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What are some student-centered approaches or techniques that are based on or require collaboration?

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What are some student-centered approaches or techniques that are based on or require collaboration?

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Article: Group & Cooperative Learning; Students as Classroom Leaders

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Article: Group & Cooperative Learning; Students as Classroom Leaders

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This short article does a really nice job of explaining the history of collaborative learning in classroom research and how it has evolved over the years, especially recently in relation to student-centered learning. One point they make at the beginning of the article stood out to me, stating, "...cooperative learning is not about simply putting students together in groups, but about incorporating five essential elements into the group learning process: clear positive interdependence, members promoting learning and success face to face, individual accountability for work and contribution, use of interpersonal skills, and group processing (Johnson, Johnson & Smith, 1991)." This quote paints a very clear picture of what goes into successful collaborative learning in the classroom. That being said, this article also pointed out towards the end that "students from certain cultures or disciplines might find themselves reliant on passive learning and not accustomed or trained to take initiative in a student-centered setting. Some students find group discussions a “superficial learning process” and “prefer assessment-oriented learning” (Kommalage & Imbulgoda, 2010, p. 68). It is thus important to revise assessments so that expressing ideas is encouraged and evaluated instead of the accurate memorization of knowledge. (Shen)" For all of us working with EFL students in countries in East Asia (like Taiwan where I am), our students' predisposition to perhaps dislike or be uncomfortable with collaborative and student-centered learning approaches are important to keep in mind. -Dejah

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The tradition of cooperative learning in higher education can be traced back thousands of years ago, when the Talmud recommended using "learning partners" to understand the legal codes and when Socrates engaged students in the "art of discourse" (Johnson, Johnson & Smith, 1998). Today's cooperative learning involves students working in groups to accomplish shared learning goals (Johnson & Johnson, 1999). It is seen as an active learning strategy situated in a collaborative environment where students "discuss, debate, build, and present their understanding and hear the perspectives of their peers" (Tien, Roth & Kampmeier, 2002, p. 608).

More specifically, it uses small groups so that students can "maximize their own and each other's learning" (Johnson, Johnson & Smith, 1991, p. 5). However, cooperative learning is not about simply putting students together in groups, but about incorporating five essential elements into the group learning process: clear positive interdependence, members promoting learning and success face to face, individual accountability for work and contribution, use of interpersonal skills, and group processing (Johnson, Johnson & Smith, 1991).

Student-led learning stands out in cooperative learning approaches as students collaborate on problems not under the instruction or facilitation of teachers, but that of peers. Implementation in university classrooms has been seen for over 40 years-such as in physiology (Clement, 1971), psychology (Castell & Bridges, 2007), accounting (Adler, Whiting & Wynn-Williams, 2004) and law classes (Greig, 2000). In the last decade, this approach gained new momentum as innovative variations emerge, including Peer-Led Team Learning (PLTL) (Gosser et al, 2001) and near-peer instruction, most extensively researched in the teaching of chemistry (Tien, Roth & Kampmeier, 2002), among other undergraduate sciences, mathematics, engineering, and technology courses (Seymour, 2002). Besides student-led learning strategies, a variety of techniques can be used to promote the five cooperative learning elements, such as jigsaw, debate, and discussion.

Early implementation of cooperative learning encountered resistance from both teachers and students, as it contrasts sharply with traditionally passive learning experiences; its efficacy was also doubted under the "pooling-of-ignorance" assumption that student as instructors with less knowledge would result in lower achievement (De Volder, De Grave & Gijselaers, 1985). Nonetheless, the student-centered, cooperative approach has been validated in over 40 years' research as valuable for students' academic performance, relationship with peers and faculty, and attitude toward the college experience (Johnson, Johnson & Smith, 1998).

Placing students as leaders of the classroom can encourage greater participation and more responses (Collier, 1980), making the classroom a "dynamic and exciting learning environment" (Greig, 2000, p. 82). This is because students feel more relaxed to discuss, raise questions, and put forth opposing ideas or challenging statements. They are more willing to admit their confusions or need for more help to peers compared to professors (Beach, 1974).

Not only does student-led discussion facilitate "sharing, clarifying, and distributing knowledge among peers" (Rivard & Straw, 2000, p. 585), it also enables course materials to be translated into the words that are more familiar to the fellow students, generating examples more relevant to their lives (Collier, 1980). Similarly, in near-peer instruction, the peer leader as a near equal can be closer to students' abilities to comprehend and solve problems (Tien, Roth & Kampmeier, 2002), allowing them to interact in more natural and relevant ways.

It is through open and candid discussions that conceptual understanding takes root, and cooperative, student-led discussions can address both cognitive and non-cognitive education goals (De Volder, De Grave & Gijselaers, 1985). Better performance is a result of the "positive interdependence" (Johnson, Johnson, & Smith, 1991, p. 28), as students work through problems in a collaborative setting; the peer leaders, in particular, are prompted to explain their understanding to a classmate (Tien, Roth & Kampmeier, 2002)-a process of elaboration and reiteration to reinforce comprehension and thinking.

While many cognitive benefits can be generated by traditional discussion, especially in non-STEM courses-such as case studies in accounting and business-student-led discussions have proven to be more effective than teacher-led ones at fostering generic interpersonal and critical-thinking skills that are transferrable across academic disciplines and in the workplace (Adler, Whiting & Wynn-Williams, 2004). Besides attaining a higher level of reasoning (Hogan, Nastasi, & Pressley, 2000), creative problem solving, and communication skills (Greig, 2000), students gain a sense of autonomy and more confidence in a teamwork environment, starting to appreciate different learning styles (Gafney & Varma-Nelson, 2007). Ultimately, this translates into better student achievement, attitudes, and persistence, in addition to improved higher-order thinking and problem solving ability (Springer, Stanne, & Donovan, 1999). Cooperative learning also results in more positive relationships among students (Johnson, Johnson, & Smith, 1991).

It is worth noting, however, that students from certain cultures or disciplines might find themselves reliant on passive learning and not accustomed or trained to take initiative in a student-centered setting. Some students find group discussions a "superficial learning process" and "prefer assessment-oriented learning" (Kommalage & Imbulgoda, 2010, p. 68). It is thus important to revise assessments so that expressing ideas is encouraged and evaluated instead of the accurate memorization of knowledge.
Written by Danxi Shen, Ed.M., Harvard Graduate School of Education References:
Adler, R. W., Whiting, R. H., & Wynn-Williams, K. (2004). Student-led and teacher-led case presentations: empirical evidence about learning styles in an accounting course. Accounting Education, 13(2), 213-229.

Beach, L.R. (1974). Self-directed student groups and college learning. Higher Education, 3, 187-199.

Casteel, M. A., & Bridges, K. R. (2007). Goodbye lecture: A student-led seminar approach for teaching upper division courses. Teaching of Psychology, 34(2), 107-110.

Clement, D.E. (1971) Learning and retention in student-led discussion groups, Journal of Social Psychology, 84, 279-286.

Collier, K. G. (1980). Peer-group learning in higher education: the development of higher order skills. Studies in Higher Education, 5(1), 55-62.

De Volder, M. L., De Grave, W. S., & Gijselaers, W. (1985). Peer teaching: Academic achievement of teacher-led versus student-led discussion groups. Higher Education, 14(6), 643-650.

Gafney, Leo & Varma-Nelson, Pratibha. (2007). Evaluating Peer-Led Team Learning: A Study of Long-Term Effects on Former Workshop Peer Leaders. Journal of Chemical Education, 84 (3), 535.

Greig, A. (2000). Student-Led Classes and Group Work: A Methodology for Developing Generic Skills. Legal Educ. Rev., 11, 81.

Gosser, D. K., Cracolice, M. S., Kampmeier, J. A., Roth, V., Strozak, V. S., & Varma-Nelson, P. (2001). Peer-Led Team Learning: A Guidebook.

Hogan, K., Nastasi, B. K., & Pressley, M. (1999). Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussions. Cognition and instruction, 17(4), 379-432.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Higher Education Report No. 4. Washington, D.C.: The George Washington University, School of Education and Human Development.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college what evidence is there that it works?. Change: the magazine of higher learning, 30(4), 26-35.

Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38(2), 67-73.

Kommalage, M., & Imbulgoda, N. (2010). Introduction of student-led physiology tutorial classes to a traditional curriculum. Advances in physiology education, 34(2), 65-69.

Rivard, L. P., & Straw, S. B. (2000). The effect of talk and writing on learning science: An exploratory study. Science Education, 84(5), 566-593.

Seymour, E. (2002). Tracking the processes of change in US undergraduate education in science, mathematics, engineering, and technology. Science Education, 86(1), 79-105.

Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of educational research, 69(1), 21-51.

Tien, L. T., Roth, V., & Kampmeier, J. A. (2002). Implementation of a peer‐led team learning instructional approach in an undergraduate organic chemistry course. Journal of research in science teaching, 39(7), 606-632.
Further Resources:

Johnson, D.W., Johnson, R., and Smith, K. (1998). Active Learning: Cooperation in the College Classroom. Edina, MN: Interaction Book Co.

Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of student centered learning, 2(1), 9-34.

Roth, V., Marcus, G., & Goldstein, E. (2001). Peer-led team learning: A handbook for team leaders. Upper Saddle River, NJ: Prentice-Hall.

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Group & Cooperative Learning; Students as Classroom Leaders

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The tradition of cooperative learning in higher education can be traced back thousands of years ago, when the Talmud recommended using "learning partners" to understand the legal codes and when Socrates engaged students in the "art of discourse" (Johnson, Johnson & Smith, 1998).

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Journal Article: A Comprehensive Overview of Student-Centered Learning in Classrooms

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Journal Article: A Comprehensive Overview of Student-Centered Learning in Classrooms

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In this article's very nice overview of SCL, it identifies the key/principle building blocks of SCL to be (1) Active and Authentic Learning & Assessment, (2) Teacher as the Facilitator, (3) Collaborative & Integrated Learning, (4) Meta cognition, (5) Role of Technology, and (6) Active & Authentic Learning & Assessment. If you look at page 279 you can read more in detail how collaborative and integrated learning works in relation to SCL and then importance of its role. The article also provides some strategies to boost CL in the classroom including:
• Role playing, Socio-drama & Transactional Analysis( TA)
• Panel & Group discussions
• Group projects & Problem based learning activities
• Jigsaw group projects & Group games
• Concept mapping
• Active review sessions, Debates & Quizes
For me personally, role playing and group games are two types of CL activities that would be more easily implemented in EFL classrooms in this region (like in Taiwan), and could act as a starting point for CL and SCL in this context. -Dejah

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A thesis on student centered collaborative classrooms 

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A thesis on student centered collaborative classrooms 

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It talks about the benefits of a student centered collaborative classroom, presents data on how it affects their critical thinking and problem solving skills.

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Tips to Keep in Mind for Collaborative Learning

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Tips to Keep in Mind for Collaborative Learning

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This online blog provides some really clear tips for teachers to keep in mind when implementing collaborative learning. All of these tips are really great, but a few that really stand out to me as being important in an EFL setting are assigning group roles (to help ease them into a new or large task), use real-world problems (to boost engagement and motivation), and provide scaffolding (to make sure all learners are supported). -Dejah

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contributed by Miriam Clifford

There is an age-old adage that says, "two heads are better than one."

Consider collaboration in recent history: Watson and Crick or Page and Brin (Founders of Google). But did you know it was a collaborative Computer Club about basic programming at a middle school that brought together two minds that would change the future of computing?

Yes, those two were, of course, Bill Gates and Paul Allen, the founders of Microsoft.

Collaborative learning teams are said to attain higher-level thinking and preserve information for longer times than students working individually. Why?

