Student-Centered Teaching Strategies in a High School History Classroom

1. Student-Centered Teaching Strategies in a High SchoolHistory Classroom Sharon Ferrel Georgia College & State University

2. Background Information • Pressure of test scores causes over-emphasis on covering the content • Classrooms at host school teacher-centered • Traditional History Classroom: Lecture style and note-taking. • Interest: Student-centered Teaching & Student inquiry

3. Related Research The most effective approach to meet students where they are, is to implement student centered teaching strategies… effective teachers must offer students meaningful learning that challenges their thinking while connecting them with reality.” (Spence, 2009). Student-centered learning activities are designed to provide students with opportunities to take a more active role in their learning by shifting the responsibilities of organizing, analyzing, synthesizing, and evaluating content from the teacher to the student (Neill & McMahon, 2005)

4. Processes • I began the research process by referencing many education journals such as Journal of Social Studies Research and The International Journal of AcademicDevelopmentto understand what others in my field have discovered about Student-Centered teaching. • Referenced History Education articles • Referenced Dana & Yendol-Hoppey (2009), The Reflective Educator’s Guide to Classroom Research, to better understand how to execute an action research project.

5. Research Question How can I incorporate more student-centered teaching strategies in a high school history classroom?

6. Design of Inquiry • Participants: 28 Students in a World History Classroom • Teacher: Field Notes, Observations, & Lesson Plans • Students: Assessments, Surveys, and Students’ journals

7. Classroom • Collaborative work • Simulations • Journals • Projects based on Inquiry

8. Data Collection • Assessments (Pre & Post) • Student Surveys • Student Journals • Observations, Field Notes, & Lesson Plans

9. Data Analysis • Quantity— number of assignments turned in & length of journal entries • Quality– Student motivation/participation & lesson plans incorporating student-centered activities • Observation: behavior shifts in the classroom and student participation in learning strategies

10. Data Categories • Issues -Week 1: Students not turning in assignments and lack of class participation • Strategies -Week 2: New teaching/learning strategies introduced • Change -Week 4: Curriculum changed classroom dynamics through collaborative work. Students writing 1 paragraph in journals daily. • Feelings -Students had mixed feelings about changes in curriculum

11. Concluding Thoughts on Student-Centered Teaching/Learning • Students can be in control of their own learning experience & function as facilitator, mentor, and teacher • Perform well when given responsibility & shown how to fulfill that responsibility Implications for my Teaching: • Curriculum is only one important element of a learning environment. • Consistency in teaching methods create less stress in the classroom and encourage anticipation in the learning process because students know what to expect • A willingness to learn & collaborative community are essential to the learning process.