Centers In Your Centers In Your ClassroomsClassrooms

Centers In Your Centers In Your ClassroomsClassrooms

Presented by Elizabeth EliasPresented by Elizabeth Elias

Part I: IntroductionPart I: IntroductionPart I: IntroductionPart I: Introduction

1.1. SurveySurvey

2.2. Theory-VygotskyTheory-Vygotsky

3.3. Short History Short History

What Do You Do in Your What Do You Do in Your Classroom?Classroom?

(Survey)(Survey)

What Do You Do in Your What Do You Do in Your Classroom?Classroom?

(Survey)(Survey)

In small groups discuss the In small groups discuss the following questions.following questions.

1. What types of instruction do you mostly use 1. What types of instruction do you mostly use for meeting the individual needs of your for meeting the individual needs of your students?students?

2. How often do you use small group 2. How often do you use small group instruction? (If never, why not?)instruction? (If never, why not?)

3.3. How often do you assess and regroup How often do you assess and regroup students in small groups?students in small groups?

4.4. What do you see as the biggest challenge What do you see as the biggest challenge when (if) using small groups/centers? when (if) using small groups/centers?

Vygotsky’s Theory Vygotsky’s Theory “Zone of Proximal “Zone of Proximal

Development”Development”

Vygotsky’s Theory Vygotsky’s Theory “Zone of Proximal “Zone of Proximal

Development”Development”ZONE OF PROXIMAL DEVELOPMENTZONE OF PROXIMAL DEVELOPMENT

==

“ “Distance between the actual Distance between the actual development level asdevelopment level as

determined by individual problem determined by individual problem solving and the levelsolving and the level

of potential development as determined of potential development as determined throughthrough

problem solving under adult guidance problem solving under adult guidance or inor in

collaboration with more capable peers” collaboration with more capable peers”

(Walker, 2000, p. 108)(Walker, 2000, p. 108)

How does Vygotsky’s How does Vygotsky’s “ZPD” affect classroom “ZPD” affect classroom

instruction?instruction?

How does Vygotsky’s How does Vygotsky’s “ZPD” affect classroom “ZPD” affect classroom

instruction?instruction? Students’ ZPD’s are where explicit Students’ ZPD’s are where explicit teacher/peer guidance is necessary. teacher/peer guidance is necessary. Small group instruction and centers Small group instruction and centers allow for teachers/peers of students allow for teachers/peers of students to scaffold fellow students. Such to scaffold fellow students. Such communities of practice can be communities of practice can be established to help meet the established to help meet the individual needs of students. individual needs of students.

Short History of Small Short History of Small Group InstructionGroup Instruction

Short History of Small Short History of Small Group InstructionGroup Instruction

o Various groupings of students have Various groupings of students have been used throughout teaching. been used throughout teaching.

o Two most commonly used groupings Two most commonly used groupings are heterogeneous and homogenous are heterogeneous and homogenous groupsgroups

o Heterogeneous=different abilities in Heterogeneous=different abilities in same small groupssame small groups

o Homogeneous=same abilities Homogeneous=same abilities grouped togethergrouped together

Part II: OrganizationPart II: OrganizationPart II: OrganizationPart II: Organization1.1. Survey: What types of groups do Survey: What types of groups do

you prefer?you prefer?

2.2. Homogeneous Groups: Using Data to Homogeneous Groups: Using Data to groupgroup

3.3. Heterogeneous GroupsHeterogeneous Groups

4.4. Placing your students in both types Placing your students in both types of groupsof groups

5. 5. Arranging your classroomArranging your classroom

In small groups answer the following In small groups answer the following questions.questions.

1.1. Do you every group your students in pairs, Do you every group your students in pairs, small groups of 3 to 4 students, or larger small groups of 3 to 4 students, or larger groups (e.g., half of your class) for small groups (e.g., half of your class) for small group instruction?group instruction?

2.2. When you have students who read below or When you have students who read below or above grade level how do you meet their above grade level how do you meet their needs? (What techniques, groupings, etc… do needs? (What techniques, groupings, etc… do you use, please explain…)you use, please explain…)

3.3. What concerns you the most about using What concerns you the most about using centers/small group instruction?centers/small group instruction?

4. 4. What might be the benefits of using small What might be the benefits of using small groups/centers in your class?groups/centers in your class?

Survey II: What Types of Survey II: What Types of

Groups Do You Prefer?Groups Do You Prefer? Survey II: What Types of Survey II: What Types of

Groups Do You Prefer?Groups Do You Prefer?

