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Content
Differentiating content includes dividing whole lesson into small chunks, using graphing organizers, use different resources etc. Instructor should provide different ways to acquire subject knowledge based on academic level and interest of learner. Instructors should meet the general standard of the lesson. In a class with diverse student body, different types teaching methods like uses of video lesson, hands out, presentation, challenging problems of high achieving students can be offered to meet the need of every single student in a classroom.

Process
In a classroom people have difference style of learning. Some visual leaner, some like to learn by exploring, by hands-on activities, some prefer textbook. Thus one of the way of differentiating students learning is applying different style of learning process.

Product
The product is what students have learned at the end of learning process. This can be checked by test, by making them write report, or project work. Applying different assessment process to evaluate the learning goal is differentiating the product.

Learning Environment
Learning process is very mush affected by learning environment. Thus differentiating and providing different learning environment helps the learner to achieve their learning goals. Break out session, providing different learning space, and furniture are some of the examples.

http://teachnowaug15c2.pbworks.com/w/page/100864651/Student-centered%20approaches%20or%20techniques%20to%20address%20differentiation

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1.Questioning – Good readers ask purposeful questions before, during, and after reading to determine meaning or further understanding.

2.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.

3.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.

4.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.

5.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.

6.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)

https://sites.google.com/view/student-centered-learning/question-6-student-centered-reading-writing-listening

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1. Focus On Teaching The Skill Of Listening (yes those A.C.R.O.N.Y.M.S do help).

Break the skill into identifiable components for students and then practice, role play, make posters and dramatize scenarios.

Use positive reinforcement to help with this and/or reward students for using the skill appropriately.

2. Model Good Listening For Your Students.

So often we are thinking about our response to a student rather than really listening to them.

Use the 'counselling' skill of rephrasing or restating what students say to enhance your own listening.

Ask students to restate yours or others points of view.

Insist on one person speaking at a time either in whole class discussions, paired or group work.

Demonstrate the skill to the class by drawing their attention to your listening with younger grades, having older grades deconstruct what effective listening looks like, sounds like, feels like.

3. Get To Know Your Students.

Find out about their interests, hobbies, music and sport, families etc. Kids will listen more to teachers they feel are interested in them and know them.

In high school, where you may teach up to 150 students use memory tricks, refer to school photos or take notes so you can use the knowledge in your conversations with students.

See some of our articles on how to build relationships with students.

4. Use Reflective Listening...

to defuse tricky situations.

Saying 'Joey I can see you are upset (disappointed, frustrated, sad) validates a student's feelings, provides the language to describe the feelings and can help to reduce the intensity of the feelings allowing the student to move forward.

Listening to students can give you insight into their state of mind.

5. Give Students A Voice...

...about the issues that impact them, i.e. their learning, their assessment, their classroom, their school values students need to feel heard and understood.

They will more readily accept the status quo if they feel they have been heard. What About Student Voice?

6. Get Everyone's 'Voice In The Room'.

Give students an opportunity to speak at the beginning of class by having a "check in".

You could use this as an orientation to the lesson e.g in Maths, everyone thinks of the highest number they have seen today or as an emotional check in e.g.use a colour to describe how you are feeling.

7. Talk Less.

As a general rule, kids can effectively listen for about half their age in minutes, so for a child of 10 that's about 5 minutes, for a 15 yr old, that's about 7.5 minutes!

Mix up the activities in the classroom so that they are talking, writing, moving and listening in a variety of ways.

Here are more ideas on how to use variety in the classroom.

8. Use 'Cold Calling'.

Have you noticed that it is usually the same 4 or 5 students who answer questions?

Introduce cold calling (no hands up), where any student may be expected to answer a question or explain a concept to the class.

Dylan William has a simple strategy of writing students' names on paddle pop sticks and then randomly drawing out the name of the lucky person who gets to answer.

If you would prefer a more high tech system, find a list of randomize apps here.

To ensure students feel safe to 'have a go', develop a culture of risk-taking in your class by encouraging thinking rather than expecting the 'correct' answer.

Not sure about how to develop a positive class culture? See 6 Ways to build a positive classroom culture.

(Teaching Strategies to Increase Your Student's Listening Skills)

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Student Centered Learning - Question 6 - (Student Centered Reading, Writing, Listening)

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Student Centered Approaches/Techniques for Reading: 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

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Student-centered Reading strategies encourage students to explore subjects and topics on their own as they become independent and develop critical thinking skills.

