore and select strategies to use for the problem solving activity. As problems are solved, additional concepts and skills are mastered. The teacher must select motivating and challenging problems and activities that are relevant to the real world and engage and motivate students.
No activity is without obstacles. The teacher must be able to think quickly and revise or redirect students throughout the activity. Questioning skills are crucial in directing students. Teachers need to encourage students to develop and use reasoning and critical thinking skills. While students are directed to construct their own problem solving strategies, some students may struggle. Teachers may want to offer a variety of activities, ranging from simpler to more complex, based on the different levels of skills and knowledge that students demonstrate.
With a learning-centered curriculum, assessment is also the role of the student and teacher. Assessment is based on the application of knowledge and skills, not fact recall. Self-evaluation is part of this process. Teachers must be aware and utilize all assessment opportunities, including observation, questioning and verbal feedback from students. Checklists and rubrics are useful tools for alternative assessment.