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Question 6. What are some student-centered approaches or techniques for reading?

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Question 6. What are some student-centered approaches or techniques for reading?

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1. Debating
Students are divided into groups to debate papers assigned to them that related to their recent reading. This provides students with the ability to work with their team to develop an argument based on their learning and to provide additional evidence to prove their argument.

2. Role Play
Role-playing activities about the characters in the article can motivate students to participate in the story itself, stimulate their interest and have a deeper understanding of the characters in the article.

3. Think-Pair Share
The teacher asks a question and instructs that the students must think independently of their answer (and maybe even take some notes), and after a short period of time, the students are instructed to pair off and compare their thoughts/ideas/notes. Afterwards, the students share their responses to the rest of the class. This gives students an opportunity to collaborate and come up with a response without putting all the pressure on each student. This method also works for students who are shy, quiet, or don't like to respond in class

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Question 5. What student-centered approaches or techniques include physical movement as a central element?

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Question 5. What student-centered approaches or techniques include physical movement as a central element?

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I think field trip is a typical approach that includde physical movement. Field trips are filled with movement that engages students in real-world learning experiences. For example, if the course is in natural history, take students to a botanical garden or park to distinguish the different kinds of flora. Students will have the opportunity to experience first-hand the application of what they have learned. Also, in the teaching of young children, many teaching approaches include physical movements, such as dancing, singing courses.

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Question 4. What student-centered approaches or techniques can you use to address differentiation?

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Question 4. What student-centered approaches or techniques can you use to address differentiation?

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In a classroom with a diverse student body, different types of teaching methods can be provided, such as using video lessons, handouts, presentations, challenging questions from top students, to meet the needs of every student in the class. People have different learning styles. Some prefer visual learning, some prefer exploratory learning, some prefer hands-on learning, and some prefer textbook learning. Therefore, one way to differentiate students' learning is to use different learning process styles. Also, applying different assessment process to evaluate the learning goal is essential.

Reference: https://youtu.be/01798frimeQ

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Question 3. How can you implement assessment so that it enhances student-centered learning?

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Question 3. How can you implement assessment so that it enhances student-centered learning?

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I think self-assessment and peer assessment can be implemented. Self-assessment can enhance students' understandings about their own strengths and weakness. Teachers can provide reasonable feedback to students based on their self-assessments.  Peer assessment can help teachers supervise the problems in group cooperation. If there is a disagreement in group cooperation, the teacher can also intervene in time to help students solve it.

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Question 2. What are some student-centered approaches or techniques that are based on or require collaboration?

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Question 2. What are some student-centered approaches or techniques that are based on or require collaboration?

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The subject I am responsible for is Mandarin which requires a lot of reading and writing. I like to implement more collaborative activities into the learning process, which can expose students to more ideas and viewpoints at once.
I highly recommend the “Debate competition” this approach. In this type of collaborative teaching, students rotate their roles, and teachers give them instruction related to the debate topic they are supposed to carry out.
Four students in a team work together to figure out the problem and make the statement. We observe and assist them. In short, the teacher analyzes where the students are lacking, whether they’re doing their assignments properly or struggling with concepts, and then helps them out.
Also, “Game-based learning,” “Task-based learning,” or “Problem-solved learning” could impart knowledge in a variety of ways which makes the process more exciting and appealing. It leads to group discussion, allowing students to interact with peers, listen, and teach. Practical small group discussion is guided by clear directions and asks students to share a product!
Techniques: We forced to study online in recent years, so we used “Kahoot” to play games, and “Round Table” that allows students to assess prior knowledge, recall information and practice communication skills.

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Question 1. 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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Question 1. 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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For the physical environment design, I will divide students into several groups，each group of students works as a team and they have to work together to complete tasks in class. I will integrate project-based activities in my class, 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.

Since online learning cannot interact with students face to face as in reality, some learning resources such as videos and pictures should be provided in course design to attract students' attention. The time of group discussion should not be designed to be too long. Meanwhile, as a teacher, I should supervise the learning progress of each group of students and grasp the direction of the discussion content without disturbing their discussion

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Q6-What are some student-centered approaches or techniques for reading?

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Q6-What are some student-centered approaches or techniques for reading?