Groups tend to learn through "discussion, clarification of ideas, and evaluation of other's ideas." Perhaps information that is discussed is retained in long-term memory. Research by Webb suggests that students who worked collaboratively on math computational problems earned significantly higher scores than those who worked alone. Plus, students who demonstrated lower levels of achievement improved when working in diverse groups.

Collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually.

Many consider Vygotsky the father of 'social learning.' Vygotsky was an education rebel in many ways. He controversially argued for educators to assess students' ability to solve problems rather than merely acquire knowledge. The idea of collaborative learning has a lot to do with Vygotsky's idea of the "zone of proximal development." It considers what a student can do if aided by peers and adults. By considering this model for learning, we might consider collaboration to increase students' awareness of other concepts.

What are some ways to include best practices for collaborative learning in our classroom?
20 Collaborative Learning Tips And Strategies For Teachers 1. Establish clear group goals
Effective collaborative learning involves the establishment of group goals, as well as individual accountability. This keeps the group on task and establishes an unambiguous purpose. Before beginning an assignment, it is best to define goals and objectives to save time.
2. Keep groups midsized
Small groups of three or fewer usually lack enough diversity and may not allow divergent thinking to occur. Groups that are too large create 'freeloading' where not all members participate. A moderate size group of four or five is ideal.
3. Establish flexible group norms
Research suggests that collaborative learning is influenced by the quality of interactions. Interactivity and negotiation are important in group learning. In the 1960's studies by Jacobs and Campbell suggested that norms are pervasive, even deviant norms were handed down and not questioned.

If you notice a deviant norm, you can do two things: rotate group members or assist in using outside information to develop a new norm. You may want to establish rules for group interactions for younger students. Older students might create their own norms. But remember, given their durable nature, it is best to have flexible norms. Norms should change with situations so that groups do not become rigid and intolerant or develop sub-groups.
4. Build trust and promote open communication
Successful interpersonal communication must exist in teams. Building trust is essential. Deal with emotional issues that arise immediately and any interpersonal problems before moving on. Assignments should encourage team members to explain concepts thoroughly to each other.Studies found that students who provide and receive intricate explanations gain most from collaborative learning. Open communication is key.
5. For larger tasks, create group roles
Decomposing a difficult task into parts to saves time. You can then assign different roles. A great example in my own classroom was in the science lab, fifth grade students assumed different roles of group leader, recorder, reporter, and fact-checker. The students might have turns to choose their own role and alternate roles by sections of the assignment or classes.
6. Create a pre-test and post-test
A good way to ensure the group learns together would be to engage in a pre and post-test. In fact, many researchers use this method to see if groups are learning. An assessment gives the team a goal to work towards and ensures learning is a priority. It also allows instructors to gauge the effectiveness of the group. Changes can be made if differences are seen in the assessments over time. Plus, you can use Bloom's taxonomy to further hone in on specific skills.

Individuals should also complete surveys evaluating how well the group functioned. 'Debriefing' is an important component of the learning process and allows individuals to reflect on the process of group learning.
7. Consider the learning process itself as part of assessment
Many studies such as those by Robert Slavin at Johns Hopkins have considered how cooperative learning helps children develop social and interpersonal skills. Experts have argued that the social and psychological effects on self-esteem and personal development are just as important as the learning itself.

In terms of assessment, it may be beneficial to grade students on the quality of discussion, student engagement, and adherence to group norms. Praise younger groups for the following (for digital collaborative learning, for example) standards. This type of learning is a process and needs explicit instruction in beginning stages. Assessing the process itself provides motivation for students to learn how to behave in groups. It shows students that you value meaningful group interactions and adhering to norms.
8. Consider using different strategies, like the Jigsaw technique.
The jigsaw strategy is said to improve social interactions in learning and support diversity. The workplace is often like a jigsaw. It involves separating an assignment into subtasks, where individuals research their assigned area. Students with the same topic from different groups might meet together to discuss ideas between groups.

This type of collaboration allows students to become 'experts' in their assigned topic. Students then return to their primary group to educate others. Strategies here include using clusters, buzz groups, round-robin, leaning cells, or fishbowl discussions.
9. Allow groups to reduce anxiety
When tackling difficult concepts, group learning may provide a source of support. Groups often use humor and create a more relaxed learning atmosphere that allows for positive learning experiences. Allow groups to use some stress-reducing strategies as long as they stay on task.
10. Establish group interactions
The quality of discussions is a predictor of the achievement of the group. Instructors should provide a model of how a successful group functions. Shared leadership is often useful here. Students should work together on the task and maintenance functions of a group. Roles are important in group development. Task functions include:

Initiating Discussions

Clarifying points

Summarizing

Challenging assumptions/devil's advocate

Providing or researching information

Reaching a consensus

Maintenance involves the harmony and emotional well-being of a group. Maintenance includes roles such as sensing group feelings, harmonizing, compromising and encouraging, time-keeping, relieving tension, bringing people into the discussion, and more.
11. Use real-world problems
Experts suggest that project-based learning using open-ended questions can be very engaging. Rather than spending a lot of time designing an artificial scenario, use inspiration from everyday problems. Real world problems can be used to facilitate project-based learning and often have the right scope for collaborative learning.
12. Focus on enhancing problem-solving and critical thinking skills
Design assignments that allow room for varied interpretations. Different types of problems might focus on categorizing, planning, taking multiple perspectives, or forming solutions. Try to use a step-by step procedure for problem-solving. Mark Alexander explains one generally accepted problem-solving procedure:

1. Identify the objective

2. Set criteria or goals

3. Gather data

4. Generate options or courses of action

5. Evaluate the options using data and objectives

6. Reach a decision

7. Implement the decision

13. Keep in mind the diversity of groups
Mixed groups that include a range of talents, backgrounds, learning styles, ideas, and experiences are best. Studies have found that mixed aptitude groups tend to learn more from each other and increase achievement of low performers. Rotate groups so students have a chance to learn from others.
14. Consider demographics
Equally, balanced gender groups were found to be most effective.

Some research suggests that boys were more likely to receive and give elaborate explanations and their stances were more easily accepted by the group. In majority male groups girls were ignored. In majority girl groups, girls tended to direct questions to the boy who often ignored them. You may also want to specifically discuss or establish gender equality as a norm. This may seem obvious, but it is often missed. It may be an issue you may want to discuss with older students.

15. Use scaffolding or diminished responsibility as students begin to understand concepts.

At the beginning of a project, you may want to give more direction than the end. Serve as a facilitator, such as by gauging group interactions or at first, providing a list of questions to consider. Allow groups to grow in responsibility as times goes on. In your classroom, this may mean allowing teams to develop their own topics or products as time goes on.

After all, increased responsibility over learning is a goal in collaborative learning.
16. Include different types of learning scenarios
Studies suggests that collaborative learning that focuses on rich contexts and challenging questions produces higher-order reasoning. Assignments can include laboratory work, study teams, debates, writing projects, problem-solving, and collaborative writing.
17. Technology makes collaborative learning easier
Collaboration had the same results via technology as in person, increased learning opportunities. Try incorporating free savvy tools for online collaboration such as Stixy, an online shared whiteboard space, Google groups, or Mikogo for online meetings. Be aware that some research suggests that more exchanges related to planning rather than challenging viewpoints occurred more frequently through online interactions.

This may be because the research used students that did not know one another. If this is your scenario, you may want to start by having students get to know each other's backgrounds and ideas beforehand on a blog or chat-board.
18. Avoid 'bad group work'
As with any learning strategy, it's important to have a balanced approach. Cynics usually have a valid point. A New York Times article, cites some criticism of collaboration for not allowing enough time for individual, creative thinking. You may allow some individual time to write notes before the groups begin. This may be a great way to assess an individual grade.

19. Be wary of 'group think '

While collaborative learning is a great tool, it is always important to consider a balanced approach. At times, group harmony can override the necessity for more critical perspectives. Some research suggests that groups favored the more confident members. Changing up groups can help counter this problem.
20. Value diversity
Collaborative learning relies on some buy-in. Students need to respect and appreciate each other's viewpoints for it to work. For instance, class discussions can emphasize the need for different perspectives. Create a classroom environment that encourages independent thinking. Teach students the value of multiplicity in thought. You may want to give historical or social examples where people working together were able to reach complex solutions.

By definition, learning is social in nature. Using different mediums, whether it be books, discussions, technology or projects we study and develop new ideas. We impart ideas and share perspectives with others. Collaboration is a learned process. If managed correctly, it is a powerful tool that can allow educators to tap into new ideas and information.
This is a cross-post from opencolleges.edu.au; image attribution flickr user flickeringbrad

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20 Collaborative Learning Tips And Strategies For Teachers

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There is an age-old adage that says, "two heads are better than one." Here are 20 collaborative learning tips and strategies for teachers.

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A website with a list of strategies for student-centered learning that can be filtered by type of teaching strategy such as classroom discussion and remote learning. Each strategy includes the rationale, procedure and variations.

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Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students.

We are grateful to The Hammer Family Foundation for supporting the development of our on-demand learning and teaching resources.

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Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students. We are grateful to The Hammer Family Foundation for supporting the development of our on-demand learning and teaching resources.

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This technique is good for ensuring that all of the students participate. It's a good method for presentations and classroom discussions.

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How could you design the physical environment of the classroom, including technology, to be conducive to student-centered learning? Alternately, how would  you design the learning tool kit of your students’ online learning environment?

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How could you design the physical environment of the classroom, including technology, to be conducive to student-centered learning? Alternately, how would  you design the learning tool kit of your students’ online learning environment?

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What are some student-centered approaches or techniques for reading?

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What are some student-centered approaches or techniques for reading?

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What student-centered approaches or techniques include physical movement as a central element?

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What student-centered approaches or techniques include physical movement as a central element?

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What student-centered approaches or techniques can you use to address differentiation?

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What student-centered approaches or techniques can you use to address differentiation?

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How can you implement assessment so that it enhances student-centered learning?

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How can you implement assessment so that it enhances student-centered learning?

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Educational technology use among K-12 Teachers: What technologies are available and what barriers are present

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Educational technology use among K-12 Teachers: What technologies are available and what barriers are present

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This video highlights how learner-centered teaching can be enhanced with technology. Viewers will gain insight into some of the research as to why learner-centered teaching is most effective, as well as how technology can be used to promote a learner-centered environment

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The Power of Potential: Student Centered Learning | Ayla Postelnek | TEDxYeshivaUniversity

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The Power of Potential: Student Centered Learning | Ayla Postelnek | TEDxYeshivaUniversity

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As a teacher, Ayla Postelnek wants to see every student succeed. As a student of education, Ayla wants to change the world. Postelnek engages with the audience with her passion, talking about student centered learning and how it could change each persons life, if only we would take the opportunity to ask ourselves one simple question.
Ayla Postelnek currently works as a 5th grade Judaic Studies teacher in Rosenbaum Yeshiva of North Jersey (RYNJ). Ayla graduated from Stern College with an undergraduate degree in Jewish Education, and is currently working towards completing her Masters degree in Jewish Education and Administration at the Azrieli Graduate School of Jewish Education and Administration. She has many years of experience as an educator, working in a variety of private Jewish day schools throughout the tristate area including Manhattan Day School, Ramaz, Lamplighters Yeshiva, Soloman Schechter, and many more. She has worked with diverse student populations, ranging from PreK to high school, and everything in between. Throughout her education, she was exposed to a number of educational philosophies spanning from traditional education to the student-centered Montessori approach. Most importantly, she is passionate about teaching and spreading love for Torah.

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The Power of Potential: Student Centered Learning | Ayla Postelnek | TEDxYeshivaUniversity

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What is Student-Centered Learning?

