However, I suggest that graduate courses or inservice programs for practicing teachers often contain many of the practices associated with a student-centered model. The primary principle of the student-centered model is student control of the learning process. The role of the instructor in the student-centered model is to provide learning opportunities and present possibilities for study, encouraging student exploration and discovery. Students consider the opportunities and possibilities and make the final choices about what they will learn, how, and when. Students may choose to work in pairs or groups, but collaboration is not a primary principle of the student-centered model.
Individual choice is the primary principle.
Consequently, the time frame may be open-ended with the course or program ending for individuals when their projects are done. Students may meet individually with the instructor as needed, in various settings appropriate to the project. There might not even be a formal class meeting, and there maybe no typical course materials, beyond a basic list of recommended resources from the instructor. I suggest that Reading Recovery teacher training is the best known example of teacher education based on a community-centered model, and therefore, in this section I show examples from it to illustrate aspects of practice. In a course organized along community-centered principles, both the students and the instructor take active roles.