Some effective student-centered approaches or techniques for reading are as follows:

Annotating and Paraphrasing sources - This means to teach learners to carefully read material by having them underline  keywords, write margin notes and summarise main ideas. This technique helps students to deepen their understanding about the content.

Anticipation Guides - It helps students to ponder about the ideas and themes that they come to know in a unit or a text while reading. This improves students’ comprehension level.

Close Reading Protocol - this ensures students reading comprehension  by emphasizing a purposeful reading and rereading of a text. This approach develops students analysing skill and keeps them focused.

Colour, Symbol, image - This is to invite students to communicate nonverbally something they have read, using a colour symbol and an image. This technique is commonly used for students with special needs.

Connect, Extent, Challenge - It  deepens students’ understanding of a topic by having them connect to their prior knowledge. Suitable for all subjects.

Introducing a New Book - This helps to spark students interest in a book before reading it by having them make predictions and ask questions about it's contents.

Read Aloud - This is to encourage class participation and develop students’ active listening skills by reading aloud text excerpts.

Read Aloud Peer Review - This is to have students work in pairs to read each other's work aloud, and then give each other feedback.

Reader's Theatre - Students and teachers create a performance that conveys characters, a text message, theme or conflict. For instance, a ‘Book Week’ or a ‘Book Club’ can be arranged to align  the purpose by any subject teacher to encourage and motivate students into learning.

Say Something - this is to encourage students to stop and engage with a text as they read with this comprehension strategy. This is a useful tool for ESL learners to improve their communication and understanding.

Shadow Reading - to help students consider, compare and analyse various perspectives on a complex topic. Helps students to improve their critical thinking skills. It is widely implemented in project based and content based learning for various subjects.

Sketch to stretch - ask students to visualise a passage of text and interpret it through drawing with this reading comprehension strategy. This is a common approach practised for ‘Differentiated Teaching’ with students who struggle in learning.

Text- to- text, Text -to-self, Text -to- World - This helps to improve students’ reading skills and help them connect ideas in a text to their own lives, current events, and history. This technique is very helpful with students who have special needs.

Think Aloud -  This is a model for  students how proficient readers make meaning of a text by verbalizing your thinking as you read. Students often use this technique while studying English Literature, Social science or other subjects for making the concepts easier.

Reading Log - Helps students to keep track of their reading especially with their library books.

Book Buddy Reading - Usually, students from middle or upper grades read with lower. grade students. It  encourages ESL learners into reading.

Recommended tools and resources for Effective Student-Centered Reading strategies: Achieve 3000 (https://www.achieve3000.com/) , Raz-Kids (https://www.raz-kids.com/)

Reference:

https://www.facinghistory.org/resource-library/teaching-strategies

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The project based learning (PBL) units that our K3 students are involved in in my classroom, immediately spring to mind when thinking about student centered approaches and differentiation. Our Term 2 Animals PBL on animals has the leading question, "What do animals need to survive?". Students are encouraged throughout the unit to drive their own thinking, produce their own research and work toward a final presentation. In terms of how I approach differentiation, the image of the swimming pool above gives a clear indication of how much guidance I give the students. Considering they are 5 years old, depending on the ability of the students, I would say our students work in an environment switching between "Structured Inquiry", "Controlled Inquiry" and "Guided Inquiry" at different stages of the PBL unit, and considering student ability. I often start units with a more structured approach, and encourage more agency when I see the students are ready. I manage differentiation by encouraging collaboration in groups - meaning that students of all abilities work with one another. I scaffold the content and switch between appropriate levels of inquiry shown in the image above to assist students through to the end of the unit. Through working on PBL units, student engagement and agency is increased as they are encouraged to work on specific topics that truly interest them (for example, researching an animal that interests them) in an environment that promotes 21st century skills.

REFERENCES:
KQED Inc., 2018, March 1, How to Ease Students Into Independent Inquiry Projects, KQED,
https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects

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In 6 Strategies for Differentiated Instruction in Project-Based Learning (Miller, 2016), Andrew Millers writes, "Project-based learning (PBL) naturally lends itself to differentiation..it is student centered and student driven and it gives space for teachers to meet the needs of students in a variety of ways."

