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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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General set-up
- Students need to access to the resources and move around
- Designated space is practical
- Movable tables and chairs are good for classroom
Technology in the classroom
- Good to have access to computers, smart-board, charging station
- Use print and digital resources to reach every learner
- WIFI zone

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- Create meaningful learning
In the online environment, there’s more time and a place for students to contribute to their personal inventory. Educators can take the time to gather and analyse the information in the student inventories to effectively design the class to be meaningful.

- Apply learning modalities in delivery of content

In the online learning environment, adapting content delivery towards the various learning modalities of the individuals in the class or group results in the information being more memorable.

- Design engaging activities

The activities should relate directly to both the class content and students’ interests from their inventory. Such collaborative activities can help create new knowledge that is meaningful for the students.

- Effective use of Socratic methods

When asking questions to engage students, open-ended questions that connect to the students’ interests and goals are powerful. In an online environment, this can be done by using discussion forums where each individual student gets to participate.

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

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- Ted Sun. (2020, May 16). How to create effective learning for students online. Retrieved July 11, 2020, from https://www.universityworldnews.com/post.php?story=20200515072512826

- How Assessments Enable Student Centered Learning. McGraw-Hill PreK-12. (2017, April 24). Retrieved July 9, 2020, from https://www.youtube.com/watch?v=rtd5VOYvzv8

- Learner-Centred Assessment. University of Waterloo. (2020). Retrieved July 9, 2020, from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessing-student-work/grading-and-feedback/learner-centred-assessment

- 4 ways to implement Differentiated Instruction strategies in the classroom. Classtime blog. (2020). Retrieved July 9, 2020, from https://www.classtime.com/blog/differentiated-instruction-strategies/

Jenice Martinez. (2018). Student-Centered Approaches and Techniques for Reading. Retrieved July 9, 2020, from http://tnjune17cohort3.pbworks.com/w/page/119008734/Student-Centered%20Approaches%20and%20Techniques%20for%20Reading

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Before utilizing technology in the classroom, a teacher must do several analyses. These include an understating of the technology, an assessment of the classroom/ learning space and a look at the available funding. Joel and Noel Bitner describe that "there are many issues related to the successful use of technology in the classroom. Some of the more salient include securing necessary annual funding, the development of dynamic plans.." but they continue pinpointing the most major issue being "...the teacher...it is the skill and attitude of the teacher that determines the effectiveness of technology integration into the curriculum." Thus before a teacher can start implementing technology in the classroom they should be knowledgable of existing technology and how to implement it in the classroom. Thus to make access to this technology available, some responsibility relies on the school to provide adequate training and opportunities for teachers to explore and test.

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

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Project-based learning (PBL) : Project-based learning is an effective approach of collaborative learning.
- End goal or product should be clear to the instructor and should be explained to learners as well.
- Learners should get feedback from instructor and reflect on the project.
- Mini lesson, guideline and providing resource make the process convenient for learners.
- Planning the assessment and providing the outline the evaluation criteria help the project to be most structured.

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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 include physical movement as a central element?

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

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Make a successful assessment

1.Consider what you want your students to learn and tell them.

2.Select assignments and tests that measure what you value most.

- Choose assessment methods that elicit from your students the kind of learning that you want to measure.

- Choose assessment methods that are interesting and challenging to your students.

- Use peer collaboration.

- Don’t be hyper-corrective.

3.Construct an assessment skeleton.

4.Collaborate with your students to set and achieve goals.

5.Make assignment and test instructions clear to students.

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How Assessments Enable Student Centered Learning

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When considering the Theory of Multiple Intelligences, proposed by Howard Gardner in 1983, we can begin to see the importance of the incorporation of physical movement in the classroom.  There are 8 intelligences, yet most teachers are only able to tap into 2 or 3. However, Gardner believed that not only are there different capacities of intelligence but that   "everyone has all eight types of the intelligences listed above at varying levels of aptitude" (Edutopia.com).  Covering more intelligences provides "students with multiple ways to demonstrate knowledge and skills increases engagement and learning, and provides teachers with more accurate understanding of students' knowledge and skills" (Darling-Hammond 2010). The kinesthetic intelligence is characterized by having an acute ability or capability in body movement or bodily orientation in space. People who are particularly adept in this area tend to be great dancers, athletes, sculptors and even surgeons.

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Four ways to differentiate
Content: it consists of facts, concepts, generalizations, or principles, attitudes, and skills related to the subject, as well as materials that represent those elements.
Process: it is how a student comes to make sense of, understand, and own the key facts, concepts generalizations, and skills of the subject. Teachers can differentiate an activity or process by providing varied options at differing levels of difficulty or based on differing student interests.
Products: Student can use to demonstrate what he or she has come to know, understand, and be able to do as the result of an extended period of study.
Learning environment: Providing different learning environment helps students to achieve their goals.

