Transcript Learning centers

Learning Centers in
the Differentiated
Classrooms
Kim Mearman
[email protected]
Our Agenda
Use the information to plan
learning centers
Defining learning centers
Planning content
Grouping students
Managing centers
Assessing and monitoring centers
A Piece of the PIE
Evaluation
Planning
Instruction
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
Learning Goal: Students will generate, collect, organize and analyze
data; and represent the data in tables, charts, graphs, and creative data
displays
 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.
 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?”
Learning Centers vs.
Stations
Independent
learning/childinitiated
Not required to
participate in order
to learn core content
Not necessarily
connected to each
other
Flexible tasks
Connected to
curriculum
Various types of
grouping
Accommodates
for various
learning
needs/levels
Instructional
level/teacherdirected
Required to
participate in
stations in order to
learn core content
Connected to
each other
Structured tasks
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
Learning Centers
Based on a Topic
Written
Language
Oral Language
(speaking)
Examples of
colloquialisms
Write a folk
tale
Read Alouds
(listening)
Listen to a
folk tale
Student
Reading
Read a folk
tale
Art
Math
Create
scenery
Folk Tales
Story problems
with folk tales
Music
Social Studies
Locate
countries of
folk tales
Science
Determine
ecosystems of
setting
Physical
Education
Compare to
folk songs
Compare to
folk dances
Culminating Activity
Dramatize a
folk tale
What is really
being taught at
each center???
A Piece of
Curriculum Pie
What all students
will learn
What most
students
will learn
What some
students
will learn
KU-CRL
Bloom’s Taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Core Knowledge
Categories
Facts:
Concepts:
A specific detail, verifiable information
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:
Problem
Solving:
Inclinations, beliefs, state of mind, appreciations.
The ability to use knowledge to address an aim that
was not immediately understandable
Purcell, 2003
Core Knowledge
Categories
Levels of
Learning
Facts
Concepts
Reading
Use prior knowledge & context to
predict
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
Facts
Concepts
Principles
Attitudes
Skills
Problemsolving
Science
It is important to care for living things
The names of stages of a life cycle (e.g.
seed, seedling, tree, fruit)
Design an experiment for growing an
apple tree
Sequence the stages of a life cycle
Life cycle
All living things grow and change
Core Knowledge
Categories
Levels of
Learning
Facts
Concepts
Principles
Attitudes
Skills
Science
The names of stages of a life cycle (e.g.
seed, seedling, tree, fruit)
Life cycle
All living things grow and change
It is important to care for living things
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.
Learning Centers
Based on a Concept
Read Alouds
(listening)
Written
Language
Oral Language (speaking)
Talk about cause and
effect relationships in
daily life
Math
Determine what
causes things to
balance in weight
Social Studies
Dialogue how
behavior
causes the
need for rules
Write a folk
tale
Listen to a
story with
direct cause
and effect
Cause and effect
relationships
Student
Reading
Identify cause and
effect relationships in
a story
Art
Create new colors by
mixing primary
colors
Music
Science
Physical
Education
Experiment with
Determine
how gravity
how exercise
affects objects
effects health
Culminating Activity
Draw a diagram of
a cause and effect
series
Connect how
music makes
you feel
Learning Centers
Based on a Principle
Oral Language (speaking)
Talk about changes in
our life, e.g.losing
teeth
Math
Measurement of
growth of a plant
Social Studies
Create time lines
Written
Language
When I was
little I
couldn’t…no
w I can…
Read Alouds
(listening)
Little Louie
The Baby
Bloomer by
Robert
Kraus
Things Change
Over Time
Science
Observation
log of growth/
change of
tree/plant
Physical
Education
Graph  in
speed over
time
Culminating Activity
Create photo
journal of change
process
Student Reading
Various books at
different levels with
the theme of change
Art
Paintings/drawings
of cartoons of young
to old
Music
Various
songs/music
related to change
You Try…
Place a key learning in the center.
Brainstorm center ideas.