Student-centered learning is a philosophy or an approach to education that is designed to meet the needs of each student individually. In their post " What Exactly IS Student-Centered Learning? ", Harrington and DeBruler (2019) shared,

"In a truly student-centered learning environment, teachers and students work collaboratively to co-create a learning plan or pathway that best suits the needs of each individual learner. In a student-centered learning environment, the teacher helps to create an environment that is personal to each student's learning needs. The teacher serves as an architect of each student's learning experience."

Student-centered learning may include some components of blended learning or personalized learning models, such as a flipped classroom, station rotation, or competency-based learning, and you are likely to see students using technology. However, true student-centered learning is more than that. No matter what model is used, student-centered learning will look like students and teachers working together to choose a path for learning that works best for each individual learner.

What Do Organizations and Experts Have to Say?

A student-centered learning model has four main characteristics:

voice,

choice,

competency-based progression, and

continuous monitoring of student needs (Harrington & DeBruler, 2019).

In a truly student-centered learning environment, students have voice and choice. According to Susan Patrick, Aurora Institute President and CEO and co-founder of CompetencyWorks, "Students co-construct their goals and have 'voice and choice' in determining what, how, when, and where the learning occurs" (Bouffard, 2019). Rather than a teacher leading students through a lesson where the students are all doing the exact same thing at the exact same time, the teacher serves more as a facilitator of the learning, helping to give each student the support that they need when and where they need it.

In a truly student-centered learning environment, learning is competency-based. In order to advance through a unit, students must demonstrate mastery of the individual concepts before moving on. As Erin Figula, director of professional learning at LEAP Innovations stated, "Students advance based on demonstrated competency, not time spent on a subject" (Bouffard, 2019). Competency-based progression acknowledges the fact that all students learn differently and should be allowed to progress at different paces while still demonstrating their knowledge.

In a truly student-centered learning environment, there is continuous monitoring of student needs. Technology is used to help monitor students' progress and to help both teachers and students evaluate and adjust learning pathways. "Assessment can be formal or informal, summative or formative, observational, anecdotal, via portfolios, rubrics, or projects, but ongoing monitoring of student progress is key to personalization of the learning experience" (Harrington & LeBlanc, 2019).

Student-Centered Learning, Blended Learning, Personalized Learning, & Customized Learning: Related, But Not the Same

While student-centered learning, blended learning, and personalized learning are all closely related, they are not, in fact, interchangeable.

"Student-centered learning is an educational philosophy or approach to learning that places students' needs and interests at the forefront of the operations and decision-making of a school or district. Conversely, blended learning is a format or a method of learning experienced by students. In short, blended learning combines traditional face-to-face instruction with online experiences that work together as an integrated experience for students." (Harrington & DeBruler, 2019)

In the same "family" of educational concepts, in a personalized learning approach, students have some degree of control over their curricular pacing and learning pathways towards achieving standards. Customized learning is a variation of personalized learning that provides a deeper, more entirely customized learning experience for each child.

So to pull it all together, student-centered learning is an approach that aligns all aspects of a school community (curriculum, staffing, finances, technology, facilities, schedules, community partnerships, etc.) in a way that truly focuses on the desired outcomes for each individual student, while accounting for the differences of each student. Blended learning, personalized learning, and customized learning are all models that schools and school districts may choose to implement in order to create a student-centered learning environment.

Student-Centered Learning: Why is it Such a Good Idea?

As our society becomes increasingly more dependent on technology, it is even more important that students graduate high school prepared with the knowledge and the 21st-century skills they need to enter the workforce and/or further their education. School districts are realizing the importance of starting this preparation early on and are also recognizing that the education models that have traditionally been used, such as the teacher-led, one-size-fits-all model, are not helping students become digitally literate or equipping them with the skills they need for their futures.

As Dr. Sarah Pazur, director of school leadership at FlexTech High Schools, stated, "Student-centered learning mirrors what happens in life and the workplace; you have to set goals, take action, manage your time, reflect and revise, and have a belief in yourself that you can improve." Dr. Pazur added, "Students need to learn how to leverage resources and make connections between prior learning and the problem at hand."

In a student-centered learning environment, students are encouraged to be more self-directed, to take control of their own learning, and to understand how they learn best. Learning is more self-directed, allowing students to learn in a way that ultimately works best for them and encouraging them to go at their own pace. Mastery of knowledge and skills is encouraged and expected, which has been shown to lead to a deeper understanding of concepts. This all leads to more engaged, responsible learners.

Okay, But What Does Student-Centered Learning Really Look Like?

In a student-centered learning environment, technology is usually a key component as it can help to better prepare and equip students with skills they will need for continuing their education beyond high school and/or when entering the workforce. Technology is often provided in a 1:1 ratio where each student has their own computing device. Schools implementing a student-centered learning model also usually have some sort of digital curriculum and many use a Learning Management System (LMS). Technology and the data features of an LMS can help track student progress and provide high-quality, ongoing feedback to both students and teachers to help guide the learning process.

It is important to note that technology-based instruction does not imply that student-centered learning is taking place. John Armstrong, the Director of Technology and Information Services for Joliet Public Schools (Joliet, IL), added:

Used correctly, technology can greatly support key practices of a student-centered learning environment.

In reality, student-centered learning looks very different from school to school. It all depends on the degree of implementation that each district or each school chooses to pursue. In some school districts, their student-centered learning environment looks like some degree of technology-rich personalized learning, blended learning, or customized learning where the teacher serves as more of a guide or a facilitator of the learning instead of the traditional teacher-led model. Some school districts may choose to take it a step further, implementing additional components such as flexible scheduling options, offering alternative pathways to graduation, placing students into learning bands rather than placing students by traditional grade levels, or even using Marzano-scale proficiency levels as opposed to the more traditional letter grade scale. As Dave Tebo, superintendent of Hamilton Community Schools reminds us, "Grades don't necessarily correlate to success."

No matter what the degree of implementation is, school districts that choose to move to a more student-centered learning model are doing so because they realize that what has traditionally been done in the past, what is easiest to continue to do because "that's just the way that it has been done" or what their traditional bell schedule permits, is not necessarily what is best for students. Schools that choose to implement student-centered learning are doing so because they are realizing that in order to overcome the challenges that they may be facing (declining test scores or graduation rates, lack of student engagement, low achievement, etc.), schools may need to make changes that are difficult, but that are made keeping in mind what is best for students.

Student-Centered Learning: Put Into Practice

Not all student-centered learning models look the same. The following are just a few examples of some of the innovative approaches being utilized by school districts across the country.

Crossroads FLEX High School - Cary, North Carolina
Providing choice by offering flexible learning options for students following outside pursuits
Serving students in grades 9-12 since August 2016, Crossroads FLEX High School focuses on helping students take advantage of opportunities they are presented because of their talents and abilities, despite the time commitments that are required. The Crossroads FLEX building offers an open and flexible learning space, ideal for these students whose outside activities and interests interrupt the traditional school day. While students do have to spend 10-15 hours per week on-site, they have the option to attend school anytime between 7:30 am - 5 pm Monday through Friday, giving them choice and flexibility. Students can also choose to take courses face-to-face or virtually through the North Carolina Virtual Public School (NCVPS) to alleviate scheduling conflicts. As the Dean of Students, Natarshia Sharpe says, "...our goal is for students to feel connected, even when they are away. For us, school goes along with you wherever you go" (DLC, 2020).

Virtual Learning Academy Charter School - Exeter, New Hampshire
Voice and choice: Offering variety in supplemental online learning
Founded in 2007, Virtual Learning Academy Charter School (VLACS) serves over 12,000 students in grades 6-12 and has plans to expand into grades 4-5. While approximately 400 students take courses from VLACS full-time, 72% of their students take courses supplementally and 15% are homeschooled. Because VLACS uses open enrollment, students can start anytime and work at a flexible pace. Their 300+ course offerings are divided into three different "Journeys." The first journey is a "Traditional Course," offering flexible, asynchronous learning. Through badging, students can see what learning looks like outside of the traditional classroom by earning competencies and pursuing industry certifications. The second journey is "Projects" which take 3-4 weeks and targets a single competency. Students are placed in fictional scenarios where they create learning artifacts true to the industry they are interested in. The third journey is "Experiences" which allows students to create their own learning adventure. Students propose their own experience and then work with their teacher to design what the learning competencies will look like. At VLACS, students can choose their own journey, or even combine journeys, forging their own paths in the design of their learning (DLC, 2020).

High Tech High - San Diego, California
Making learning authentic and applicable to the real world
Founded as a charter school in 2000, High Tech High (HTH) has grown into a school development organization made up of a growing network of K-12 charter schools. Students at HTH are encouraged to use their schools' wealth of technology to pursue projects in subjects that they are passionate about. Students engage in project-based learning, often related to community-based issues and real-world problems, using curriculum based on personalization, adult world connection, and common intellectual mission. "The leadership at HTH believes that giving their students the freedom to pursue their passions, and providing them with the tools to do so in a professional, authentic manner, results in students who are more engaged than students forced to work on projects of little or no interest to them" (Moller & Reitzes, 2011). Most of their assessments are performance-based, culminating in a performance or product. Juniors participate in a semester-long internship in a field of their interest and HTH schools boast that 100 percent of their students attend college with 80 percent attending a four-year school. "From the ground up, technology enables many of the innovative practices at HTH" (Moller & Reitzes, 2011).

Governor Mifflin School District - Shillington, Pennsylvania
Connecting to the world through student-centered learning
In order to better prepare their students for the future, Governor Mifflin School District (GMSD) implemented K-12 one-to-one Chromebooks and offers students three primary learning modalities: traditional classroom instruction (with technology-enhanced experiences), formal blended learning opportunities, or fully online opportunities. By leveraging their devices, digital curriculum, and varied learning modalities, students and families are afforded more choice when it comes to their learning. In working towards a more developed student-centered learning model, the district launched a pilot program at the start of the 2018-19 school year called the "Student-Centered Learning Experience" or "SCLE." As part of this program, teachers have developed courses that include competency-based progressions, resulting in students becoming more self-directed and developing an even greater degree of agency in their learning. As one SCLE student stated, "I like to come to school now. I don't feel anxious about school anymore because I can control more things." Both students and teachers a GMSD have embraced the concept of anytime, anywhere learning. (Harrington & LeBlanc, 2019).

Westminster Public Schools - Adams County, Colorado
Rethinking the system of education: Competency-based learning
To better serve a highly-mobile and at-risk population of students, Westminster Public Schools (WPS), whose mantra is "where education is personal," fully implemented a Competency-Based System (CBS) of learning. In order for students to move on to the next concept in their curriculum, they must master the previous one, focusing on their learning targets. Students understand that with this system, not everyone will have the same pathway to mastery because each student has the ability to move at their own pace. Resulting from their student-centered learning efforts, WPS teachers and administrators have seen improved academic achievement, higher graduation rates, and improved student growth. A WPS teacher described her own experiences by saying, "[Adopting competency-based learning is] absolutely the right thing for kids - and it is absolutely the hardest thing I have ever done in my life" (Harrington & LeBlanc, 2019).

And that is what student-centered learning is all about - doing what is right for kids.

Student-Centered Learning in Michigan schools

Throughout schools in Michigan, student-centered learning models are being implemented in varying degrees and to various depths. School leaders at three innovative schools shared some of the exciting ways in which they are making learning more student-centered.

Hamilton Community Schools - Hamilton, Michigan

Prior to spending the last 10 years as the superintendent of Hamilton Community Schools, Dave Tebo spent 4 years as a superintendent at Michigan Center Schools. After serving in this role for some time, Tebo has come to realize that "as a superintendent, you can't scare parents, you don't want to be the bad guy. As a result, it's hard to implement ideas that are outside the box." He admits, however, that at Hamilton, the shift towards implementing a more student-centered learning philosophy was made easier because test scores were already good, families were already supportive, and they already had eager students.