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- Self-assessment:
It helps students identify their areas of strengths and weaknesses, take responsibility for their performance,  monitor their achievement, and improve their learning.
- Peer assessment: learners provide feedback to on another.
- Portfolios : It is individualized, focused on learning and growth.
An academic portfolio is a purposeful collection of student work that includes student involvement in its construction and student reflection on its contents (Belgrad, Burke, & Fogarty 2008).

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Incorporating Movement in Classroom Lessons

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Incorporating Movement in Classroom Lessons

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Many teachers may feel that it is difficult to incorporate the kinesthetic intelligence into their lessons, but using movement can be a apart of normal routines:

1. Role-Play/Acting. The teacher can allow students to complete a reading assignment and then act out what they read. Students can also research a topic and then act out a play summarizing the information.
2.  Manipulative. Students can express their answers in various ways, not just with vocalized or written answers, but sculptures or other constructive methods ( clay, legos, blocks, etc)
3. Silent Discussion Boards. Around the room, put up poster paper or butcher paper, each with a question written on it. The questions should be open-ended and relevant to the topic you are currently teaching. Have students silently walk around the room and write their answers on the poster paper. They are able to walk freely and should write on each poster paper more than once.
4. Gallery Walk. Teachers allow students to walk around the room and interpret or analyze different materials displayed on desks or walls.

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Differentiation based on student characteristics

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Differentiation based on student characteristics

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Readiness: Teachers provide learning choices at different levels of difficulty.
Interest: Teachers align the curriculum with topics that interest students such as providing broad access to a wide range of materials and technologies and giving students a choice of tasks and products
Learning profile: Teacher addresses learning styles, student talent, or intelligence profiles.

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- Reading should be taught both individually and in small groups.

- Make reflection an important part of the process.  This phase allows the student to review the lesson objectives and reflect on things that worked as well as what did not work.

- Students should be encouraged to browse the books and make choices on which books to read

- Use the “saturation” approach to reading by encouraging students to read for pleasure as well as for information, but also to read a variety of formats such as; paperback books, textbooks, magazines, catalogues, comic books, literary novels, plays, poems, etc.

- Variety is the key.

- Keep records of the student’s progress.

- Allow time for independent reading.

- Plan units that are product-driven in nature and have an essential question which instruction seeks to answer.

- Use an effective pre-reading strategy to build schema.  One good strategy is “What I know, what I want to know, and what I learned (KWL).  This is useful for tapping into students’ prior knowledge while helping them make connections in learning .

- Provide instruction in basic reading strategies by using reciprocal teaching practice which includes; predicting, visualizing, questioning, clarifying, and summarizing .

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1. Create a differentiated learning environment

The first differentiation technique changes up the physical layout of the classroom. Organize your classroom into flexible workstations.

2.  Prepare thoughtful lessons backed by data

Before you even begin teaching each lesson, you should examine past assessments, collected data, work samples and student observations to identify specific instructional strengths for each student.

3. Tailor assignments based on students’ learning goals

Using differentiation strategies to shake up the end product that students turn in for assignments can also help you reach different learners.

4. Adjust your lesson content based on student needs

The most apparent way of differentiating the learning process is to change the type of content you use in your lessons. Switch the content up by using computer programs, audio recordings, videos or even making it an interactive lesson by having students act out scenes from the play.

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Abuhasnah, R. (2015, April 28). Collaborative Strategic Reading (CSR): A Comprehension Strategy to Enhance Content Area Learning. Retrieved July 11, 2020, from https://www.edutopia.org/discussion/collaborative-strategic-reading-csr-comprehension-strategy-enhance-content-area-learning

Bitner, N., & Bitner, J. (2002). Ntegrating Technology into the Classroom: Eight Keys to Success. Journal of Technology and Teacher Education, 10(1), 95-100. Retrieved July 10, 2020, from http://scholar.google.com/scholar_url?url=https://www.learntechlib.org/p/9304/article_9304.pdf&hl=en&sa=X&scisig=AAGBfm0Yld1b4_FaeL_IQQK6JeaYGXEq9w&nossl=1&oi=scholarr

Collaborative Learning: Center for Teaching Innovation. (n.d.). Retrieved July 11, 2020, from https://teaching.cornell.edu/teaching-resources/engaging-students/collaborative-learning

Darling-Hammond, L. (2010). Performance Counts: Assessment Systems that Support High-Quality Learning . Washington, DC: Council of Chief State School Officers.