Reflection is something that students might not be given time for in traditional classroom settings, but is an essential part of the PBL process (Miller, 2016). Students are encouraged to reflect on their own learning at a particular moment in time, and to set their own goals for future learning. A great EdTech tool for student reflection is Flipgrid (https://flipgrid.com/). Using Flipgrid, students can openly share their thoughts with students in their own classroom, school community or global community, by recording, sharing and responding to short videos.

Learning centers are a key component of a differentiated classroom and a PBL unit - students are often given free choice in my kindergarten classroom to explore content and engage in activities as they wish. Learning centers can be set up in the classroom so that a number of skills are targeted. Objectives can be met by all students but made accessible in a number of ways. To supplement or approach a traditional writing activity in a different way, students may feel more comfortable using an EdTech writing tool, for example.

Voice and choice is another critical element of a PBL unit.
Through collaboration or independent work, students are able to work towards producing a final product at the end of the PBL unit in a variety of means - perhaps through artisitc performance, written or hand-drawn work, digitally produced or recorded work.

PBL also allows for teachers to formatively assess students considering differentiated student interests and abilities. Teachers can assess students through their presentation or final product at the end of the PBL unit. Teachers can also assess throughout the unit by observing student collaboration and teamwork, via student interviews and discussions with the teacher and through illustrated, written or digitally produced work.

REFERENCES:
Miller, A., 2012, February 8, 6 Strategies for Differentiated Instruction in Project-Based Learning, Edutopia, https://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Class Room Environment: Group Work + Rules + Assessments (Sean Bradley) 

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Class Room Environment: Group Work + Rules + Assessments (Sean Bradley) 

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Group Work:
On a rotating basis each pod will be the "teachers" of the class.  That week each pod of teachers is responsible for:
- Taking the class through the activities that week.
- Making the homework
- Checking the homework
- Making the weekly vocab quiz
- Grading the vocab quiz

Selecting the right mix of students for each pod is critical. This approach only works if students can follow through and be responsible

Rules: The rules for the class should be made at the beginning of class. The rules should be agreed to by everyone and enforced equally for everyone. The rules will create your classroom culture. After the rules are made come up with a punishment for breaking the rules. The punishment should be light and doable for the students. Task your strongest student with enforcing the rules. If done correctly your classroom management is taken care of by the students.

Assessments: Let the students group running the class that week or that chapter, make the assessment for that week or that chapter. Also have the student group who made the assessment correct the assessment.  In my ELA class we do a weekly vocabulary in context quiz. The students "teaching the class" selected the words that will be on the quiz, assign the page numbers with the words, and collect and grade the tests, all within 20 minutes of starting class.

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Student centered teaching strategies involving movement:
1.Short interviews around the class with fellow students, to collect data about a certain topic being discussed.
2.Gallery walk: Students move around the class to look at certain displayed images , charts or texts.( this is very engaging especially to  kinesthetic  learners.)
3.Barometer: It is named because students or participants can change there position or opinion as the speakers present their thoughts.
4. Four corners: The 4 corners are Agree, strongly agree, disagree and strongly disagree. The participants choose the corner representing their opinion on the topic. ( they may choose to change their corner according to any new input they get.)
Concentric circles: Participants stand in 2 concentric circles facing one another. After a certain time the teacher asks the students to move one step in the circle, so that each participant is now facing a new partner.
Resources:Wakelet. (n.d.). Wakelet – Save, organize and share content. https://wakelet.com/wake/wMiBwS9mLg72iDHlgPuv_

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

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By simply recognizing the methods used to assess student-centered learning as formative or summative, teachers are limiting themselves. Yes, these two methods are crucial to mastery, but there is much more for teachers to examine when determining a student’s competency. In its “Redesigning Systems of Assessments for Student-Centered Learning”, the International Association for K-12 Online Learning (iNACOL) outlines five styles of assessment:

Adaptive – identifies each student’s level of progress

Formative – reveals a student’s mastery

Interim – shows student’s growth within a specific time frame

Summative – analyzes student’s learning

Performance – evaluates how a student has learned.

https://edu.stemjobs.com/ways-to-assess-student-centered-learning/

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Technology for differentiated instruction in a student-centered environment (Zeca Lacerda)

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Technology for differentiated instruction in a student-centered environment (Zeca Lacerda)

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This article shows ideas on what technology the teacher can use to ensure a student-centered classroom, considering four factors for differentiation:

Assessment: It seems like, from the suggested apps, NearPod and FlipGrid through gamification and discussion are helping the teacher to have an understanding of where each student stands--formative assessment.