Using information about your Using information about your studentsstudents

1.1. Using formal test scores, information from Using formal test scores, information from Individual Reading Inventories, Portfolios, Individual Reading Inventories, Portfolios, Classroom Anecdotal Records, etc… that you Classroom Anecdotal Records, etc… that you brought with you today, begin to see common areas brought with you today, begin to see common areas of concern in your students.of concern in your students.

2.2. Try to combine groups 3 to 4 students who share Try to combine groups 3 to 4 students who share similar needs (e.g., reading levels, fluency similar needs (e.g., reading levels, fluency development, decoding skills, etc..)development, decoding skills, etc..)

3.3. Recognize the different dynamics 9personalities, Recognize the different dynamics 9personalities, interests, etc…) of the groups and make sure the interests, etc…) of the groups and make sure the groups you are creating are able to work together.groups you are creating are able to work together.

4.4. Be willing to change the groups frequently to meet Be willing to change the groups frequently to meet the continuous needs of your students.the continuous needs of your students.

5.5. Write the names of your students in groups on the Write the names of your students in groups on the “Small Group Instruction Teams” provided in your “Small Group Instruction Teams” provided in your notebook.notebook.

Homogeneous Groups: Using Data Homogeneous Groups: Using Data

to Group Your Studentsto Group Your Students Homogeneous Groups: Using Data Homogeneous Groups: Using Data

to Group Your Studentsto Group Your Students

Heterogeneous Groups can be Heterogeneous Groups can be assigned based on any of the assigned based on any of the

following:following:1.1. Specific skills neededSpecific skills needed

2.2. Same interest groupsSame interest groups

3.3. Quality of work habitsQuality of work habits

4.4. Knowledge of contentKnowledge of content

5.5. Social reasons (leaders, followers, Social reasons (leaders, followers, talkers, etc…)talkers, etc…)

6.6. Random selection (name out of a Random selection (name out of a hat tactic)hat tactic)

7.7. Student choice Student choice

Heterogeneous GroupsHeterogeneous GroupsHeterogeneous GroupsHeterogeneous Groups

1.1. Using the “Organizing Teams-A Class for Using the “Organizing Teams-A Class for Practice” by Dr. Spencer Kagan begin the Practice” by Dr. Spencer Kagan begin the formal and informal assessments you brought formal and informal assessments you brought with you.with you.

2.2. Determine which assessment you are going to Determine which assessment you are going to use to group and write each student’s score use to group and write each student’s score from that assessment on the “score” section from that assessment on the “score” section of little white cards.of little white cards.

3.3. Decide how many groups you are going to Decide how many groups you are going to have in your classroom.have in your classroom.

4.4. Designate a “High”, “Medium High”, Designate a “High”, “Medium High”, “Medium Low”, and “Low” to each group.“Medium Low”, and “Low” to each group.

5.5. Write these groups on the “Flexible Teams” Write these groups on the “Flexible Teams” provided in this section of the notebook.provided in this section of the notebook.

Creating Heterogeneous Groups in Creating Heterogeneous Groups in Your ClassroomYour Classroom

Creating Heterogeneous Groups in Creating Heterogeneous Groups in Your ClassroomYour Classroom

Ideas about how to arrange your room…Ideas about how to arrange your room…

1.1. Use Groups of desks as an area for a center.Use Groups of desks as an area for a center.

2.2. Create boxes, tubs, or baggies of activities and Create boxes, tubs, or baggies of activities and manipulatives that can be spread out on the floor.manipulatives that can be spread out on the floor.

3.3. Corners of your room can be used as an area. Just Corners of your room can be used as an area. Just put bean bags, chairs, or carpet squares in an area put bean bags, chairs, or carpet squares in an area that is readily available.that is readily available.

4.4. Set up a bulletin board to be used as a center. Set up a bulletin board to be used as a center. Place materials in folders, pockets, etc… so that Place materials in folders, pockets, etc… so that they are accessible to students.they are accessible to students.

5.5. Place games, books, manipulatives in GIFT BAGS.Place games, books, manipulatives in GIFT BAGS.

6.6. Use storage tubs, lunch boxes, or large coffee cans Use storage tubs, lunch boxes, or large coffee cans to keep manipulatives easy to store and move to keep manipulatives easy to store and move around your classroom. around your classroom.

Arranging Your RoomArranging Your RoomArranging Your RoomArranging Your Room