ERIC Number: ED398569
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Student-Generated Curriculum: Lessons from Our Students. Instructional Resource No. 30, Summer 1996.
McWhorter, Patti; And Others
A team of high-school English teachers at Cedar Shoals High School in Athens, Georgia, studied student-centered classrooms. Through different student-generated projects in their individual classrooms, they discovered common principles at work which affected the quality of academic experiences, their relationships with students, and the implications for future groups of students in their classrooms. Findings suggest that: (1) the classroom environment must be conducive to collaboration between the teacher and the students; (2) teachers must be willing to share responsibility for learning with the students; (3) a strong emphasis on group dynamics, teamwork, and collaboration is essential in student-centered/student-generated learning experiences; (4) creating a more interactive learning environment requires more instructional time initially; (5) learning how to teach with students at the center of concern is a gradual process; (6) becoming active learners is difficult for many students; (7) the size and extent of student-centered learning experiences can vary; (8) learning experiences developed with one group of students can be shared and modified with future groups of students; (9) student-centered/student-generated curriculum allows teachers to handle heterogeneous groups of students; (10) student-generated learning experiences can and should meet required curricular objectives; (11) an understanding of alternative assessment practices strengthens the effectiveness of student-generated/student-centered learning experiences; and (12) a commitment to student-generated learning experiences does not mean that teachers must orchestrate several different projects at one time across several class preparations. (Contains 13 references and a figure illustrating the continuum of classrooms and classroom activities. Appendixes present evaluation forms and a sample unit of study.) (Author/RS)
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.