Kelly, M. (n.d.). What Is Bodily-Kinesthetic Intelligence? Retrieved July 10, 2020, from https://www.thoughtco.com/bodily-kinesthetic-intelligence-8090

Murphy, A. (2019, May 16). 4 Ways to Get Students Moving in Class. Retrieved July 10, 2020, from https://www.edutopia.org/article/4-ways-get-students-moving-class

Person. (2016, July 20). Multiple Intelligences: What Does the Research Say? Retrieved July 10, 2020, from https://www.edutopia.org/multiple-intelligences-research

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There are some key points to consider when incorporating technology in the classroom.
1. Accessibility. The technology should be placed in easily accessible areas in the classroom, encouraging students to take initiative in their free time to explore. The placement of technology should also be inviting and not intimidating.
2. Up-to-date and Authentic. The use of technology in the classroom can be rather useless if the technology is not modern and reflective of what is being used currently. If a teacher is using software / hardware, they should be sure is is relatively up-to-date and comparable to the industry standard.
3. Multimedia. One mistake teachers make is that they provide technology, but it is in a limited capacity. For exapmple, they have students study ancient Egypt, but limit them to merely creating a Powerpoint. This is one very minuscule capacity of technology. Instead, teachers should allow students to create projects that allow students to utilize, explore and experiments with various programs ( Excel, coding, web design, video design, video game design and programming, etc.).
4. Collaboration. With the usage of technology in the classroom, teachers should keep in mind that it should be used collaboratively and allow for opportunities for students to interact with each other and other students in the state, country or around the world.

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When considering a student-centered collaborative classroom, the need to re-evaluate the role of a teacher. By creating student-centered classroom the role of the teacher cannot be as prominent, thus they take on more of a facilitator's role. Yet, for many teachers this is not something easy to do as it relinquishes a large part of control to the students. Some teachers worry that students may not learn to the same capacity or may waste the time and become easily distracted, yet there are ways to avoid this and create an atmosphere of trust and understanding.
Planning - Although teachers are in more of a supportive role in student centered activities, it does not mean the work is easier. Teachers, must be sure to plan and prepare all stages of a student-center assignment. Teachers must also try to force possible problems or hiccups that may arise as students complete the project.
Contracts- Teachers and students should discuss their expectations of each other. During this time students should also discuss the expectations of their teammates as well. After the expectations have been discussed, a contract should be made and all participants are expected to adhere to it.
Consequences - Teachers and students should come to an agreement of reasonable consequences that will be enacted if someone violates the contract.
Self/Peer Assessment - With student-centered classrooms the teacher should establish some student accountability. One way to do this is to give students some power over assessment. Students should be allowed to realistically assess their performance and that of their peers.

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"Collaborative Strategic Reading (CSR) is a research-based  instructional practice in teaching reading comprehension to students to enhance content area learning. CSR teaches students reading comprehension while working in small cooperative groups" (edutopia.org). Reading in groups can also allow for opportunities for students to ask questions and gain a deeper understanding of the text. Collaborative Strategic Reading can be broken into 3 stages Pre-Reading, Reading, Post-Reading.

Pre-reading. Many teachers fail to really examine this stage. It is a very important stage as it prepares students for the text. By skipping this stage, teachers can run into issues in the future such as disinterest, inability to understand the context, or misinterpretation of the text. One activity a teacher can do prior to students reading the text is have them guess what the text will be about based on the title. Students can work collaboratively by asking each other questions about the potential text. During the pre-reading stage teachers should also divide the text into parts if students will be reading in groups.

Reading. During the reading stage students should be given time and freedom to read at their own pace. For the teacher, students may not be afforded enough time to read at their own pace during class time, thus it is recommended that students are assigned reading to complete at home. During class, students can  complete a "clink-clunk" activity. In this activity students explain their "clinks", or things they definitely understand; and their "clunks" are things that they do not really understand. This activity can be completed in groups and students can hep each other clarify possible misunderstandings.

Post-Reading. Students map out the most important parts of the reading including themes, concepts, and ideas. This can be done in a group and they can make a chart. During the entire process students are encouraged to keep a log of the entire process.

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Shalaway, L. Classroom Organization: The Physical Environment. Scholastic. Retrieved July 8, 2020, from

https://www.scholastic.com/teachers/articles/teaching-content/classroom-organization-physical-environment/

What are student centered approaches?. Connecticut Association of Public School Superintendents. Retrieved July 8, 2020, from

https://www.capss.org/educational-transformation/what-are-student-centered-approaches

Andrade, H., Huff, K., Brooke, G. Assessing Learning. Retrieved July 8, 2020, from

http://essentialconditionswiki.pbworks.com/w/file/fetch/61205344/Assessing%20Learning.pdf

Tomlinson, C., Allan, S. (2000). Leadership for differentiating schools and classrooms. Retrieved July 8, 2020, from

http://www.ascd.org/publications/books/100216/chapters/Understanding-Differentiated-Instruction@-Building-a-Foundation-for-Leadership.aspx