Although Hamilton's transition had been in progress for quite some time, Tebo said that he feels the real work has been done in the last 5-6 years when they really began to embrace their strategic plan. In 2015, Hamilton Community Schools entered into a collaborative partnership with Michigan Virtual to increase student engagement and achievement through the implementation of personalized and blended learning strategies. Hamilton saw that this work would complement the continuous work they were already doing in regards to standards-based grading and competency-based learning. Teachers were trained in cohorts and learned the blended learning coaching model. Then in 2017, Hamilton updated its vision and mission statement and in 2018 adopted an Instructional Model, coining the phrase "Each Will Thrive" based on this updated vision. The model is based on four pillars: a safe educational environment, rigorous instruction and assessment, a modern learning culture, and personalized learning. Students have additional choices and opportunities as Hamilton offers a few Project-Based Learning (PBL) classes, online courses, as well as the option to enroll in the Hamilton Flex Virtual School.

Tebo believes that the school district has made their greatest gains in giving students choice and voice and says that the next step is pushing them together. "Giving choice gives voice, but it requires a leap of faith, which is difficult for teachers to take - to empower students to make the decisions for themselves. Giving students ownership of their learning is a key component of a student-centered approach." He also pointed out that when transitioning to a more student-centered learning model, there is no quick and easy path, so you need to play the long game. "It's not about throwing out what was done before, it's about determining what we are going to bring with us to a new model. It's about adding and enhancing."

FlexTech High Schools - Brighton, Novi, & Shepherd, Michigan

At FlexTech High Schools, student-centered learning is at the heart of everything they do - it is a project-based learning school, founded on student-centered learning principles. FlexTech Director of School Leadership, Dr. Sarah Pazur, shared:

"We are student-centered by design. Student projects are governed by a framework, but students can pitch modifications to projects, tailoring them to their own interests. They can pitch their own deliverables to show mastery, giving students voice and agency. We are competency-based and give kids permission to use their time how they need to in order to complete projects. Students can move at their own pace through courses. This removes barriers related to time, place, and pace."

FlexTech's competency-based approach to learning is based on Michigan's state standards and includes the use of mastery-based progress reports and transcripts.

FlexTech is unique in the sense that it was designed with formal student-centered learning principles in mind. Their curriculum is entirely project-based, built on competency-based learning progressions. Self-assessment practices are used in all classes. At FlexTech, they focus on really getting to know students as individuals. According to Dr. Pazur, "We use learner profiles, where students describe what they want the adults in the building to know about them, how they learn, how they like to receive feedback, what they are passionate about." At FlexTech, this model gives students permission to choose rather than deciding for them. Dr. Pazur says that this model helps students feel that they are part of a community, it's part of their school culture. "When students have a voice, they feel ownership over everything - the whole school. It's not just about them."

Dr. Pazur noted that in a traditional school model, the transition to a more student-centered learning model would be an overhaul and requires a mindset change as you can't design student schedules around adult conveniences.

"You can start small and slowly implement more student voice, but until you really take a look at the system as a whole, you will only get so far. It is important to take a holistic view of your curriculum, instruction, assessment, schedule, culture - this works together to empower or disempower students. Embrace the fact that kids will make good choices, poor choices, and everything in between, but they won't get better until they can authentically practice being in control of their education."

Fraser Public Schools - Fraser, Michigan

Prior to spending the last 2 years as the superintendent of Fraser Public Schools, Carrie Wozniak spent 7 years as their assistant superintendent of curriculum and instruction. So she understands the ins and outs of the journey this school district has been on towards a more student-centered approach to education. Fraser is changing the traditional view of school to a new personalized, engaging, and customized learning environment for each student. Students are given both voice and choice in their learning. At Fraser, students are 1:1 with technology - all high school students have a MacBook and all K-8 students have an iPad. In addition, they provide a digital curriculum housed within an LMS. Blackboard is the LMS used for their secondary students, and itsLearning is used at the elementary level.

Fraser's transition to a competency-based learning (CBL) environment began many years ago. Their CBL model is based on using a Universal Design for Learning (UDL) framework. Every teacher at Fraser has gone through (UDL) training, which helped to improve their lesson design and helped them focus on meeting the needs of all of their students. By using a competency-based approach in a UDL framework, students are given options to show what they know. In addition to the UDL training, 11 of Fraser's teachers have gone through training to become 21st-century literacy coaches. These teachers/coaches teach 50% of the time and spend the other 50% coaching at one of the schools throughout the district. This coaching model has been used throughout Fraser Public Schools for over 7 years and it really gives the district a sense of balance between top-down and bottom-up communication.

For schools and districts that have not already adopted student-centered learning principles, Wozniak sees student engagement and satisfying the personalization needs of students and families as being compelling reasons for making such a shift. She emphasized that schools must be purposeful in their design. "These days, students are different. There is an expectation of choice from students and families. Everybody has choices in their lives outside of school, and they now expect that from education," noted Wozniak.She also believed that Fraser's transition to remote learning caused by the COVID-19 pandemic was actually easier because they already employed a student-centered approach to learning and both students and teachers were used to utilizing technology and their LMS on a daily basis. Wozniak explained:

"We have a digital ecosystem. For us to shift to fully remote learning, we only had to shift slightly, modifying content somewhat as we already had the infrastructure and protocols in place to support remote learning. Our teachers already had their curricular resources in our LMS, so when we went fully remote, it wasn't a lot of work, actually. Being student-centered already, we simply stayed focused on student learning instead of figuring out how to teach remotely. This allowed our teachers to focus more on learning, than emergency remote teaching. They didn't need to entirely shift their focus."

Conclusion

Student-centered learning is about meeting students where they are and giving them what they need, but doing so in a way that meets the needs of each student individually. It is about giving students the ability to direct their own learning, go at their own pace, and demonstrate what they know in a way that truly shows their understanding. The ways in which school districts accomplish this personalization of student learning can vary, but it is clear that true student-centered learning is more than just providing students with a computer and a technology-rich learning environment. It requires turning traditional education, traditional classrooms, and traditional ways of thinking upside down. Dr. Sarah Pazur, FlexTech's director of school leadership, would agree. "You kind of have to blow the whole thing up - it's hard to start small as there are many interconnected pieces."

While there are indeed many interconnected pieces that make up a student-centered learning system, Dave Tebo, superintendent of Hamilton Community Schools, cautions against being afraid of change and knows sometimes getting started is the hardest part. "You may not be able to see your work through to completion yourself and it may outgrow you as a leader. However, you may be the one to get the ball rolling and to get the work started," Tebo explained. To truly implement student-centered learning, it requires the alignment of all aspects of a school community: curriculum, staffing, finances, technology, facilities, schedules, community partnerships, etc. If starting small by implementing pieces and parts in phases or through a pilot program is what makes the most sense for your district and your community, start there.

Doing what is best for students isn't always easy but sometimes there are situations that serve as a springboard for change, providing more of a reason behind doing what seemed too difficult to do before. Maybe the recent extended school closures across the nation and need for remote learning is one of those situations. As Dr. Pazur explained:

"Schools that have created the conditions for student agency are going to have an easier time with rapid or extended closures because students aren't waiting on the adults or the system to tell them what to do. They [students] are inspired by the work they're doing because they had a voice in shaping and designing it - they created it and it doesn't live in the school building. When the student drives the learning, the arbitrary structures like class periods and teacher-driven lessons in the form of worksheets or rote learning tasks become obsolete."

Isn't that the goal? Inspired students. Students who see that learning doesn't live inside the classroom. Students who see connections to real-world situations. Students who have opportunities to work at their own pace and show what they know in a way that makes sense to them. Maybe with those goals in mind, the difficult conversations and discomfort that tends to exist with change are worth it.

References

Bouffard, S. (2019). What does personalized learning mean? Experts weigh in. The Learning Professional, 40(4), 28-31. https://learningforward.org/wp-content/uploads/2019/08/what-does-personalized-learning-mean-experts-weigh-in.pdf

Digital Learning Collaborative. (February 2020). Snapshot 2020: A review of k-12 online, blended, and digital learning. https://static1.squarespace.com/static/5a98496696d4556b01f86662/t/5e61341d879e630db4481a01/1583428708513/DLC-KP-Snapshot2020.pdf

Harrington, C. & DeBruler, K. (2019, October 22). What Exactly IS Student-Centered Learning? [Blog post]. https://michiganvirtual.org/blog/what-exactly-is-student-centered-learning/

Harrington, C. & DeBruler, K. (2019, November 21). Close relatives: Student-centered learning and blended learning [Blog post]. https://michiganvirtual.org/blog/close-relatives-student-centered-learning-and-blended-learning/

Harrington, C. & LeBlanc, E. (2019). The intersection of personalization, technology, and leadership - Research into customized learning. Institute for Teaching and Leading, LLC. https://static1.squarespace.com/static/58b6471486e6c03c662ce3a6/t/5d2d4cc034226700015e7924/1563249944915/2018_i4tl_Customized_Learning_Full_Report.pdf

Moeller, B. & Reitzes, T. (2011). Integrating technology with student-centered learning. Nellie Mae Educational Foundation. https://www.edc.org/sites/default/files/uploads/Integrating-Technology-with-Student-Centered-Learning.pdf

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Student-Centered Learning: In Principle and in Practice | Michigan Virtual

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Student-centered learning is a philosophy or an approach to education that is designed to meet the needs of each student individually. In the following report, MVLRI researchers provide a rationale for student-centered learning and provide multiple examples of student-centered learning models being implemented in schools throughout the country.

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3 Ways to Create a Student-Centered Learning Environment Using Technology. 

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3 Ways to Create a Student-Centered Learning Environment Using Technology. 

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Driving Student Agency in the Classroom Using Purposeful Technology

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Imagine a classroom where every student is actively engaged in the progression of a lesson, where students take ownership over their own learning, and where critical thinking skills are in constant development. What you're imagining is a student-centered learning environment, an approach to instruction that flips the traditional "sage-on-the-stage" teaching model on its head. This vision might seem idealistic - to cultivate that level of student agency, engagement, and intrinsic motivation is almost utopian. It is an ambitious goal: but a worthwhile one. With the right tools and the right mindset, it's totally possible. In this blog, we'll show you three ways to create a student-centered learning environment, using technology, project-based learning, and print resources.

1. Lead with Digital Instruction to Individualize Learning

According to ISTE, technology plays a key role in personalizing learning and enables teachers to closely monitor and respond to student engagement. When creating a student-centered learning environment, you should seek to incorporate technology that individualizes instruction based on student needs. You should also look for digital programs that focus on gradual skill development through scaffolded instruction, ongoing assessments, and even games or activities. Ultimately, once you've implemented the right technology in your classroom, it's key that you strike a balance between student, teacher, and tech where the students' academic needs are always at the forefront of instruction.

2. Use Print and Digital Resources to Reach Every Learner

Perhaps the most difficult part of creating a truly student-centered learning environment is engaging all students proactively in the lesson. You'll always have some students who light up when discussing a certain subject, but how can you consistently reach each one of them? Consider: if you want students to take ownership of their learning, it may also make sense to allow them to take ownership of their learning modality. By offering a variety and blend of print and digital learning resources, students can experiment with the best fit for their preferences and strengths. Print also offers unique opportunities for teacher-led lessons, group discussions, and shared reading experiences. So, while you should lead with digital instruction, don't forget other modalities. Agency can start with the power to influence how learning happens.

