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Helping Learners Adapt to a Project-Based,
Learner-Centred Classroom
While developing your learner sample, you may have struggled a little with ICT or with decisions about language, design, and content. Similarly, in a learner-centred
classroom, learners may struggle with making decisions about their projects or their
learning tasks. In this Pedagogical Practices discussion, you explore ways to help learners successfully adapt to and actively participate in a project-based, learner-centred
classroom.
Project-based approaches help address the individual needs and interests of each learner. Projects often expect learners to make choices about content, process, and
products. Projects also allow learners to pursue topics more deeply, try out new skills, take advantage of skills they already have, and create products and performances that
reflect their individualities. In projects, learners are called on to make decisions, work
collaboratively, take initiative, and make public presentations—all of which may be
challenging for learners at first.
Many learners have difficulty transitioning from their role in a teacher-centred
classroom—one that focuses primarily on receiving information, answering closed
questions, completing worksheets, and taking written tests—to a classroom that
promotes open-ended questions, authentic tasks, and multiple types of assessment. "Learners who have grown used to being tacit observers or 'sleepy onlookers' may well resent having to work harder, especially when such passive learning roles are the norm in other subjects" (Black & Wiliam, 1998).
 Form groups to discuss how can we help all learners successfully complete project tasks with the ability to:
- Set manageable goals
- Manage timelines and adjust as necessary
- Generate and investigate questions about their work
- Work productively with others
- Reflect and plan for improvement
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