The book Brain Rules discusses how what we know from brain science can be applied in the classroom. It describes the University of Bologna, one of the first western style universities which was established in the 11th century. The science lab involved a mixture of astrology, religion, and dead animals, yet the classroom was remarkably familiar to today’s classroom. The standard 11th century Bologna classroom included a lectern surrounded by chairs, which begs the question – could it be time for a change?

A recent post at Open Education suggests a student-centered classroom instead of the traditional teacher-centered classroom.

As we move towards greater use of technology within education, there is a push away from the traditional, teacher-centered classroom to one that is student-centered. While offering some very interesting potential for teachers, one element that appears to be taken for granted as we seek to make a student-centered classroom work is the need for a motivated learner.

One of the most significant criticisms leveled against teacher-centered classrooms is that such an environment actually fosters a level of student passivity over time. The belief is that using more of a “guide on the side” or a discovery-learning approach featuring essential question formats would be far superior to our current practice of a set curricula driving classroom instruction.

That belief is founded in great part on the notion that curiosity is an innate characteristic in children. Therefore, in teacher preparation programs, the focus should be on developing a teaching arsenal that unleashes this fundamental human trait.

Such a belief has lead to a discussion that we should replace traditional pedagogical or “child-leading” teaching strategies with andragogical or “man-leading” approaches. The shift is seen as moving away from “taught” education to learning that is self-directed.

But as we noted earlier, such a shift is dependent upon a certain level of motivation from the learner as well as the notion that curiosity is innate.

If students were given a more active role in the classroom, I think it would make for a much more effective education system. The challenge is how to tap into the innate curiosity and desire to learn, which may be the “holy grail” of education.