3. Integrate Project-Based Learning to Make Real World Connections

To keep students engaged, construct opportunities for them to apply what they've learned to real-world problems in a group setting. Project-based learning activities will allow students to collaborate with peers while exercising critical thinking skills, problem-solving skills, and even social emotional skills. Allow students to pursue topics that are relevant and interesting to them, while still providing a framework for the project, such as conducting research and giving presentations. It's crucial that this element of a lesson is rooted in real world problem-solving and practical application. Part of creating a student-centered learning environment isn't just about making sure instruction is individualized to student needs, but that students understand why they need this instruction to begin with, and stay more invested and engaged in the learning process throughout the school year.

Fostering a student-centered learning environment using technology, print, and projects from scratch won't be easy. But if you're armed with the right resources and approach the task with a growth mindset of your own, the results will be worth it.

For more on student-centered learning using technology, see what resources and support your district might find from Future Ready Schools:

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3 Ways to Create a Student-Centered Learning Environment Using Technology

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Imagine a classroom where every student is actively engaged in the progression of a lesson, where students take ownership over their own learning, and where critical thinking skills are in constant development. What you're imagining is a student-centered learning environment, an approach to instruction that flips the traditional "sage-on-the-stage" teaching model on its head.

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Video highlighting how one school has made efforts to put students back in the centre of their own learning

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Video highlighting how one school has made efforts to put students back in the centre of their own learning

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Learner Centered Literacy:  Owning Their Own Reading

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This method gets used often in my classes in Japan. Students have time to think of the answers by themselves and then they discuss with their partner. Afterwards, they share with the class.

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How Assessments Enable Student Centered Learning

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How Assessments Enable Student Centered Learning

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This video shares some testimonies from a school that uses assessments to support student-centered learning.

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How Assessments Enable Student Centered Learning

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I value collaborative output and class group discussion. If the class size permits, I try to group the desk into fours to make multiple islands. That way the students can sit 4 to a table. Or for my smaller class sizes, I like to semi-circle the desks facing inwards an have either the board or our smart TV as the focal point for the student’s point of view. This way, I can either stand or lecture at the front opening of the semi-circle, or we can facilitate class discussions where they’re looking at one another. We also use the inside of the circle as a stage for performance and presentation.

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This layout if facing the smart board/ TV or projection screen, allows for ample viewing but also promotes student interactions for smaller class sizes.

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Class room layout designed with having breakout centers in mind.

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Class room layout designed with having breakout centers in mind.

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Depending on what level you teach, age group, and class size, this classroom layout promotes breakout centers and differentiated areas for various learning goals/applications. I believe the would be especially beneficial in Asian classrooms where you're likely to work with a co-teacher.

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In this video, we can see some perspectives from students and teachers regarding the optimum classroom conditions for self-assessment.

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Self-Assessment: Reflections from Students and Teachers

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This approach highlights flexibility in teaching reading, as each student receives individualised goals, structure and support to allow them to progress and access reading in their own way. it emphasises giving students choices over the texts they read, and how they choose to engage with them (individual silent reading, partnered reading etc.)

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Student-centered literacy instruction emphasizes student choice and ownership of their reading, writing, speaking, and listening skills.

This focus area provides educators with the strategies and tools to create a student-centered literacy classroom that focuses on choice, collaboration, and ownership in order to increase student engagement and improve literacy outcomes.

Focus Area

Student-Centered Literacy

Components of Student-Centered Literacy

Student-centered literacy empowers students to practice literacy skills at their own pace as they encounter increasingly complex texts. We support skill development through personalized pathways built from BL Connect , Workshops , 1:1 Coaching , and Learning Walks to achieve clear outcomes.

Student-Centered Literacy in a Flexible Learning Environment

Outcome: I can implement student-centered literacy practices in a flexible learning environment by adjusting instruction and deliberately selecting strategies that work in synchronous and asynchronous learning environments.

Tech Tools for Literacy

Outcome: I can identify and implement specific tech tools that focus on organization, collaboration and feedback in order to create student-centered literacy lessons.

Student-Driven Writing Systems

Outcome: I can implement student-driven writing systems in my classroom by providing students with opportunities to own the writing process, provide meaningful feedback, and engage in collaboration.

Oral Language Skills in Early Literacy

Outcome: I can leverage early learners' oral language development in order to support reading and writing skills.

"It is worthwhile to take a step back from the day-to-day routine to visit classes with colleagues and share what we are seeing, ensure that we have a common language and vision of teaching, identify trends, and develop schoolwide action plans."

"This was one of the best PD experiences I have been to. The facilitators were very knowledgeable and made me think differently about my practices. I know I have grown as an educator."

Learning Strategies From Our Library

Literature Circles and Book Clubs

Increase student reading and engagement with literature circles.
Learn More

Practicing and Self-Evaluating Reading Fluency

Support students in practicing reading fluently, assessing their own fluency, and reflecting on their reading with their teacher.
Learn More

Socratic Seminar Discussion

Teach students to discuss complex texts or topics and build their speaking and listening skills with Socratic Seminars.
Learn More

A Focus on Student-Centered Teaching and Learning

We've identified four elements that are key for academic success and for building student-centered classrooms. BetterLesson guides teachers, instructional coaches, and leaders through focus areas within each element to lead their professional development journey.

Instructional Leadership Focus Areas

Improve instruction and learning for teachers and students by building your skills as an instructional leader.

Leading Through Change: Lead the improvement of teaching, learning, and overall school climate to enhance student achievement and success. Learn More

Flexible Instructional Models Focus Areas

Find unique ways for all students to learn, communicate, and solve meaningful problems.

Instructional Leadership Focus Areas

Improve instruction and learning for teachers and students by building your skills as an instructional leader.

Leading Through Change: Lead the improvement of teaching, learning, and overall school climate to enhance student achievement and success. Learn More

Flexible Instructional Models Focus Areas

Find unique ways for all students to learn, communicate, and solve meaningful problems.

Let's Connect

Turn strategies into outcomes. Our team is here to help.
Get in Touch

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Accelerate growth in your schools and stay ahead of the curve.

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Student-centered literacy instruction emphasizes student choice and ownership of their reading, writing, speaking, and listening skills. This focus area provides educators with the strategies and tools to create a student-centered literacy classroom that focuses on choice, collaboration, and ownership in order to increase student engagement and improve literacy outcomes.

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This is a really great study highlighting the differences between a skills-based approach, and student-centered approach

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This is a really great study highlighting the differences between a skills-based approach, and student-centered approach

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The main takeaways were how skill-centered approaches (e.g. all students reading the same text, completing the same worksheets, teacher-lead activities with an explicit learning goal (e.g. phonics), and structures whole-class activities) lead to decreased engagement with reading - both from less-skilled readers who became more disillusioned and demotivated, and higher-skilled readers who became bored. I was interested in seeing how through these whole group activities, students could very clearly see their progress in comparison to their peers - it made it so clear to them when classmates finished the worksheets quicker than them which lead to a decrease in self-confidence as a reader. Also for stronger readers, they felt demotivated by reading texts that were too easy or 'boring', but who also exploited the system by deliberately choosing books below their level in order to move through the stages of the class more quickly.
Overall, I was impressed by the reported effects of the student-centered reading in providing more choices and engagement for both weaker and stronger readers.

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This study has a comprehensive list of suggestions for classroom activities that promote student-centered learning 

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This study has a comprehensive list of suggestions for classroom activities that promote student-centered learning 

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Classroom tips for how to make reading more interactive and student-centred

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Classroom tips for how to make reading more interactive and student-centred

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What are the 'Great 8'?
Questioning – Good readers ask purposeful questions before, during, and after reading to determine meaning or further understanding.
Imaging (Visualizing) - Readers use a variety of sensory and conceptual processes (mental mapping) to understand texts. They imagine the sights, sounds, smells, see motion, hear dialogue and develop meaningful ways to develop their understanding.
Predicting – Predicting involves the use of text clues and the students’ prior knowledge as they make logical forecasts about what will occur next in the text.
Inferring - Inferring is a difficult strategy that separates good readers from poor readers. High-level thinking is needed when students use text clues and prior knowledge to draw conclusions about past and present events.
Making Connections – Good readers use their schema or prior knowledge to help them understand the text. When reading, they make connections to text, experiences or general world knowledge.
Monitoring – Keeping track of comprehension is what monitoring is all about. When students monitor their comprehension, they check to make sure they are visualizing, pay attention to unknown words, and notice when they do not understand text or are even not paying attention to what they are reading.
Summarizing – Summarizing is a difficult and complex strategy for many students. They need to separate the important parts of the text from the unimportant details as they tell the text in sequence. Summarizing is also the big picture, author’s message, theme and main idea all rolled into one.
Evaluating – Good readers are like little judges, weighing and evaluating before, during, and after reading. They evaluate whether they liked the text or not and how they did as readers. (Cranage, 8)

--> Summarised by Ana!

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An interesting study with plenty of practical suggestions for student-focused strategies in elementary school

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An interesting study with plenty of practical suggestions for student-focused strategies in elementary school

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Lots of templates and suggestions at the end

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This Learning Life video is one in a series made about learning styles. The kinesthetic learner is highlighted in this video. Parents are also given tips to support their kinesthetic learner at home.

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The science behind movement in the classroom 

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The science behind movement in the classroom 

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Michael Kuczala speaks about the relationship between movement and learning in the classroom. Although it is not a correlation that we normally make, research concludes that students who are physically fit perform better academically, have fewer behavior problems, and have higher attendance rates at school. In our culture, it seems that academics and fitness/athletics work against each over, however, Kucala suggests that they must work together for the betterment of the student. Movement provides collaboration and teamwork, and opportunities to review, teach and assess content. Lastly, Kuczala states that students prefer kinesthetic learning strategies. Using these learning opportunities will create a happier, healthier, and more productive classroom environment.

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The Kinesthetic Classroom: Teaching and Learning through Movement | Michael Kuczala | TEDxAshburn

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This article reviews a journal written by Joan Middendorf and Alan Kalish in 1996 called the National Teaching & Learning Forum. Middendof and Kalish explain how traditional long lectures go against retention and attention research, stating that students attention lasts no more than 15 minutes. They conclude that teachers should allow time every 10-15 minutes for students to refocus.

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If students can only focus for 15-minute intervals, shouldn't we devote precious class time to something more engaging?

Getty Images

Each school day, millions of students move in unison from classroom to classroom where they listen to 50- to 90-minute lectures. Despite there being anywhere from 20 to 300 humans in the room, there is little actual interaction. This model of education is so commonplace that we have accepted it as a given. For centuries, it has been the most economical way to "educate" a large number of students. Today, however, we know about the limitations of the class lecture, so why does it remain the most common format?

( MORE: Should Teachers Be Allowed to Share Their Lesson Plans?)

In 1996, in a journal called the National Teaching & Learning Forum, two professors from Indiana University - Joan Middendorf and Alan Kalish - described how research on human attention and retention speaks against the value of long lectures. They cited a 1976 study that detailed the ebbs and flows of students' focus during a typical class period. Breaking the session down minute-by-minute, the study's authors determined that students needed a three- to five-minute period of settling down, which would be followed by 10 to 18 minutes of optimal focus. Then - no matter how good the teacher or how compelling the subject matter - there would come a lapse. In the vernacular, the students would "lose it." Attention would eventually return, but in ever briefer packets, falling "to three- or four-minute [spurts] towards the end of a standard lecture," according to the report. This study focused on college students, and of course it was done before the age of texting and tweeting; presumably, the attention spans of younger people today have become even shorter, or certainly more challenged by distractions.