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Some student-centered techniques for reading include practicing revision for other student work, finding and identifying specific words or information in readings, reading in small groups, reading for information and reading for fluency.

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Q5-What student-centered approaches or techniques include physical movement as a central element?

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Q5-What student-centered approaches or techniques include physical movement as a central element?

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Some student-centered approaches including movement are role-play, fine and gross motor skill development activities, field trips, and charade-like activities when appropriate.

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Q4 - What student-centered approaches or techniques can you use to address differentiation?

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Q4 - What student-centered approaches or techniques can you use to address differentiation?

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Multimodality is a great way to differentiate student-centered approaches. This technique gives learners other options to show their knowledge to the best of their ability. Students are able to express themselves through their choice of writing, use of visuals, orally, and non-verbal. Effective ways to do this with the whole class are to group them, explore different skills at centers, allow for independent work time, and encourage inquiry-based learning.

Resources:

Student-Centered World. “Effective Classroom Differentiation (It'S 100% Easier Than You Think).” Student-Centered World: A Student-Centered Learning Resource, 23 Feb. 2023, www.studentcenteredworld.com/differentiation-of-instruction.

Wilkinson, Jennifer. “3 Authentic Multimodal Projects for Young Writers.” Edutopia, 13 Apr. 2022, www.edutopia.org/article/3-authentic-multimodal-projects-young-writers.

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Q3 - How can you implement assessment so that it enhances student-centered learning?

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Q3 - How can you implement assessment so that it enhances student-centered learning?

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Together with the students, we could ask students to critique their own work, identify areas of progress, and how to improve/ strengthen their work. According to Green, it’s important to set clear goals, monitor and measure progress, and revise. She suggests implementing them through peer-assessment, process portfolios, and exhibitions.

In my class, student centered assessment looks like speaking on a topic, producing a creative multimodal writing tasks, and using our journals to go back and fix our old mistakes, students leaving sticky noted reviews/notes/suggestions on another one’s work.

I feel that a process portfolio would be a great addition to my classroom.

Resources:

Green, Christa. “Student-Centered Learning: In Principle and in Practice | Michigan Virtual.” Michigan Virtual, 31 Mar. 2022, michiganvirtual.org/research/publications/student-centered-learning-in-principle-and-in-practice.

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Q2- What are some student-centered approaches or techniques that are based on or require collaboration?

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Q2- What are some student-centered approaches or techniques that are based on or require collaboration?

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Some techniques and approaches that require collaboration include grouping students with high and low levels, setting tasks, assigning roles, guiding students to think like a leader, ask students to make rules for activities or the classroom, students reporting to class, group projects, putting students in teams, and think-pair-share.

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Q1 - 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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Q1 - 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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In order to make the physical environment student-centered, a classroom might have “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.” In my class, we use technology to support reading. Students have access to reading platforms but also a physical reading corner where they can grab a pillow and book during their reading time.

In addition, I like how Farnsworth discusses “gamifying” an environment to make it more student centered. This is a very motivating factor for students when using technology. If we gamify something, students with different language abilities will be able to access more through being physically active with the content and exposure to it in different mediums.

In my class, I like to make sure the desks/tables are arranged in a way that allows students to easily collaborate and work together. They are often facing each other which I have found encourages them to collaborate more efficiently. For the learning tool kit, I think it would be useful to have them record themselves for short presentations, readings, or thoughts to analyze their own progress.

References:

Farnsworth, Shaelynn. “4 EdTech Ways to Differentiate in a Student-Centered Classroom.” Shaelynn Farnsworth, 15 Aug. 2018, shaelynnfarnsworth.com/2018/02/05/4-edtech-ways-to-differentiate-in-a-student-centered-classroom.

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Q6. What are some student-centered approaches or techniques for reading?

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Q6. What are some student-centered approaches or techniques for reading?

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1. Back to Back reading
Preschoolers can not read whole words yet but they can read with their imagination. And imagination is also very important skill.
During library class, We let students find their partner who would like to read together and then they sit Back to Back.
We gave them time to read around 5-10minutes, they sit side by side and one person read the story for partner and other friend listen that story. They also have a turn.

When they finish again, the teacher asked who would like to read the story in front of everyone.
Lots of them would like to read their story with their imagination. In that book, there is a picture and only one or two sentences are there, and students just can read their own style by their imagination.