IEP Matrix for Centers
Accommodation
Modification
Instruction for IEP Goal
Math
Reading
Art
Listening
Writing
Computer
Counting 1 to
10
Mainipulatives
Number line
Give
directions
which
requiring
counting out
supplies
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
Write name
on paper
Copy name
on paper
Types name
Use full
sentences
when
speaking
Read aloud
to student
by para or
peer
Student
responds
orally to
questions
Math
counting
game
Student
responds
orally to
questions
Says sentence
aloud before
writing
Planning Grouping
How to Group Students for
Learning Centers
Common Forms of
Grouping
Cooperative grouping
4-5 students
Mixed ability
Be strategic with group make-up
Set some time to teach students to
work cooperatively, don’t assume
students know how to work
together
Cooperative
Learning
 Is…
 Having everyone
able to participate
 Respecting
differences
 Having 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
easy
 Creating competition
 Using roles that
separate students
contributions
 Grouping students to
work on a task
together
Common Forms of
Grouping
Partner
2-3 students
Mixed or leveled
Be strategic with partner make-up
Avoid putting very high with very low
Common Forms of
Grouping
Ability or Tiered
No set amount of students
Leveled grouping by a specific skill
Avoid always using the same focus to make
up group
Avoid labeling groups with labels that can
indicate order (e.g. 1,2,3 or a,b,c)
Common Forms of
Grouping
Compacting
Leveled 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/Random
Arbitrary 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
Interest
Students 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 Profiles
Groups are determined by learning
profiles
Modality preferences
Work habits
Multiple intelligences
Preferences 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 choice
Solve problems
Interact 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, needsbased groups
When conducting individual student
assessments/conducting running
records
Scheduling Options
Rotation system
Use of a rotation wheel/chart is necessary
Specific time allotment for each
center/signal
More structure
Self-selected system (Pavelka Model)
Use of contracts/planning sheets to
document what activities have been
completed
Need to determine number limit at centers
Students 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 centers
Children 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, and
Children 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?
Materials
Space
Directions
Classroom
Management
Classroom management is the key to
success
Preplan how your grouping will look
Establish a clear method for students to
seek help
Establish classroom rules that work with
centers
Avoid reward systems that promote
competition
Classroom
Management
Teach students how to work in groups
Practice, practice, practice
How to compromise
Develop new idea
Merge ideas
How to have modified consensus
Everyone 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 bonding
Make a group flag
Find something in common
Group name and logo
Take time to discuss problems
Problem solve with students, not for
students
You Try…
Develop a list of “FIRST” lessons
for learning centers that you will
teach your students
How to seek help
How to move to centers
How 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
Products
Advance organizer
Advertisement
Animation
Annotated
bibliography
Argument
Assignment
Audiotape
Biography
Blueprint
Board game
Book jacket
Bulletin board
Bulleted list
CD disc
Calendar
Campaign
Card game
Census
Ceramics
Chamber music
Character sketch
Charcoal sketch
Chart
Choral reading
Chronology
Collage
Collection
Comic strip
Computer game
Computer program
Costume
Critique
Dance
Debate
Diagram
Diary
Dictionary
Diorama
Display
Dramatic
monologue
Drawing
Economic forecast
Editorial
Elegy
Essay
Etching
Experiment
Fable
Fact file
Fairy tale
Family tree
Festival
Filmstrip
Glossary
Graph
Graphic organizer
Greeting card
Haiku
Hypercard stack
Hypothesis
Illustrated story
Interview
Invention
Investment portfolio
Journal
Landscape design
Learning profile
Lecture
Lesson
Letter
Limerick
Line drawing
List
Magazine article
Map
Maze
Memoir
Montage
Movie
Museum exhibit
Musical composition
Newspaper
Notes
Observation log
Oil painting
Oral history
Oral report
Outline
Overhead
transparency
Pamphlet
Sculpture
Pantomime
Set design
Paragraph
Short story
Pattern
Silk screening
Photo essay
Simulation
Photo journal
Skit
Play
Slide show
Picture dictionary Small-scale model
Picture book
Social action plan
Poem
Song
Portfolio
Sonnet
Poster
Stencil
Pottery
Summary
Powerpoint
Survey
Prediction
Table
Protocol
Terrarium
Proposal
Textbook
Puppet
Timeline
Puppet show
Theory
Questions
Think piece
Radio show
Topographical map
Relief map
TV documentary
Reflection
TV newscast
Reflective essay
Video
Research report
Video game
Rubbing
Vocabulary list
Rule
Weather
instrument/log
Science fiction story
Web
Scrapbook
Worksheet
Wrapping paper
design
Monitoring the
Progress of Centers
 Teacher Directed
 Observations/
checklists
 Rubrics
 Conferences
 Interviews
 Informal Methods
(e.g., post-its,
computer labels,
index cards)
 Student Directed
 Self-assessment
 Charts/planning
sheets
 Audio tapes
 Response logs or
journals
 Partner checks
 Graphic organizers
 Portfolios
Student SelfAssessment 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.