Middendorf and Kalish also cited a study from 1985 which tested students on their recall of facts contained in a 20-minute presentation. While you might expect that recall of the final section of the presentation would be greatest- the part heard most recently - in fact the result was strikingly opposite. Students remembered far more of what they'd heard at the very beginning of the lecture. By the 15-minute mark, they'd mostly zoned out. Yet these findings - which were quite dramatic, consistent and conclusive, and have never yet been refuted - went largely unapplied in the real world.

( MORE: Why Grit Is More Important Than Grades)

Even Mittendorf and Kalish themselves did not take these findings to their natural conclusions. Having established that students' attention maxed out at around 10 or 15 minutes, they did not question whether hour-long lectures should be the dominant use of class time. Instead, they recommended that teachers insert "change-ups" at various points in their lectures, "to restart the attention clock." This may have been a pragmatic incremental step, but if attention lasted 10 or 15 minutes while passively listening, it is questionable why valuable time in classrooms with teachers and peers should be devoted to lecture at all.

With the Internet, lectures can in fact be divided up into shorter, sub-15 minute sessions, and be delivered outside the classroom. So what do we do with that class time? Here we can take inspiration from the humanities seminar, where any "information delivery" happens outside the classroom through student reading, allowing class time to be entirely devoted to teacher-moderated discussion. This also happens in many business schools, where students read a case study ahead of time and the teacher leads a conversation about the issues facing the company or executive described in the case. With engineering or science, class time can be used for students to collaboratively tackle more challenging questions or projects. The main point is that when humans get together to learn, we should replace passivity with interactivity.

( MORE: Won't Back Down: Why This Education Movie Matters)

When we free ourselves from the notion of one person delivering information at the front of a classroom at a set pace, it allows us to completely rethink our assumptions of what a classroom or school can be. We could then consider having multiple teachers in the same room working with students of multiple skill levels and age groups. A bell would no longer need to be rung to artificially stop one subject and to start the next. Ironically, by removing lecture from class time, we can make classrooms more engaging and human.

MORE: How to Get - And Keep - Someone's Attention

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Why We Need To Get Rid of Class Lectures

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If students can only focus for 15-minute intervals, shouldn't we devote precious class time to something more engaging? Each school day, millions of students move in unison from classroom to classroom where they listen to 50- to 90-minute lectures. Despite there being anywhere from 20 to 300 humans in the room, there is little actual interaction.

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Multi-sensory learning strategies creates multiple neurological connections in the brain. This allows for easier recall and is a crucial learning method for students who learn differently.
This resource also discusses how the memory better encodes when movement is incorporated in and between lessons.

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Yoga balls, wobble stools, bean bags and video rockers, standing desk - These are just a few of the many changes teachers are making to make their classrooms comfortable and movement friendly. What teachers are calling "Starbucks Classrooms" are becoming the new norm in many schools. Redesigning these learnings spaces make children feel connected, have agency to choose learning space, and also allows teachers more flexibility to change spaces bases on observations and children's needs.

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Teachers are adapting their classrooms for the Knowledge Era. For some, that means creating a homier environment, where students are comfortable learning. For others, it's changing the core of what it means to be a teacher.

Here, educators talk about how they've modified their instruction and reshaped their spaces to meet 21st century student needs.
Adapting the physical space
Brynn Hutchison, who teaches a fourth- and fifth-grade combination class at Banyan Elementary School in Newberry Park, began to reimagine the physical space of her classroom after spotting ideas on Pinterest.

"First, I started taking legs off of desks to move them closer to the floor," says the Unified Association of Conejo Teachers (UACT) member. "We have 36 kids in fifth grade, and they are bigger, so classrooms can feel crowded. Lowering desks helped make the classroom feel huge."

Then, she added yoga balls because some nudgier students worked better on them, and brought in wobble stools, bean bags and video rockers. Generous parents purchased a standing desk and an adjustable table for her own use.

" The kids are more engaged. There's more participation."- Brynn Hutchinson, Unified Association of Conejo Teachers

"It's the Starbucks Classroom," Hutchison jokes. "The kids are more engaged. When we read a novel, we have a discussion that lends itself to be more relaxed. There's more participation."

Hutchison had input from students along the way.

"They articulated how they need to sit. Some said they needed a yoga ball to bounce, others wanted a seat with no back. They were surprisingly self-aware," she says.

Three of Hutchison's colleagues who team-teach the same students reimagined their classrooms as well, and report positive results.

"Flexible seating gives them independence, ownership and responsibility," says Kim Tetzlaff, a UACT member who teaches science, math and social studies.

Tetzlaff's classroom furniture includes items from her garage and donations from parents and a DonorsChoose.org request.

Her biggest surprise? Some of the seating, like yoga balls, requires students to pay more attention than before, lest they fall off their perch. And Tetzlaff says she makes more eye contact with students, since they can't hide behind others.
Real-life, real-time connections
"The reimagined classroom is always evolving," says Heather Toll, an eighth-grade teacher at Green Valley Middle School and member of the Fairfield-Suisun Unified Teachers Association (F‑SUTA). "It is more about the kids and less about me."

She has always allowed students to move around, as she does herself when she is employing QR codes, Apple TV and a smartboard. "My kids have desks, but they can move their chairs around. Much of the time, they sit on the floor," she says. Instead of prohibiting cellphones, Toll encourages students to use them in their assignments, along with Chromebooks. "Some kids can actually write essays on their phones. I see them pounding away on them," she says.

Her students have also taken to Twitter, which allows them a bigger audience. They respond to one another in Twitter chats, and often draw comments from parents or even district staff.

"They've learned that what they say is being seen by other people. They see things are more global than they thought," Toll says.

"Students need to have their own voice. I facilitate and guide them. Sometimes it's hard, but it's more collaborative. I find that kids will take leadership of the classroom."
An aspirational comfort zone
"Reimagining class is a makeover of your everyday classroom to allow students to be comfortable," says Teresa Basin, fourth-grade teacher at Rail Ranch Elementary School in Murrieta. This year, Basin was inspired by a former student now acting in Bizaardvark, a sitcom on the Disney Channel. Basin turned her class into "Basinwood," her own version of Hollywood.

"I want my students to know that if they can dream it, they can do it," says the Murrieta Teachers Association member. Students each have their own star. A sign above the sink reads, "Each one of us has a little bit of gold inside of us." There is also a "Walk of Fame" with photos of students and their families.

"I spend more time with my kids than their parents do," Basin says. "School is a refuge for them. It's our home away from home."
Technology transforms instruction
For Toll's colleague, seventh-grade teacher Dalal Mansour, technology is the way forward. "It lets me give students immediate feedback. Google Docs allows me to comment as they are writing. I've even been at a conference and still been able to leave comments on their work," says Mansour, also an F‑SUTA member.

"I know which kids to target. I don't have to call someone up to my desk - it's more private." Mansour says her students are more engaged in their assignments, and because the tools lend themselves to collaboration, they can work together on the same assignment at the same time. She acknowledges that technology must be used correctly. "We need technology that transforms instruction. If we are just using it as a replacement for paper and pencil, it becomes a very expensive pencil."

The 'Starbucks Classroom'

IN 2015, North Dakota educator and blogger Kayla Delzer wrote of her epiphany at a local Starbucks, where happy customers relaxed and worked in a variety of seating and table options. She thought her students could benefit from the same thing. In the real world, Delzer observed, people are responsible for their own learning, and giving students choices that suited their learning styles made sense.

She redesigned her classroom with mostly recycled and repurposed items to offer flexible seating and open floor space. Students decide where to sit every day, depending on their work and where they work best. Delzer said that students' distracting behaviors have lessened while engagement and participation increased.

In a recent Edutopia story, she detailed how she makes her classroom work:

Be aware of where students are working and their level of engagement at all times.

House each student's personal learning materials in bins in the corner of the room.

Be open to removing much of the furniture.

Make space for whole-group instruction. For Delzer, it's the big rug in the middle of the classroom.

Before allowing students to self-select seats, have them try all seating options for an entire day.

Reserve the right to move students at any time if they aren't fully engaged and able to work in their self-selected spot.

Have more seating combinations than students in your classroom.

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Teachers are adapting their classrooms for the Knowledge Era. For some, that means creating a homier environment, where students are comfortable learning. For others, it's changing the core of what it means to be a teacher. Here, educators talk about how they've modified their instruction and reshaped their spaces to meet 21st century student needs.

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This article discusses the goal of physical Education -preparing students for future academic and career endeavors.

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There are some questions about the need for a student-centered physical education class. Education is an ever swinging pendulum. One thing that is not swinging back in our society is our advancements in technology. Who knew just 10 years ago that most people you would walk by on the street would be carrying a computer in their pockets.

With that advancement comes an entirely new generation that does not know life before the internet. If they want to know something, they simply ask Siri for the answer.

Soft skills are no longer innate but must be taught through practice and repetition. Data is showing that the student-centered model of education is how these tech-infused students are learning and the more hands-on they are, the better.

Some courses seem easier than others to implement student-centered instruction. Certainly, when you think of a science class, you think of the labs that are direct hands-on experimentation. A Social Studies class can be filled with simulations that represent different events from history.

But what about a physical education class? Surely those are one-size-fits-all when it comes to activities and learning objectives.

If you feel that statement is as solid as it can get, then I would believe you haven't investigated student-centered physical education before.

(This post may contain affiliate links that won't change your price but will share some commission. As an Amazon Associate, I earn from qualifying purchases. Please read our disclosure policy for more information.)
Why Student-Centered Physical Education is Key

Student-centered physical education is more than just giving students options in gym class. It's more than allowing students to exercise at their own pace. Student-centered physical education is an approach that allows students to learn about themselves, each other, and how they function in groups. It empowers students by giving them choices rather than just telling them what they can or cannot do.

We are currently teaching a generation that is statistically lacking in the soft skills that previous generations seemed to have naturally. We need to adapt to teach our students how to deal with many obstacles that they will face in their lifetime. Focusing on student-centered physical education is a great way to achieve this.

A student-centered physical education curriculum should be built on the premise that the teacher's role in gym class is to act as an instructor, facilitator, and monitor. The teacher does not demonstrate or perform for students but instead teaches them how to conduct various activities. Collaboration among team members and sharing leadership responsibilities are significant components.

This means that students are responsible for learning new activities, creating their own rules and regulations, setting up equipment, monitoring participants, and conducting post-activity self-assessments. The teacher's role as an instructor is to be a coach as opposed to a director. Students learn how to teach themselves as opposed to being taught by the teacher or from a book.

We often refer to student-centered physical education as a "fun" and "active" way of teaching students how to learn and retain information. However, we want to make it clear that it is more than just about having fun during PE class. We want our students to be challenged and pushed but also taught in a positive environment.

Physical education is one of the few classes that all students in a school must take. It doesn't matter if they are an honors student or enrolled in special education, a gifted and talented program, or a college-track academy - every student has to take gym class during his or her high school career. This makes it a significant opportunity to engage students, promote positive behavior, and build relationships with them.

The goal of student-centered physical education is to teach students valuable skills that they can use not only in life but also later on when they are at the workplace or in their careers.

Why is Student-Centered Physical Education Necessary?

I remember my gym teacher in my senior year. We were a good group of kids who tried hard, but she was very sports-oriented and if you weren't "good" at an activity, she got really irritated that you weren't trying. It's not that we weren't trying...there were just some activities we didn't excel at. It was frustrating for us, but that was back in the days of cookie-cutter instruction, especially in a gym class.

Not every student is going to be a star at every activity. That is the case for every course and every topic. Some students will naturally "get" some things and have to work harder at others. Knowing that, and knowing the learning styles of this generation, why wouldn't we work with that as educators to help them to excel to the best of their abilities?