Content: With NewsEla, teachers can level the reading passages for students for differentiated learning.

Process: DuoLingo and CommonLit help differentiating the process through which the students learn by diversifying with which kinds of activities the students engage.

Product: With apps such as SeeSaw and Book Creator, students will have a variety of choices of how they will demonstrate their learning.

Anderson, S. and Farnsworth, S. (2019, October 10). 4 ed tech ways to differentiate in the student-centered classroom. AVID. Retrieved October 10, 2021, from https://www.avid.org/site/default.aspx?PageType=3&ModuleInstanceID=6506&ViewID=DEDCCD34-7C24-4AF2-812A-33C0075398BC&RenderLoc=0&FlexDataID=6197&PageID=3300.

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By Educators Steven W. Anderson and Shaelynn Farnsworth
In all of the work that we do with teachers across the US and beyond, we see educators creating amazing learning environments for students. From the use of 1:1 technology to enabling students to learn authentically, these really are incredible times to teach and learn.

However, among all the flash and pageantry, there is struggle. Educators are looking for ways to personalize the learning environment for every student, while trying to find ways to differentiate; it can become paralyzing. On the one hand, they have the traditional methods of accessing content and assessing what students have learned. On the other, they have rooms full of devices but aren't yet taking full advantage of what technology can do for each student.

Carol Ann Tomlinson said it best:
"At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction."
Differentiation isn't just something that some students need or some teachers have to do; differentiation is responsive teaching and a part of every classroom. Each student comes to the classroom with a variety of past learning experiences, prior knowledge, and individual learning needs. Whether it is to help a student who struggles to understand basic content, a student who just needs a little push to go deeper, or a student who far exceeds our expectations and needs the opportunity to go further, differentiation should be and must be a part of every classroom.

There are many ways to meet student needs through differentiation. Teachers can differentiate in four classroom components, based on student readiness, interest, or learning profile:

1. Assessment - Understanding what students know and still need to learn

2. Content - What the student needs to learn or how the student will access the information

3. Process - Activities in which the student engages, in order to make sense of or master the content or skill

4. Product - Culminating projects ask the student to rehearse, apply, and extend what they have learned in a unit

When we layer technology into these four components, the process of differentiation becomes less daunting and more accessible to each student.

Assessment
Assessment often has a negative connotation attached to it in the world of education. When done correctly, assessment can provide a mountain of valuable information that can help teachers determine where students are in their learning and where the teacher needs to go in their teaching. Particularly, formative assessment is the driver of differentiation of assessment. Formative assessment acts as a GPS for both the teacher and the learner. It provides timely feedback to inform instruction and lets the student know if they are headed in the right direction. When assessment is used to adjust instruction, it is known as "formative assessment." Formative assessment moves acquiring knowledge from an event to a process.

Technology isn't necessary to do any type of formative assessment. However, if we layer in the effective use of technology into formative assessment, we can not only reach students where they are in their understanding but also look at trends over time and respond accordingly in our teaching. Technology provides a fast and easy way to accomplish this gathering of data and analysis over time.

Many teachers think of "content" when they hear the word differentiation. Content is the foundation of learning and is the mean in which skills are applied and practiced. Therefore, if we can provide a way for students to access that content at their readiness level, we can better meet their learning needs. Each student is (and should be) held to high standards, but we know that not every student is on the same path for their learning. Through the differentiation of content, we can level the playing field for each student.

Technology has made it much easier and, frankly, more possible to differentiate content in new and exciting ways. In some cases, students can be given the same content; however, that content is tailored to their individual needs, either through raising or lowering the reading level, providing more visualizations, or still meeting standards but providing content that is interesting and exciting for students.

Differentiation of the processes by which students learn is another traditional way that teachers provide multiple learning paths for students. For many students, the instructional practices are outdated and do not meet their needs. If we want to create an environment where each student can find success no matter their learning profile, then we have to look beyond traditional pedagogy and meet students where they are at and how they want to consume information.

Technology makes the differentiation of process easier. Accessibility tools built into modern devices make it easier for us all to use those devices more effectively and efficiently, and many of those same tools can benefit all students. In addition, the idea of gamifying learning is gaining steam to provide an environment that is familiar to students, while also being fun, challenging, and rich with varied learning opportunities.

