Transcript Learning centers

Interpersonal Communication in
Learning Centers, Partner and
Small Group Work
Teaching Reflection Time
 What worked well in today’s lesson?
 What didn’t work well in today’s lesson?
 Talk about one StarTalk Teaching Principle you
applied well today.
 Back to tables:
 Each person give a specific compliment to the other
members of the group: “I really like the way you…”
Today’s Essential Questions
 1. Why is Interpersonal Communication beneficial and
how do I implement this into a lesson?
 2. When should I use partner and small group learning
activities and centers?
 3. How do I plan and manage learning centers in my
classroom?
 4. How can I adapt today’s examples for my classroom?
Tuesday’s Quote
“The greatest sign of success for
a teacher is to be able to say, ‘The
children are now working as if I did
not exist.’”
•Maria Montessori
Wednesday’s Quote
“Tell me and I forget.
Teach me and I remember.
Involve me and I learn.”
•Benjamin Franklin
Interpersonal Communication
 What is Interpersonal Communication?
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Negotiating meaning between individuals: mainly in
conversation but can be through letter writing or emails.
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Interaction is the key to interpersonal communication and
language development for WL learners.
Limitations of Whole Group Instruction
 Traditional Classroom: Communication is primarily
a one-way flow from teacher to student.
 Students do not have a chance to apply their new
knowledge of a language and express themselves
orally.
 Learning centers are the best place for students to
practice language. The language is best learned with
support from the teacher in small and whole group
and practiced independently in centers with peers.
Benefits of Learning Centers
 Many opportunities for language use by students
 Many student opportunities for authentic or natural
language use.
 A “safe” environment for communication tasks.
 High engagement because there are a variety of tasks
 Students also practice social skills
 Students are “center stage” rather than teacher.
Be explicit in teaching social expectations in
learning centers. Model for class.
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 For example:
 Compliment and praise others regularly.
 Use names when speaking to each other.
 Do not interrupt others.
 Make sure everyone in the group has a chance to talk
and participate. Take turns in everything.
 Remind others to stay on task.
 Be a team player and verify consensus.
 Ask for help or clarification when needed.
Grouping Students
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 Long Term groups
 Short term groups
 Free choice groups
 Ability groups- homogeneous
 Heterogeneous- high, middle, low
 Teachers will use all ways of grouping for different
purposes.
Random Grouping Ideas
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 Handing out something:
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playing cards,
pictures,
puzzle pieces,
names that go together of people or places
math problems with similar answers
colored clothespins
categories (mammals, reptiles)
 Counting Off by numbers
Non-Random Grouping Ideas
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 Table set up 1,2,3,4
 Mix ability
 Mix gender
 Can work all 4
 Can work ½ and ¾
 Can work 1/3 and 2/4
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1
3
a) Higher Ability+
b) Skill or Interest
c) Personality
a) Average Ability+
b) Skill or Interest
c) Personality
2
4
a) Average Ability+
b) Skill or Interest
c) Personality
a) Lower Ability+
b) Skill or Interest
c) Personality
Note: Ability can mean language
Level in WL classroom or can mean general intelligence or
processing levels.
Guidelines for Learning Centers
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 Plan, plan, plan for success- be organized
 Explain everything in detail
 Set clear goals
 Make sure students have the target
language they need to complete the
center
 Give exact directions for each step of the
activity. Model the center. Many times
you will model whole group first.
Guidelines for Learning Centers
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 Set a time limit and time cues.
 Circulate among centers or lead a center.
 Establish a system on getting student
attention and transitioning that does not
include you talking over students or
yelling.
 Non-verbal systems reduce verbal
confusion.
 Take time to Evaluate your Learning
Stations or Centers and improve.
Sample Small Group and Partner Activities
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 Day 1:
 A. Hear-Say Game
 B. Do You Have What I Have?
 C. Can You Guess?
 D. Dress the Bear
Center Checklist
Center
Evaluation
Center Organization
Remember your centers or
learning stations align with
your curriculum and your
learner level.
Ideas:
Vocabulary
Grammar/Structure
Character Writing
Listening/Speaking
Culture/Art
Reading
Cross-Curriculum: Math or
Science
Teacher Table
Pulling students
individually or in small
groups for direct
instruction and
assessment is very
beneficial for both
teacher and student.
Designing Your Centers
 Thematic or Content Area Learning Objectives
 Daily or Weekly Rotations
 Group Formations
 Number, Time and Learning Objective for each
Center
 Create a predictable system and then vary content
within it.
Language Center Ideas
 Oral Language Center group- Jig Saw, Follow
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Directions, Retell a story with puppets, etc…
Writing Center- practice language writinghandwriting, response writing to prompt or lesson,
pen pals, etc…
Cultural Center- listen to story, watch video, use
Google maps to see a city, color an authentic picture
Vocabulary Center- work with new vocabulary in a
variety of ways.
Teacher Table- have a small group to work with
directly with students.
Content Area Center Ideas
 Reading/Writing/Literacy
 Speaking/Listening
 Math
 Science
 Social Studies
 Art, Music, Movement
Center Ideas
 Most teachers like to begin each class with a time of
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whole group instruction.
Then transition into centers.
At the end of the class, end with a whole class activity.
Some teachers rotate students through multiple centers
per day.
Some teachers rotate students through one center a day.
Teachers can utilize learning centers every day or only
some days of each week. They must be used often
enough to become a habit.
Backward Design:
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1. start with the end goals (standards-based
performance goals)
2. envision activities/ lessons to lead
students to success
3. select the means (language elements:
vocabulary, grammar, functions)
Classroom Management
Positive and High Expectations
 The effective teacher has positive expectations for
the student success!
 Your expectations of your students will greatly affect
student achievement.
 Teachers get what they expect!
What do “High Expectations” Look Like?
 Expect students to be able to be independent
 Expect students to learn details of classroom
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routines and procedures through explicit teaching
and modeling
Expect students to be self-regulated
Expect good manners
Hold students accountable in a consistent, nonemotional process
Be realistic- anticipate problem areas and plan for
them
Sample Small Group and Partner Activities
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 Day 2:
 A. Shapes and Colors
 B. Jig Saw
 C. All About Me Cards
 D. Chinese Zodiac Animal Thumbprints
Today’s Essential Questions
 1. Why is Interpersonal Communication beneficial and
how do I implement this into a lesson?
 2. When should I use partner and small group learning
activities and centers?
 3. How do I plan and manage learning centers in my
classroom?
 4. How can I adapt today’s examples for my classroom?