learning centers in the differentiated classrooms kim mearman [email protected] [email protected]
TRANSCRIPT
Our Agenda
Use the information to plan learning centersDefining learning centersPlanning contentGrouping studentsManaging centersAssessing and monitoring centers
Planning
Instruction
Evaluation
A Piece of the PIE
What Is a Learning Center?
A learning center is a collection of materials, resources, and/or activities designed to review, reinforce, or extend a particular skill or concept previously taught.
Learning centers wean students away from teacher direction and facilitate student ownership of learning.
Tomlinson, 1999
How Can We Use Learning Centers to Support
Differentiation? DIFFERENCES AMONG STUDENTS Academic Differences
Developmental readiness Prior knowledge Reading level
Cognitive Differences Thinking skills Learning rate
Social and Emotional Differences Interests Learning styles Motivation
GROUPING Avoid the one-size-fits-all Use a variety of criteria to arrange
students Use contracts and centers to deliver
and manage small group learning Develop activities around the
interests of of students Provide opportunities for students to
pursue their own questions Provide opportunities for students to
present their work to small groups of peers
Purcell, 2002
A Rationale
More attention to individual differences More responsive to individual differences
than whole group work Less damaging to self-esteem than ability
grouping all by itself More effective than random cooperative
grouping Provides for scaffolding
Purcell, 2002
Why Use Learning Centers?
To enable learners to work in various groups, same and mixed ability.
To encourage active participation among all learners.
To enable learners to make decisions, follow directions, work independently, and self monitor.
To give students an opportunity to learn responsibility and organization.
To facilitate individualized learning.
Elementary Math
DIFFERENTIATED Students had the following choices for
a center: “Who’s Sicker?: Illnesses in Our School” “When You’re Hot, You’re Hot!:
Classroom Temperatures in Our School” “Food for Thought: What’s the Most
Popular School Lunch Entrée?” “Geeky, But True: Which Students
Spend More Time on the Internet?”
TRADITIONAL Students work as a
whole class to collect and analyze data about illnesses, by grade level, in their school. Each student is asked to create a graph of the results.
Learning Goal: Students will generate, collect, organize and analyze data; and represent the data in tables, charts, graphs, and creative data displays
Learning Centers vs. Stations
Independent learning/child-initiatedNot required to participate in order to learn core contentNot necessarily connected to each otherFlexible tasks
Instructional level/teacher-directedRequired to participate in stations in order to learn core contentConnected to each otherStructured tasks
Connected to curriculumVarious types of groupingAccommodates for various learning needs/levels
Reflection Questions
Why are you interested in using learning centers? What are your goals and objectives for centers? Are centers for review, reinforcement, enrichment,
or choice time? How do you plan to schedule centers into the day? How many centers do you want/have space for? How many children do you want at a center?
Planning Content
What Will Be Taught in Centers
Types of Centers
Curriculum-Based (e.g., reading, writing, math, art, science/social studies, listening)
Based on Theme/Unit (e.g., additional center or thread through out)
Self-Directed/Student Choice
Focused on Multiple Intelligences
Student Reading
Read Alouds(listening)
Oral Language (speaking)
Written Language
Math
Science Physical Education
Art
Culminating Activity
Social Studies
Music
Learning CentersBased on a Topic
Folk Tales Create scenery
Compare to folk songs
Compare to folk dances
Dramatize a folk tale
Locate countries of folk tales
Write a folk tale Listen to a
folk tale Read a folk tale
Examples of colloquialisms
Story problems with folk tales
Determine ecosystems of setting
What is really being taught at each center???
A Piece of Curriculum Pie
What most students will learn
What some students will learn
What all students will learn
KU-CRL
Identify
animals
that are
mammals
Define
the characteristics
of mammal
s
Compare
the characteristic
s of
mammal
s to
reptiles
Bloom’s Taxonomy
Knowledge Comprehension Application Analysis Synthesis Evaluation
Core Knowledge Categories
Facts: A specific detail, verifiable information
Concepts: A general idea or understanding, a category or classification
Principles: Fundamental truth, law, doctrine, rule, or generalization that explains the relationship between two or more concepts
Skills: Proficiency, ability,technique, strategy, method or tool
Attitudes: Inclinations, beliefs, state of mind, appreciations.