Ultimately, students need to demonstrate their understanding of the content and skill. Traditionally, that is done through a summative project or final exam. However, this method is flawed when we produce a list of items that students must include, such as the specific font to use, the number of cited sources, etc. That isn't a project, that is a recipe, and recipes don't belong in the classroom. Students need freedom of choice in how they demonstrate their understanding. That doesn't mean it's a free-for-all. We can provide creativity, choice, and freedom within boundaries.

Technology is truly transformational, and students should be able to demonstrate understanding through a variety of innovative ways. This differentiation of product can look different for each student; however, at the heart are the same learning goals. Through the effective use of technology, students can do incredible things while still demonstrating what they know and how they know what they know.

If you enjoyed these tips, download and share this helpful infographic!
For more professional learning, digital strategies, and resources, attend an AVID Digital Teaching and Learning (DTL) strand at AVID Summer Institute!

The DTL Foundations strands bring educators together to experience and explore digital strategies and resources using collaboration, communication, and choice to engage students in learning and knowledge creation. Come ready to connect with colleagues in building a technology-rich classroom culture, infusing AVID methodologies both digitally and face to face. This strand blends WICOR (Writing, Inquiry, Collaboration, Organization, and Reading) strategies with technology tools to prepare students with the skills that they need to be college- and career-ready. Participants are supported during the process with best-practice pedagogy, resources, and guidance on how to use technology to facilitate student learning and engagement. By completing this strand, educators will have the opportunity to receive a digital badge representing their learning experience.

Digital Teaching and Learning - Foundations: Elementary (Grades 3-6)
This strand is designed to support experienced AVID Elementary teachers and instructional support staff in blending WICOR (Writing, Inquiry, Collaboration, Organization, and Reading) with digital strategies to prepare students with the skills they need to be college- and career-ready.

Digital Teaching and Learning - Foundations: Secondary Digital Teaching and Learning
This strand is designed for secondary educators experienced in AVID methodologies in all content areas, as well the AVID Elective.

The DTL Advancing strands are best suited to participants whose schools or districts have been on the 1:1 journey for four or more years. If you are in a school or district that is in the early stages (planning through the first three years) of 1:1 technology implementation, the Digital Teaching and Learning - Foundations strands are a more appropriate fit. Learning is a story. Participants will learn how to empower students to create a personalized story of their learning as digital citizens in a global society. Through a metacognitive lens, participants will learn how to use the 4 A's (Adopt, Adapt, Accelerate and Advocate), WICOR, digital storytelling, and eBinders to enhance and extend student voice. Focusing on learning first, participants will develop a plan for intentional integration of digital tools in a student-centered classroom, allowing students to develop into innovative designers and creative communicators.These strands incorporate either Googe or Microsoft 365 digital tools with AVID methodologies in order to prepare students with key skills they will need in the 21st century to be college- and career-ready. By completing this strand, educators will have the opportunity to receive a digital badge representing their learning experience.

Steven W. Anderson is a learner, blogger, speaker, Digital Learning and Relationship Evangelist, author, and Dad. As a former teacher and Director of Instructional Technology, and best known as @web20classroom, he is highly sought after for his expertise in educational technology integration and using social media for learning and communicating. Steven presents at conferences worldwide and is also responsible in helping create #edchat, the most popular educational hashtag on Twitter. He is an ASCD Emerging Leader, Microsoft Heroes of Education, and one of the top educational influencers on Twitter. You can learn more about Steven at http://blog.web20classroom.org.

Shaelynn Farnsworth is a leader in the convergence between literacy and technology. As a high school teacher, she redefined her English classroom as not only a place to learn about literature but also explore how technology is shaping the future of communications. She continues this exploration as a consultant, focusing on technology, literacy, Open Education Resources, and Authentic Intellectual Work. Shaelynn is a Staff Developer, literacy coach, and supports districts in the implementation of initiatives. She is a Google Certified Innovator and has training in Project-Based Learning from the Buck Institute, Instructional Coaching, and Microsoft Inclusive Classroom Partner. Shaelynn shares her musings at shaelynnfarnsworth.com and @shfarnsworth.

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4 Ed Tech Ways to Differentiate in the Student-Centered Classroom

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By Educators Steven W. Anderson and Shaelynn Farnsworth In all of the work that we do with teachers across the US and beyond, we see educators creating amazing learning environments for students. From the use of 1:1 technology to enabling students to learn authentically, these really are incredible times to teach and learn.