A physical education class is a unique beast. Some kids are naturally athletic while others have no interest in doing anything physical. Sparking the interest of every student is a difficult task to accomplish. The best thing to do is to find what motivates each and every student. The students who are more athletic will be easier to appeal to, but finding out what those who are on the other end of the spectrum enjoy will be more of a challenge.

A student-centered physical education class does just this.

Maybe they are more into designing in an engineering-type sense. Perhaps they can design some type of obstacle course that correlates to a topic in the curriculum. Perhaps during a dancing unit, you can appeal to a student who enjoys history to try to find some cultural dances from around the world to teach to the other students. This idea is a little outside of the box, but it will give the students more of an opportunity to buy into the class.

Goal Setting

Another way to increase student buy-in is to encourage goal setting. These don't have to be large goals, but the unit can be directed towards each student reaching their personal goals. Perhaps someone is terrible at basketball. By the end of the unit, maybe their goal is to have one ball go through the net.

You can also pair students up for this either by similar goals or in a mentoring sense to help one another. Maybe those who are really great at basketball can create a "how-to" type project to help those that are struggling. The possibilities are really endless with this, but it takes knowing your students.

Modifying activities and breaking them down into the specific skills that need to be mastered in order to complete the activity with more zest is also a great option. This differentiates, but you do need to be careful with this method; the last thing you want is the less apt students feeling like they are inadequate.

Don't approach this by saying "this is the skill you are working on", but make it more so that different groups are working on different fundamentals: don't have some students working on throwing a baseball and others playing an actual game. Think of this as a more drill-based activity that meets your students where their abilities are and help them to excel further.

In an era where our students are often more sedentary than previous generations, it is more important now than ever to try to make sure they're all engaged in our gym classes, and certainly, student-centered methods will be more appealing to all.

If your district has it available, there are also a number of digital tools that can be utilized in the physical education class. Games like PokemonGo and apps like Coacheseye and Vidalyze bring a digital element that still encourages movement and physical activity. Students can also create "how-to" videos for different physical activities and games, which could be utilized in the differentiated model discussed previously.

Another simple idea is to invest in a few pedometers that students can wear during the class and have a variety of "step" competitions (ad).

The key to all of this is making sure that all students are engaged. In traditional physical education classes, it is difficult to make sure every student is engaged both enthusiastically and to the best of their physical ability. However, in a student-centered physical education class, just adding some of these different elements helps to sustain interest in each student and have them performing better than if the class was a cookie-cutter.

To learn more, you can check out the book Student-Ce ntered Physical Education (ad). It focuses on the middle school gym class, but certainly, its concepts can be adapted for older or younger students as you see fit.

There are so many options out there to make gym class work for every student in your classroom. I challenge you to try out some student-centered physical education techniques in your next class.

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Student-Centered Physical Education | Student-Centered World

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Gym class needs to be student-centered so it can be naturally differentiated for each student in the class. This is how our students will excel.

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Teacher Toolkit: Total Physical Response

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Teacher Toolkit: Total Physical Response

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Total Physical Response is a tool used in classrooms to teach language (specifically vocabulary concepts). TPR connects movement with words, making a greater connection in the brain for optimal retention and recall.

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Teacher Toolkit: Total Physical Response

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Kagan provides cooperative learning strategies for classroom teachers. All teachers at my school have taken at least one training and utilizes these tools in the classroom. Kaga strategies embeds movement into classroom lessons. Students don't need to be redirected and be offered "movement breaks" because they are happy, collaborating, and on the move!

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Kagan’s FREE Articles - Research & Rationale

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Kagan Structures are scientifically research-based as well as backed by classroom evidence from districts, schools, and teachers experiencing success with Kagan.

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Cult of Pedagogy: Movement in the Classroom

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Cult of Pedagogy: Movement in the Classroom

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This article, written by Jennifer Gonzalez, highlights research behind movement and learning, practical movement classroom application, and advice for how to get started using these tools.

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Sponsored by Pear Deck and NewseumED

This page contains Amazon Affiliate and Bookshop.org links. When you make a purchase through these links, Cult of Pedagogy gets a small percentage of the sale at no extra cost to you. What's the difference between Amazon and Bookshop.org?

If you were to start singing "The Itsy-Bitsy Spider" right now, I bet you'd have a hard time keeping your hands still. That's because most of us who know the song learned it with gestures, and things we learn with physical movement tend to stick.

We can apply that same principle to classroom learning, using movement to enhance learning from preschool all the way through college. Let's take a look at what the research says about movement-based learning, then explore six different ways you can add more movement to your instruction.

The Research on Movement

The concept of "learning styles" has overwhelmingly been labeled a myth by researchers, so attempting to determine which of your students are kinesthetic learners will not be a good use of your time. What is worth your time is using movement when working with all learners, because plenty of research backs that up.

In general, people learn better when information is presented in more than one way (Sankey, Birch, & Gardiner, 2010). In other words, if we take in information through more than one sense, we're more likely to encode it in long-term memory. This would include visual, verbal, and kinesthetic modes of learning.

Specifically, the use of gestures results in more enduring learning than learning without gestures (Cook, Yip, & Goldin-Meadow, S, 2010). So even the addition of a few small hand gestures can have an impact on how well students remember material.

Study after study shows that physical activity activates the brain, improves cognitive function, and is correlated with improved academic performance (Donnelly & Lambourne, 2011). This means any kind of physical activity, not just movement associated with the material we're learning, can benefit students academically.

Six Ways to Add Movement to Instruction

1. Total Physical Response

Developed for use with second-language learners in the 1960's ( Asher, 1966), Total Physical Response simply has students act out physical gestures to represent vocabulary words. Shown to be highly effective with both children (Singh, 2011) and adults ( Carruthers, 2010), TPR can also be used to help learners remember new vocabulary terms in their native language. In other words, it can be used in any content area, with any student.

This video from the Teacher Toolkit shows Texas teacher Michael Rowland using TPR with his third grade students, who are English learners.

And here is Craig Gaslow, another Texas teacher who teaches AP Human Geography, demonstrating how he uses TPR to teach three different models of diffusion:

https://youtu.be/9HtrVh2Dzzs

Finally, here are Scott Causer's high school students demonstrating a few earth science processes using TPR:

What strategies support learning? Here's high school science using TPR to recall processes in Earth Science -thanks Mr. Causer and team for modeling! @ESMSchoolDist @cultofpedagogy pic.twitter.com/njoAaVdBB9
- Naomi Trivison (@NaomiTrivison) March 30, 2019

2. Tableau/Snapshot

In this strategy, students create a physical "snapshot" with their bodies, a still picture that represents an idea.

This example, demonstrated by 4th grade teacher Stefannie Cundiff, comes from Teacher Toolkit:

Another example is explained in this Slides presentation by Tyler Jacobs, an Idaho-based high school ELA and social studies teacher. Click the image below to view the slideshow in a new window:

3. Simulations

In these, students demonstrate a concept with some kind of motion or interactivity. They could represent non-human components, like in the examples below, or they might actually take on the role of humans in a re-enactment of an event.

The first example comes from the University of British Columbia, where electrical engineering professor Matthew Yedlin has students simulate the difference between linear growth and exponential growth:

The second example, a simulation of the circulatory system, comes from Michelle Cliche, who teaches grades 4 and 5 in London, Ontario, Canada.

Ss learned about the complexity of the circulatory system by acting out delivery of blood through red & blue bean bags. S in middle is ❤️ directing blood flow to different organs. Later, we did this on playground climbers because heart has to pump 'up'. pic.twitter.com/dhzTqRTEOp
- Michelle Cliche (@Clicheteach) March 29, 2019

Finally, here's a different kind of simulation demonstrated by Amy Tepperman, where participants show fractions by placing different body parts on the floor, Twister-style:

An important note about simulations: If you are doing simulations about historical periods or events, proceed with caution. Many, many teachers have ended up traumatizing students with these types of simulations. This article from Learning for Justice explores the topic in depth.

4. Songs with Movement

Songs are another powerful way to teach concepts to students, and if the songs also incorporate movement, even better.

Dan Adler, a 6th grade science teacher in Lawrence, MA, regularly uses songs with physical movements to help his students remember challenging concepts. In this video, students demonstrate "Bodak Particles," a song about phase change sung to an instrumental version of Cardi B's song "Bodak Yellow." (Get a copy of the lyrics here.)

Check out our science scholars rapping about phase changes! pic.twitter.com/uO3sJQubgw
- UP Academy Leonard (@up_leonard) November 8, 2018

5. Virtual and Augmented Reality

The experiences offered by virtual and augmented reality allow students to move around in and interact with virtual objects and spaces in ways that would be difficult if not impossible to pull off in the real world.

Augmented Reality layers digital enhancements on top of objects in the real, physical world. Using a device, like a smartphone, loaded with AR software, users point it at a picture or physical object, and the software brings up some kind of digital element like a 3D animation, text, or a video. ( Pokémon Go is an example of an AR game.)

One set of AR tools that have tremendous learning potential comes from a company called Merge. Their Merge Cube is a handheld cube that can "become" a variety of objects when paired with the Merge Goggles, as shown below:

Virtual Reality immerses the user in a 360-degree environment, a computer-generated simulation, viewable through a VR headset, and allows them to move through and interact with that environment.

One outstanding source for VR experiences is Google Expeditions, which offers tours to over 500 different locations: historical landmarks, national and state parks, underwater sites, and up-close studies of scientific phenomena.

And if you don't find the exact tour you want, you and your students can even create your own expeditions with Google Tour Creator.

6. Brain Breaks

I left this one for the end because it's the easiest to implement. This brain breaks guide from the University of Texas summarizes the research on the connection between movement and academic achievement and offers dozens of ideas for brain breaks that can be put into action immediately.

Brain break videos are super easy to find on YouTube, especially for younger kids. My daughter came home from first grade years ago excited to demonstrate this one for me:

But what about older kids? High school math teacher David Sladkey has written a a book, Energizing Brain Breaks ( Amazon | Bookshop.org), that has ideas for all ages, even middle and high school kids who may not be as comfortable with the Tooty Ta. in this video, students demonstrate a simple toe-tapping brain break:

Tips for Getting Started

Don't overdo it. Attempting to add a movement component to every concept students learn would not only be too time-consuming, it could also get old, shifting from a fun novelty to something that causes students to slump over in their seats and say, Not THAT again!!

Get input from students. When coming up with gestures or movements, you don't have to rely solely on your own brain. Ask students to help you come up with ideas. Involving students in the process will help them remember concepts better and will increase the likelihood that you'll end up with really effective movements.

Know what works for your students. Some of your students may not be comfortable with or physically able to do certain movements, so keep that in mind and make modifications based on ability and need.

Use movement for retrieval practice. Rather than using movement in a single lesson, apply the principles of retrieval practice by repeating the movements in short practice sessions, spacing them out over time, and interleaving concepts with one another.

For younger students, meaningful gestures matter more. While adults learn from both iconic gestures (those that have some meaning in relation to the concept they are connected to) and beat gestures (those that have no inherent meaning but are just tied to particular "beats" in a sentence or phrase), younger children learned more from iconic gestures (So, Sim Chen-Hui, & Low Wei-Shan, 2012). So when working with younger students, try to make the gestures match the concepts in some way.

References

Asher, J. J. (1969). The total physical response approach to second language learning. The modern language journal, 53(1), 3-17.

Carruthers, S. W. (2010). The total physical response method and its compatibility to adult ESL-learners. Retrieved from http://tesolteachers.net/t.pdf

Cook, S. W., Yip, T. K., & Goldin-Meadow, S. (2010). Gesturing makes memories that last. Journal of memory and language, 63(4), 465-475.

Donnelly, J. E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Preventive medicine, 52, S36-S42.