Problem Solving:
The ability to use knowledge to address an aim that was not immediately understandablePurcell, 2003
Core Knowledge Categories
Levels of Learning
Reading
Facts Use prior knowledge & context to predict
Concepts Prediction help us to understand what happens next
Principles Good readers make predictions
Attitudes Predicting can get the reader involved in the story
Skills Predict the next event
Problem-solving
What makes this a valid prediction
You Try…
Match the statement with the level of learning.
Core Knowledge Categories
Levels of Learning
Science
Facts It is important to care for living things
Concepts The names of stages of a life cycle (e.g. seed, seedling, tree, fruit)
Principles Design an experiment for growing an apple tree
Attitudes Sequence the stages of a life cycle
Skills Life cycle
Problem-solving
All living things grow and change
Core Knowledge Categories
Levels of Learning
Science
Facts The names of stages of a life cycle (e.g. seed, seedling, tree, fruit)
Concepts Life cycle
Principles All living things grow and change
Attitudes It is important to care for living things
Skills Sequence the stages of a life cycle
Problem-solving
Design an experiment for growing an apple tree
You Try…
Match the statement with the level of learning.
Select a specific objective for learning center(s) you wish to teach or currently teach. Expand the objective to each of the levels of learning.
Student Reading
Read Alouds(listening)
Oral Language (speaking)
Written Language
Math
Science Physical Education
Art
Culminating Activity
Social StudiesMusic
Learning CentersBased on a Concept
Cause and effect relationships
Create new colors by mixing primary colors
Connect how music makes you feel
Determine how exercise effects health Draw a diagram
of a cause and effect series
Dialogue how behavior causes the need for rules
Write a folk tale
Listen to a story with direct cause and effect
Identify cause and effect relationships in a story
Talk about cause and effect relationships in daily life
Determine what causes things to balance in weight
Experiment with how gravity affects objects
Student ReadingRead Alouds(listening)
Little Louie The Baby Bloomer by Robert Kraus
Oral Language (speaking)
Talk about changes in our life, e.g.losing teeth
Written Language
MathMeasurement of growth of a plant
ScienceObservation log of growth/ change of tree/plant
Physical Education
Graph in speed over time
Art
Culminating Activity
Social StudiesCreate time lines
MusicVarious songs/music related to change
Learning CentersBased on a Principle
Things Change Over Time
Paintings/drawings of cartoons of young to old
Create photo journal of change process
When I was little I couldn’t…now I can…
Various books at different levels with the theme of change
You Try…
Place a key learning in the center.
Brainstorm center ideas.
IEP Matrix for Centers
Accommodation ModificationInstruction for IEP Goal
Math Reading Art Listening Writing Computer
Counting 1 to 10
Mainipulatives
Number line
Give directions
which requiring
counting out supplies
Math counting
game
Fine motor skills
Large objects Large crayons, special scissors
Large pencil, raised
paper, can draw instead
of writing
Special key board
Identify letters in
name
Copy name on paper
Read aloud to student by para or
peer
Write name on paper
Copy name on paper
Types name
Use full sentences
when speaking
Student responds orally to
questions
Student responds orally to
questions
Says sentence
aloud before writing
Planning Grouping
How to Group Students for Learning Centers
Common Forms of Grouping
Cooperative grouping4-5 studentsMixed ability
Be strategic with group make-upSet some time to teach students to
work cooperatively, don’t assume students know how to work together
Cooperative Learning
Is…Having everyone able
to participateRespecting differencesHaving everyone’s
contributions essential to the whole task
Planning strategically the make-up of the group and the structure of the task
Is Not…Using tasks that are
too difficult or too easyCreating competitionUsing roles that
separate students contributions
Grouping students to work on a task together
Common Forms of Grouping
Partner2-3 studentsMixed or leveled
Be strategic with partner make-upAvoid putting very high with very
low
Common Forms of Grouping
Ability or TieredNo set amount of studentsLeveled grouping by a specific skill Avoid always using the same focus to
make up groupAvoid labeling groups with labels that
can indicate order (e.g. 1,2,3 or a,b,c)