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What if we do not have access to technology? (Zeca Lacerda)

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What if we do not have access to technology? (Zeca Lacerda)

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Having tablets, computers, and even access to the internet in your classroom is a privilege for few places. But student-centered learning does not need to necessarily focus on using technology. Here are some approaches one can use for ensuring a student-centered environment without utilizing technology necessarily.

Creating lessons plans based on Universal Design for Learning can be an effective way to apply differentiation in a nontech student-centered environment. For instance, considering UDL's means of engagement teachers can allow students the chance to participate in the design of the activities (e.g. give them choices of topics for group-based projects).

When introducing a new topic, use reflective thinking routines or graphic organizers, like KWL, to access prior knowledge. This is not only a great way to have students share their ideas and engage and discussion but can be used to guide student-centered research projects.

Inquiry-based learning: Learning is guided by student-driven inquiry where instead of the teacher giving direct instruction or authority over topics, students are the ones making such decisions while working with one another or individually. Students self-regulate their engagement, so they take ownership of their learning.

Reference:
CAST. UDL. (2018, January 12). Retrieved October 10, 2021, from https://udlguidelines.cast.org/engagement/?utm_source=castsite&utm_medium=web&utm_campaign=none&utm_content=aboutudl.

Wolpert-Gawron, H. (2016, August 11). What the heck is inquiry-based learning? Edutopia. Retrieved October 10, 2021, from https://www.edutopia.org/blog/what-heck-inquiry-based-learning-heather-wolpert-gawron.

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What the Heck Is Inquiry-Based Learning?

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Teachers use inquiry-based learning to combat the “dunno” -- a chronic problem in student engagement. Check out these four steps for creating inquiry-based curriculum.

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Self-Paced Instruction in a blended environment (Zeca Lacerda)

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Self-Paced Instruction in a blended environment (Zeca Lacerda)

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In this model for differentiation we have:

Blended instruction (digital and in-person)

Students learning at their own pace with constant formative assessments

Summative assessments: exit tickets (min-quizzes) to show students have mastered key concepts)

Pros:

The video instruction (designed by the teacher) frees up the teacher to work one-on-one and/or in small groups”

Teachers can count on students that are ahead to explain concepts to students that are behind.

The emotional support the teacher may have to give individually does not interfere with the whole classroom environment/pace.

Con (potential):

Showing the progress of each student on the big screen to everyone: is it motivating or potential cause for embarrassment?

Edutopia. (2019, May 9). A student-centered model of blended learning. Edutopia. Retrieved October 10, 2021, from https://www.edutopia.org/video/student-centered-model-blended-learning.

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Modern Classrooms Project - Free blended, self-paced, mastery-based PD, built by teachers.

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An innovative, research-backed instructional model that responds to every student's needs. Our free online course has empowered thousands of educators!

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Student-cerentered techniques for reading is beneficial in that students become more interested in reading knowing that they are  learning through activities where they can collaborate and interact with peers as well as reading based on their own interest. A few strategies for student-centered learning include:

1) Allowing time for independent reading for books of the student choice

2) Allowing students the opportunity to choose from a variety of reading formats for example choosing novels, comic books, read plays, use magazines and more

3) The teacher can choose a novel based on the area of study in the class and allow students to read aloud and present the novel how they choose to. This could be in the form of drama and even using sense of humor to deliver the book

4) Teachers can encourage students to use their prior knowledge/experience to make connections in order to understand text

5) Teachers can encourage students to make predictions about text before reading and practice evaluating whether or not they like the text after reading.

Cranage, S. (2008). Student-Centered Reading Strategies . Retrieved from https://ed.psu.edu/pds/teacher-inquiry/2008/cranages.pdf.

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One of my favorite sayings is from Samuel Clemens, also known as Mark Twain, who is credited with, "don't let your schooling get in the way of your education".

