The four approaches of engaging in formative assessment, deeper learning, culturally responsive and sustaining education, and personalized learning share a common aspirational commitment--to provide student learning experiences rooted in: (1) developing identity; (2) prioritizing learner agency; (3) educating for equity; and (4) honoring and activating community assets. All four approaches support student and teacher roles that enable young people to be self-directed, empowered learners. Each is rooted in learning science and the understanding that engaging students in thinking about how they understand their learning themselves (metacognition) can help students be more efficient and effective in their learning, leading to improved outcomes. Cognitive science and learning research provide a foundation for reimagining the student role as one of a knowledgeable member of the learning community so that all content does not have to come from, or go through, the teacher. These approaches all strive for student learning to be rigorous, relevant, and aligned to appropriate content standards. Each approach requires teachers to move away from a traditional teacher-directed instructional model in order to develop multiple ways for students to learn. This paper attempts to serve as a resource for school communities that are introducing or considering integrating different types of student-centered learning practices in a way that honors the capacities and strengths of each approach and recognizes that multiple approaches may benefit students.