Eastern Education Journal Vol. 38(1) Spring 2009 pp 20-30 20 Dr. Betty Higgins Dr. Melinda Miller Sam Houston State University Huntsville, TX 77340 Abstract Literature advocates the use of learning centers for early grades, but often this learning format is rarely used above middle school level and certainly not at the university level. Learning centers enable students to escape the role of passive learners by taking responsibility for their own learning. This instructional method provides a social setting in which students collaborate with their peers and increases the possibility of enhanced learning. This article describes the use of learning centers in two college classrooms as a means of demonstrating an instructional strategy that could be used by practitioners in the field and contrasts this format with an independent learning activity. The description is followed by an examination of pre-service teachers’ perceptions of the effectiveness of both strategies.Eastern Education Journal Vol. 38(1) Spring 2009 pp 20-30 21 It’s Thursday afternoon in a classroom where students are actively engaged in learning, working on pre-designated tasks. There is a busy hum in the air as students agree/disagree and work together to solve problems and complete tasks. Where’s the teacher? Traditionally, one would expect to see the teacher in front of the class presenting information while students sit in rows facing the teacher and listen carefully. However, in this classroom, the teacher acts as a facilitator, moving around the room observing, monitoring, and occasionally being asked to provide information or feedback. As you picture these students, what grade level are you imagining? Would you be surprised to discover that this scene is set in a college classroom? These college students work in centers to learn the content that usually would be taught by a professor in a lecture format. Purpose of the Article This article describes how learning centers were used in two different college classroom settings and contrasts this format with an independent learning method used within the same two classrooms. The description includes preparation for the learning center lessons, the presentation of the learning centers in the classroom, and reactions and comments from the authors and students. Experiences of both authors are included and are labeled “Professor One” and “Professor Two”. Findings are reported in regards to students’ perceptions of the effectiveness of both instructional strategies and numbers of responses to specific questions about the learning experiences. Although this study shares some common features with research methodology, it is not intended to be presented as a true experimental research design. One purpose for the experiences described was to model the use of learning centers as an alternative instructional method to traditional learning formats. However, it is the authors’ intent to not only encourage teacher educators to model effective instructional strategies but to teach using these themselves. By doing so, teacher educators “practice what they preach.” The authors believe it is not enough just to explain a strategy; teacher educators must actually use the strategy to teach their students. Review of Literature Learning centers. Literature advocates the use of learning centers for early grades (Sloane, 1998/1999; Morrow, 2001; Tompkins, 2002; Roe, Smith, & Burns, 2005; Harp & Brewer, 2005), but this format is rarely used above middle school and certainly not in university classrooms. Students at the university level need to be as actively engaged as students at other levels. Being actively engaged means students are motivated to learn and are involved in learning activities. Learning centers can provide the format for active engagement as students interact with other group members, work on assigned activities, find ways to solve problems about group and individual learning, and take responsibility for their own learning.Eastern Education Journal Vol. 38(1) Spring 2009 pp 20-30 22 Small groups. Since small groups of learners rotate through the learning centers, the information related to advantages of using small groups is discussed here. In order to meet the needs of different learning styles, it is important to use a variety of grouping configurations, such as whole class, partners, and small groups. One of the most effective grouping arrangements is the small group (Alvermann, Dillion, & O’Brien, 1987; Readence, Bean, & Baldwin, 2004). When small groups are used, learning and achievement are enhanced as students work collaboratively. Several affective advantages result from the use of small groups and are identified below: o Motivation to learn is enhanced as students cooperate rather than compete with each other. o Students’ attitudes toward instruction and the teacher become more positive. o As students help each other learn, they get a more thorough understanding of content. o As students become more confident about their learning, dependence upon the teacher for all learning decreases. (Berghoff & Egawa, 1991; Readence, Bean, & Baldwin, 2004). Piaget (1969) and Vygotsky (1978) purport that learning occurs within a social context and through social interaction. As students interact with classmates in learning centers, they learn things they might not learn independently. (Tompkins, 2002). Adult learning. Andragogy is “the art and science of helping adults learn…” and purports that “adults have different learning characteristics and requirements than children” (Clardy, 2005, p. 4). There are six basic assumptions of andragogy: “a self-concept and self-direction; a higher level of life background and experience; the need to understand the reasons for learning something; a learning motivation based upon personal need; a pragmatic orientation; and an internally driven motivation to learn.” Two anadrogogical assumptions seem to have direct import for this study. One of the assumptions is a self