I like to engage students without them feeling uncomfortable or singled out. Some techniques that I have used for student-centered learning and will deploy in the classroom are;

- Classroom Debate - Take a Side. Literally, if you agree that we haven't done enough to stem global warming - then go to this side of the room. Opposing viewpoints take the other side and be ready to say why you chose the side you did.
- Asking "What if...?" questions. Take something that is a given and then ask, "What if you could design an experiment for the International Space Station?" (which they can). What aspect of space would you want to hypothesis about?
- Popcorn responses - each student must add on to the others' answers. Make a game out of giving the correct answer one word at at a time. Make teams, so there is a competition.
- Let students deliver a lesson newscast or TikTok style. I'm really going to try to do this. Devices in class are discouraged but when we get in to the periodic table, everything goes!
- Random teams based on group randomizers like Flippity.net or ClassDojo. This has resulted in not only getting students together who never speak to one another but I see some unusual friendships taking shape (maybe some learning too!)
- Choose your own adventure. Kinda risky - but I'd like to have groups chunk an assignment and run with it for a week.
Maybe teach us about the system of scientific classification.
- Here's your alternative fuel source - make a poster or public service announcement about why it's goos for the environment.

Teachers need to be aware of students' cognitive potential. Teachers can also use a student profile dimenstion consisting of knowledge, understanding, application and processes.

Do teachers ask questions of students based on what teachers want to know or what students should know?

Some other thoughts about integrating technology in the classroom;
- Is it a toy or a tool?
- Does it take so long to learn and deploy (each day) that it goes beyond it's return on time investment.
- Does this platform prevent or stifle creative, independent thinking?
This last point is particularly important to me. Some students are SO eager to jump on a laptop, that we miss the humanity in who they are and who we are.

Examples of current issues in the multicultural classroom - ed. (n.d.). Retrieved October 9, 2021, from https://files.eric.ed.gov/fulltext/EJ1081654.pdf.

Staff, T. T., & About The Author Drew Perkins TeachThought's Director of Professional Development. (2020, July 29). 15 questions to ask about Tech integration in your classroom. TeachThought. Retrieved October 13, 2021, from https://www.teachthought.com/technology/using-technology-can/.

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In a student-centered classroom, it is critical that students are valued, respected, and a part of the whole group. Therefore, if I were to design a student-centered classroom, I would give students ownership by incorporating them in choices regarding the physical environment of the class, the resources we will be using and how they will spend their class time.

Students will be placed in groups of three or four. A group of four would be ideal because it allows for both group-work as well as partner-work. Group activities along with project-based learning could keep the students focused in class. Gamification will be the platform used in the class. It has proven to be a great way to keep students more engaged and interested in the class because they can view the class as a game rather than just another boring class. They can focus on gaining points and obtaining special powers. Each group of guild will include characters like warriors, who will go to battles, mages, who will possess special abilities the group can utilize, and healers, who can heal or revive ones who have lost points during battles or for misbehaving. Through Classcraft, students can learn critical thinking skills as they need to figure out how to solve problems as a group. Since they are working in groups, they will enhance their collaborative and communication skills, which will help them greatly later in life. They also have to learn how to solve problems by using their creativity.

Also, I would point out to my students that learning happens anytime, anywhere, and not just in the classroom. Thus, flipped learning will be used as they will get opportunities to watch videos related to the content in advance before class. Some videos may come from Ted Talk videos, movie or TV show clips, or other short educational video clips from YouTube. In EFL or ESL classes, watching videos in English will help students improve their listening comprehension skills, they will be able to learn useful vocabulary words and expressions, and they will learn how to analyze and think critically about what they watch as they formulate their own opinions on the topics.

For online classes using Zoom, I place students in breakout rooms for group discussions to enhance group collaboration. I use the Zoom whiteboard from time to time to create mind maps and demonstrate to my students to help English language learners think about what to talk about, how to respond to others’ comments, and how to continue conversations by asking follow-up questions.

Some activities and games could be modified for students with special needs by incorporating visual aids to help clarify key concepts. Scaffolding could also help allow for more understanding of difficult concepts. Voice and speech recognition software could help students who have hearing or speaking issues.