Common Forms of Grouping
CompactingLeveled grouping by a specific skill Criteria for compacting
Much information is already known on the topic
Determine what is unknown and cover just that material
Use with enrichment or accelerated study
Common Forms of Grouping
Mixed/RandomArbitrary mix
Use fun techniques to mix up students, such as, find some who…
How To Make Random Groups Quickly
Count off Find a common sticker Find someone with the
same___ as you Everyone who likes___ Pick a card (from a
deck or colored index card)
Whoever has a___ Sit by birthdays Group by your
favorite___ Whoever is wearing___ Who has recently been
to ___ Who had___ for
breakfast
Common Forms of Grouping
InterestStudents self-select by topic or
project To avoid students from selecting by
basis of membership, have students fill out a slip privately
Sometimes it’s okay to be in a group with your friend
Common Forms of Grouping
Learning ProfilesGroups are determined by learning
profiles Modality preferencesWork habitsMultiple intelligencesPreferences for learning environment
Lesson Planning with the Multiple Intelligences
Linguistic Mathematical-Logical
Visual-Spatial Bodily-Kinesthetic
Musical Interpersonal
Intrapersonal Naturalist
Determining Interests and Learning Profiles
Parent interviews Interest inventories Observing how students
Approach free choiceSolve problemsInteract with others
You Try…
Refer to your brainstorm list of center ideas.
What kind of grouping do you think you will use.
Why?
Managing Centers
How to Organize and Manage Centers
When to Use Centers
As part of station teaching During guided reading/“small group explicit
instruction” When other tasks are completed/choice time When using alternative teaching/working
with small, needs-based groups When conducting individual student
assessments/conducting running records
Scheduling Options
Rotation systemUse of a rotation wheel/chart is necessarySpecific time allotment for each center/signalMore structure
Self-selected system (Pavelka Model)Use of contracts/planning sheets to document what
activities have been completed Need to determine number limit at centersStudents develop more independence
How Should Center Time Be Spent?
Class Meeting/Planning Time (5-10 min)Children discuss plans for their work at centers
Center/Work Time (20-25 min.)Children and teachers working in centersChildren produce tangible outcomes
Sharing/Review Time (10 min.)Children discuss what they accomplished, how
their plans may have changed, and begin thinking about what they plan to do next
Organizing the Classroom
Areas for small group work Places for student-to-student interaction Balance between quiet and not-so-quiet areas Signs and labels Materials/supplies/equipment organized for
students’ use Places to display student work Maintenance and clean-up system Traffic flow
Importance of Labeling
Signs for centers should be placed at the eye level of children.
When center materials are clearly labeled in a way that makes sense to the children:The materials become a method for teaching the
printed form of words, andChildren are more likely to be able to put the
materials away when the containers and their spaces are clearly marked (e.g., Outline, matching colors).
What If We Have Limited Space?
Ziplock Bags Gift Bags Five-Drawer Chest Lunch Boxes Magnetic Boards Magazine Holders/Cereal Boxes Pizza Boxes
You Try…
When will you do your centers? Where will the centers be located? How will you organize the centers?
MaterialsSpaceDirections
Classroom Management
Classroom management is the key to successPreplan how your grouping will lookEstablish a clear method for students to seek
help Establish classroom rules that work with
centersAvoid reward systems that promote
competition
Classroom Management
Teach students how to work in groupsPractice, practice, practice
How to compromiseDevelop new ideaMerge ideas
How to have modified consensusEveryone can live with it
How to positively support each other
Model and Practice Expectations
Rotating from center to center/how to read schedule
Recognizing signals (e.g. Clean-up, noise level) Being a good group leader/group member Help procedures/signaling the teacher w/out
disruption Handling a problem (e.g. Paint spills, broken
pencil)
Tips for Building Independence
Use materials that are at the students’ independent level
Group students heterogeneously Teach students how to help each other Teach students how to problem-solve Clearly define expectations Be organized, consistent, and structured.