Sankey, M., Birch, D., & Gardiner, M. (2010). Engaging students through multimodal learning environments: The journey continues. In Proceedings ASCILITE 2010: 27th annual conference of the Australasian Society for Computers in Learning in Tertiary Education: Curriculum, technology and transformation for an unknown future (pp. 852-863). University of Queensland.

Singh, J. P. (2011). Effectiveness of total physical response. Academic Voices: A Multidisciplinary Journal, 1, 20-22.

So, W. C., Sim Chen-Hui, C., & Low Wei-Shan, J. (2012). Mnemonic effect of iconic gesture and beat gesture in adults and children: Is meaning in gesture important for memory recall?. Language and Cognitive Processes, 27(5), 665-681.

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Physical movement makes learning stick better, and today we're exploring six ways you can add more movement to your classroom.

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Differentiated Instruction: Why, How, and Examples

This video explains nicely why it's important to think about different ways to instruct and teach your kids in class because of how everyone receives instructions in a different way. It shows how with some good examples too. Content, process and product

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Differentiated Instruction: Why, How, and Examples

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A great PDF that explains differentiated instruction and that provides strategies

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Using personalized learning to address differentiation 

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Using personalized learning to address differentiation 

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In the recent years, personalized learning and differentiated instruction have been hot buzzwords in the education world, especially with the increasing use of technology in classrooms. The idea of school catering more towards each student's needs is something almost all agree is beneficial. However, though these words have become popular, there still seems to be a lack of clarity on what these terms mean, the difference between personalization and differentiation, and how to implement them in your classroom.

In this blog post, we break down for you the meaning of these terms and the difference between personalized learning and differentiated instruction. We then link you to two other blog posts that each include five ways to personalize or differentiate your instruction with the help of Edulastic.

Differentiation

In the words of ISTE (International Society for Technology in Education), "Differentiation is a type of learning where instruction is tailored to meet the learning needs, preferences and goals of individual students." In other words, in the differentiated instruction model, the teacher adapts instruction to meet the needs of different groups of students. According to the U.S. Department of Education, "Learning goals are the same for all students, but the method or approach of instruction varies according to the preferences of each student or what research has found works best for students like them."

Differentiated instruction involves the teacher adapting various elements in the classroom according to the needs of his or her students. This can play out in a variety of ways, and this article explains some of the ways to create an environment of differentiated instruction in your classroom with Edulastic.

Personalization

According to the U.S. Department of Education, "Personalization refers to instruction paced to learning needs, tailored to learning preferences, and tailored to the specific interests of different learners. In an environment that is fully personalized, the learning objectives and content, as well as the method and pace, may all vary." From this definition, we can see there is some overlap between differentiation and personalization as they both involve catering instruction to different learning needs. However, thought leaders on the subject, Barbara Bray and Kathleen McClasky, emphasize the critical difference being personalization starting with the learner and letting them "actively participate in the design of their learning."

The focus of personalized learning is letting the learners choose how they learn in the most beneficial way. They work alongside the teacher to create their own goals and pave their own educational pathway. As ISTE puts it, "Instead of education being something that happens to the learner, it is something that occurs as a result of what the student is doing, with the intent of creating engaged students who have truly learned how to learn." Like differentiated instruction, personalized learning has many possibilities, and this article shows you a few of the ways you can implement personalized learning in your classroom with Edulastic.

To Sum it Up...

The main difference between personalized learning and differentiated instruction is personalization's focus on the student's agency in designing their own learning path depending on their interests and style, while differentiation's focus is the teacher adapting their lessons to different types of learning, and accounting for the various students in the room. We are not advocating for one of these styles over the other, as both are shown to be effective and beneficial. We know the best teaching strategy is different for everyone and depends on each school, teacher, and group of students. In addition, many people choose to use a combination of the two ideas in their instruction.

In our research, one overwhelmingly common factor in implementing both of these teaching models was the effective use of technology to personalize and differentiate the learning of different students. Because of this, we decided to break down for you how to use our #edtechtool, Edulastic, to make your classroom more effective for each student. In these articles, we also share examples and quotes of the ways other teachers are using personalized learning and differentiated instruction in their classrooms with Edulastic:

Sources

ISTE - "Personalized vs. differentiated vs. individualized learning"

Barbara Bray and Kathleen McClaskey - Personalization vs Differentiation vs Individualization

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Personalized Learning and Differentiated Instruction: a Breakdown

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In the recent years, personalized learning and differentiated instruction have been hot buzzwords in the education world, especially with the... Read More

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DIFFERENTIATION for Primary School Teachers (ADVICE & REAL EXAMPLES)

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“Differentiation refers to competency based learning practices that recognize and adjust to meet the needs of individual learners.”

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“Differentiation refers to competency based learning practices that recognize and adjust to meet the needs of individual learners.”

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Competency-Based Learning Key Characteristic: Differentiated - Blackboard Blog

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Competency based learning can provide opportunities for students to progress at their own pace to best meet their individual needs and goals.

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Competency-Based Learning: Developing Mastery of Skills and Content

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An example of a student centered approach that addresses differentiation 

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An example of a student centered approach that addresses differentiation 

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Flexible Learning Time Provides System Approach to Differentiation in a Competency Education School - Aurora Institute

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One of the keys to the early success of our competency education model at Sanborn Regional High...

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What would it look like for student learning to drive high school? That's the idea behind competency-based education (CBE), a way of teaching that prioritizes mastery of material over seat-time. CBE isn't a new idea, but when the pandemic hit and traditional school structures faltered, CBE became relevant in a whole new way. This year, students are back in their seats-but that doesn't mean we have to go back to the old way of doing things. Dive into this week's resources to explore how CBE can work for your classroom. Ready? Let's get started!

1. LEARN What CBE Means for Teachers and Students

Competency-based education is a broad term, so what are the key takeaways for teachers this year as you build a "new normal" in your classroom?

Why It Matters: CBE is a learning system that prioritizes mastery of material over time spent in class. Students progress by showing mastery of core competencies, including knowledge, skills, and dispositions that empower students. At its core, CBE is personal, flexible, and rooted in equity- exactly what many students needed during the disruption of the pandemic. This year, continue to emphasize competency by:

Defining core competencies students will learn in your classroom

Differentiating within lessons to meet different learners' needs

Involving students in setting personal goals for the year

Extra Credit: The Role of the Teacher in a Personalized, Competency-Based Classroom

2. ASSESS Rethink the Role of Grades

As the pandemic ushers in new debates about the role of test scores, now is the perfect time to rethink how assessments measure student learning.

Why It Matters: As part of their CBE programs, many schools have replaced traditional grades with mastery-based transcripts. Instead of letter grades, these transcripts measure proficiency in competencies to show what students have actually learned. Adapt mastery-based principles to work with your grading system by:

Using student work and projects for major assessments

Giving opportunities to revise and resubmit work

Including students in self-evaluation

Extra Credit: Allowing Test Retakes-Without Getting Gamed

3. EMPOWER Make Learning Personal

Knowing how to meet the wide range of needs in your classroom can be a huge challenge. Competency-based education offers a holistic, asset-based approach.

Why It Matters: CBE begins from a place of recognizing individual student strengths and areas for growth, and builds from there at a pace that works for the student. For students who are underserved or marginalized by traditional models of schooling, this approach can be transformative. Consider how your curriculum:

Values students' existing knowledge

Incorporates student choice in curriculum decisions

Centers equity and anti-racism

Extra Credit: How Our District Reimagined Special Education (Opinion)

4. BUILD Use Federal COVID-19 Relief Funds to Invest in CBE

With K-12 federal COVID-19 relief funds, schools are in a unique position to invest in high school transformation with personalized student needs at the center.

Why It Matters: Competency-based education works best at a whole-school level. It's a big transition-but the impact on students is worth it. We took a look at XQ schools that have successfully implemented CBE practices and highlighted key areas for investment, including:

Professional training in CBE for educators

Curriculum redesigns centering key student competencies

A learning management system that supports mastery

Extra Credit: The Key Phases of Competency-based Education: A New Resource From Springpoint

5. CONNECT Think Outside of the Classroom

Competency-based education meets real-world problem solving at Purdue Polytechnic High School, where students demonstrate mastery of material through projects in their community.

Why It Matters: There's no more satisfying way to demonstrate learning than to solve a real-world problem. At competency-based schools like Purdue Polytechnic, students develop passion projects around issues in their community that matter to them, mastering academic and "real-world" skills at the same time. Consider how you can involve your community in classroom projects, and maximize impact by:

Defining outcomes

Tracking and managing student progress

Finding creative, invested partners

Staying on top of logistics

Extra Credit: Learning more outside of the classroom than in

XQ X-TRA Dream for the Future of Education

We are calling on all students 13-21 to create a piece of visual art that communicates their hopes for the future of education. Students will explore how to leverage their creative visions for meaningful changemaking. Top submissions will win a creative home studio and have their art featured on a billboard in their community. Deadline to submit is November 18!

Check out the Billboard Challenge at xqchallenge.com.

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5 Strategies for Competency-Based Education | Rethink Together

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What would it look like for student learning to drive high school? That's the idea behind competency-based education (CBE), a way of teaching that prioritizes mastery of material over seat-time. CBE isn't a new idea, but when the pandemic hit and traditional school structures faltered, CBE became relevant in a whole new way.

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Powerpoint discussing how to motivate students to read

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Powerpoint discussing how to motivate students to read

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Using a child centered approach can help improve literacy skills

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Bridge for Change - a Student Centred Approach to Improving Literacy in Tanzania

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Bridge for Change, a youth run organisation in Dar es Salaam outline their approach to improving literacy. Presentation by Ocheck Msuva at Britain Tanzania So...

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Video explaining teaching strategies for struggling readers (Middle School)

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Video explaining teaching strategies for struggling readers (Middle School)

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Reading Strategies for Struggling Middle School Readers : Reading Lessons

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A checklist for teachers to use when creating their own lessons:
Student-Centered Literacy in a Flexible Learning Environment
Outcome: I can implement student-centered literacy practices in a flexible learning environment by adjusting instruction and deliberately selecting strategies that work in synchronous and asynchronous learning environments.
Tech Tools for Literacy
Outcome: I can identify and implement specific tech tools that focus on organization, collaboration and feedback in order to create student-centered literacy lessons.
Student-Driven Writing Systems
Outcome: I can implement student-driven writing systems in my classroom by providing students with opportunities to own the writing process, provide meaningful feedback, and engage in collaboration.
Oral Language Skills in Early Literacy
Outcome: I can leverage early learners’ oral language development in order to support reading and writing skills.

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Technology + Assessments = Differentiation

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Technology + Assessments = Differentiation

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This blog focuses on different ways that teachers can use technology to adjust the assessment styles, content, and delivery of said content.
-Tony

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Student Centered Learning - Differentiation

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Student Centered Learning - Differentiation

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This is a very clear, simple and entertaining blog that offers some tips on implementing some basic differentiation strategies into the classroom. It has several helpful videos for demonstration purposes.
-Tony

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Student Centered Learning - Question 4 - (Differentiation)

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Differentiation Not one student is the same, they have different needs and different ways of learning. Differentiation is simply, offering a range of tasks and options to cater for a range of learning needs. Catering for the different ways students think, learn and apply knowledge. So how is this

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One of the things I found most relevant to the current unit/module in this question was the ways that technology can be used to aid in differentiation by offering unique personalized assignments and assessments to students, and do so instantly. I have only recently made the switch to teaching elementary school music (continuing in a support role for secondary), so I have been familiarizing myself with a program called Quaver that can accomplish many of these goals by delivering appropriate lessons to each student (music reading, etc.).
-Tony