References

Alber, R. (2015, August 17). How Student Centered Is Your        Classroom? George Lucas Educational Foundation and         Edutopia. https://www.edutopia.org/blog/how-
student-centered-your-classroom-rebecca-alber

Day, E. (2017, September 5). Classcraft: Transforming the Class Into a Cooperative Challenge. Getting Smart. https://www.gettingsmart.com/2017/09/05/classcraft-transforming-classroom-cooperative-challenge/

Marie, D. (2014, June 19). Shawn Young, CEO and
Founder of Classcraft, Talks Benefits of Gaming
Classrooms. Gameskinny.
https://www.gameskinny.com/qquyj/shawn-
young-ceo-and-founder-of-classcraft-talks-benefits-
of-gaming classrooms

Transformation. (2015, March 13). Transformation. [Video]
YouTube. https://youtu.be/e6ieXLVCss4

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Classcraft: Transforming the Classroom into a Cooperative Challenge

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Gamification can be a valuable classroom practice, and tools that purport to be worthwhile resources have flooded the market as EdTech has become a daily part of more and more students' lives. Unfortunately, perhaps more so than with other EdTech-based practices, gamification tools often suffer the all-too-common issue of being a screen-based facsimile of a 20th-century learning style.

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1) Snapshot Assessments

Assessment is sometimes reduced to a high stakes moment in time: a student taking a single test or quiz. Assessment is instead, an integral process of learning rather than a single anticipated moment. Snapshot assessments empower learners. When a student demonstrates learning and growth areas in multiple ways throughout a process--rather than just at the end--teachers and students gather information about what learners can do next. When we design for frequent check-ins within our learning experiences, we offer students agency-rich opportunities to ask questions, to revisit concepts, and to monitor their progress.

Simple tools like automated quizzes, two-minute conferences, and structured learning reflections are quick to administer yet rich in information for learning. Sprinkled throughout a unit or experience, snapshot assessments are fast ways to keep both teachers and students informed on progress so that everyone can plan for personalized next steps.

2) Process Portfolios

Process portfolios are systems friendly, meaningful, and useful assessment tools that invite conversation, feedback, and engagement on learning. They are adaptable, capturing learning over time in one helpful place, regardless of whether students are learning in-person, online, or between the two. Simple structures like collaborative slide decks established at the start of an experience can become profound spaces for students to share pre-thinking, goals, on-going reflections, and evidence of learning. Diversified modes of audio, video, text and images are easily added for speedy syntheses of progress. And since sharing settings allow anyone to view, peers and caregivers can be invited into the process portfolio to follow protocols for offering feedback and supporting goal-setting.

Process portfolios encourage a growth mindset; they are assessment tools that contribute to a culture of learning that invites risk-taking, reflection, and revision.

3) Self-Assessment

When students are empowered to monitor their own progress and to use that information for future learning gains, they are engaged in transferable metacognitive processes that have exponential impact and transfer potential far beyond our classrooms.

Moments of self-assessment throughout a learning experience invite students to tell the story of their learning -- where they started, where they are, and where they want to go. And when paired with diversified modes (peer-to-peer, student-to-teacher, student-to-self) and tools (reflection protocols, automated quizzes, feedback prompts), they also invite agency and access as students leverage strengths and interests to own their learning stories.

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21st Century classrooms are becoming more and more student-centered. This approach involves students being encouraged to direct their own learning along with the instructor seeing each student as an individual. Through differentiating teaching strategies, the goal is to reach all types of learners and support their individual learning needs. Teachers can be more flexible with time management, give learners increasing responsibility, include relevant activities, and support peer learning and peer teaching.

There are specific elements that qualify a learning exercise as collaborative learning. With positive interdependence, the team members are obliged to rely on one another to achieve the goal. If any team members fail to do their part, everyone suffers consequences. Also, individual accountability, all students in a group are responsible for doing their share of the work.

Collaboration Example: Think‐Pair‐Share

The teacher initiates a question, with a demanding analysis, evaluation, and/or synthesis, and gives students time to come up with an accurate response, which is my personal favorite to use in my classroom. This "think-time" can be spent in different ways, such as writing. Students can then turn to partners and share what they’ve come up with. The last step could be when the two or four-person group of students can share responses as a team project. A larger group, or with an entire class during a follow-up discussion would work as well. The caliber of discussion is enhanced by this technique, and all students have an opportunity to learn by reflection and by verbalization.

Why use it?

1. Keep students engaged in large classes

2. Prime students for whole-class discussion

3. Target key concepts for review

4. Enhance students’ metacognition—they become more aware of gaps in their thinking

5. Student responses are feedback to the instructor about how they are making sense of the material

References

https://lincs.ed.gov/sites/default/files/6%20_TEAL_Student-Centered.pdf

http://tnaugust17cohort4.pbworks.com/w/page/120465129/Student-centered%20approaches%C2%A0or%20techniques%20that%20are%20based%20on%20or%20require%20collaboration