Classroom Management
Team Building Have fun team building activities to
create bondingMake a group flagFind something in commonGroup name and logo
Take time to discuss problemsProblem solve with students, not for students
You Try…
Develop a list of “FIRST” lessons for learning centers that you will teach your studentsHow to seek helpHow to move to centersHow to work together
Need Help?
Ideal for co-teaching experiences Paraprofessionals can help facilitate
or help with classroom management Parent volunteers can help,
especially with hands-on activities Older students can also help
Monitoring and Assessing
How to Monitor Centers and Assess Student
Progress
ProductsAdvance organizerAdvertisementAnimationAnnotated
bibliographyArgumentAssignmentAudiotapeBiographyBlueprintBoard gameBook jacketBulletin boardBulleted listCD discCalendarCampaignCard gameCensusCeramicsChamber musicCharacter sketchCharcoal sketchChartChoral readingChronologyCollageCollectionComic stripComputer gameComputer program
CostumeCritiqueDanceDebateDiagramDiaryDictionaryDioramaDisplayDramatic
monologueDrawingEconomic
forecastEditorialElegyEssayEtchingExperimentFableFact fileFairy taleFamily treeFestivalFilmstripGlossaryGraphGraphic
organizerGreeting cardHaikuHypercard stackHypothesis
Illustrated storyInterviewInventionInvestment portfolioJournalLandscape designLearning profileLectureLessonLetterLimerickLine drawingListMagazine articleMapMazeMemoirMontageMovieMuseum exhibitMusical compositionNewspaperNotesObservation logOil paintingOral historyOral reportOutlineOverhead
transparency
PamphletPantomimeParagraphPatternPhoto essayPhoto journalPlayPicture dictionaryPicture bookPoemPortfolioPosterPotteryPowerpoint PredictionProtocolProposalPuppetPuppet showQuestionsRadio showRelief mapReflectionReflective essayResearch reportRubbingRuleScience fiction storyScrapbook
SculptureSet designShort storySilk screeningSimulationSkitSlide showSmall-scale modelSocial action planSongSonnetStencilSummarySurveyTableTerrariumTextbookTimelineTheoryThink pieceTopographical mapTV documentaryTV newscastVideoVideo gameVocabulary listWeather
instrument/logWebWorksheetWrapping paper
design
Monitoring the Progress of Centers
Teacher DirectedObservations/
checklistsRubricsConferences Interviews Informal Methods
(e.g., post-its, computer labels, index cards)
Student DirectedSelf-assessmentCharts/planning
sheetsAudio tapesResponse logs or
journalsPartner checksGraphic organizersPortfolios
Student Self-Assessment Questions
What have I done? How well did I do each task? Did I stick to the task? If I did the task again, what would I do
differently? Why? What new question do I want to research? How do I feel about what I’ve done? Did I follow directions? Did I work without disturbing others? Did I help others? If so, how? Was I independent in my work? Did I recheck my work? What aspect of my work makes me most proud?
Keep In Mind… Kid-watching is one of the best learning center
assessment tools you have. Ask yourself:Do the students know what is expected?Do they seam eager to get involved?Do they stay on task for a reasonable amount of time?Are they able to pick up where they left off last time?What do they seem to like best?Are some tasks too difficult/too easy?What do they return to again and again?
You Try…
Make a plan of how you will monitor centers and assess student progress.
Some Guiding Questions
Is the focus on meaningful instruction? Do the activities reinforce/extend current knowledge? Will students enjoy it and be successful? Will it sustain 10-20 minutes of involvement? Can students be independent? Are options available to accommodate abilities of all
students? Are there increasing levels of challenge? Do students understand the management procedures?
Final Thoughts Start small. Learn how many centers you
and your class can handle comfortably. Change some things, some of the time.
Aim for a mixture of choice and expectation to assure students experience the activities and social interactions they need.
Put a storage system in place from the onset. Pack center supplies, activities, list of ancillary materials (e.g., children’s literature), center evaluation, and a snapshot for future use.