From this lesson, we would like to teach them, to be creative reader and they can still read even though they don't know how to read the letters.

They just loved it to read for their friends and also read it loud in front of the students.

2. Collaboration reading(other grade visiting and read)
Kindergarten students strated making sentences and they could make little journal. They came to preschool and they read for them and showed their drawing.
From this experince, Kindergarten students could show their confidence of writing, speaking and preschoolers can understand and see that they can do that when they go to the kindergarten and also that can be a good role model for them.

Even Grade 9 students also came to preschool and they read the books for little students too. I could even see from Grade 10, one of them was really good at reading and caring students. Maybe I can see that student again at school as a teacher in near future.

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Q 5. What student-centered approaches or techniques include physical movement as a central element?

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Q 5. What student-centered approaches or techniques include physical movement as a central element?

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Group project would be good for the students. Maybe around grade 3, it will work quite well. For example, when they have group project, they can go to other group and interview them and get the result. When they move around, they will remember better. This time, teacher can give just a little bit of basic information and for the last, students are supposed to figure out information and find the solution.
When I was in school, it was more teacher-centered but these days it is becoming changing to student-centered. However, some of the students who are shy, and introverted, they might prefer teacher-centered teaching too because student-centered teaching needs more participation, active.

https://www.youtube.com/watch?v=e8Vx35Lym-8

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Student-Centered Learning – In the Middle School

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Q 4. What student-centered approaches or techniques can you use to address differentiation?

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Q 4. What student-centered approaches or techniques can you use to address differentiation?

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When there are different choices that students can use, they get creative thinking and they can also use that knowledge to their friends to show what they've learned.
In my class, students are not able to read yet but  they can recognize the first sound of letter and write their name and recognize friends name.
When they get free time, Some of the students can play with the alphabet blocks, alphabet magnets, letter fishing, letter tracing etc and these are all connected to literacy and they are pretty much enjoying.

For young groups, videos, pictures like visual effects will be helpful too because they can not read whole things yet.
We also tried to understand student learning strengths and weaknesses. When we see one kid seemed like understanding for that activities, we can let that chid to help other student who is having difficult to understand.

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What are some student-centered approaches or techniques for reading?
My first thought on this is a book club. Students/learners can all read the same book then meet to discuss it. It can be talked about by chapter, by theme, by character. There are many options when it comes to this.

Looking online, we can see examples of this in fan websites with discussion forums where a book can be discussed by people all over the world. Sometimes you can get a perspective that you never would have imagined by discussing with others.

As one is reading, they can highlight sections or take notes then bring that to the group and talk about these passages that interested them.

This seems very commonplace to me now, but maybe when a student is young they are not so familiar with the concept. My students now are not at the point of taking notes yet, and I had tried introducing that with videos when I had grade 6.

This is a bit more difficult as videos must be viewed multiple times whereas with a book, you only have to turn a page, but the videos seemed more engaging for my students.

By taking notes though, it does help sometimes for retaining information, especially if studying history. Reading alone was not enough, nor lectures, but also note-taking was important when I was in college (history was my major).

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Q 3. How can you implement assessment so that it enhances student-centered learning?

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Q 3. How can you implement assessment so that it enhances student-centered learning?

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Our school, we use "Seesaw" and parents can see their child's Learning journey and what they have been learning every day in the classroom. From the biggning of the parents meeting, we set the Goal with them and share their progeress in Seesaw post. Each students goal is different because every kids have different personlaity and skills and talents etc and also some of the kids started the school a little bit later than other students. So it all depends on each student.
Those seesaw postings are normally comes with the pictures so parents can share their child's goal with their child, and talk about how they grow and getting better things like that. Assement is important both for teachers and students because with the different results, teachers can think about different level or style of teaching for stduents and they can help to make students learn in a better way and students know understand their ability and they can be proud of their learing journey.

Andrew, Miller (2015,September 2)
Using Assessment to Create Student-Centered Learning

https://www.edutopia.org/blog/assessment-create-student-centered-learning-andrew-miller

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

We heard about UDL (Universal Design for Learning) earlier in this course. By tailoring your approach to those with needs, you can also make the lesson more accessible to all.

What I would love in my classes is having students grouped by ability so that you can teach to a specific level, and so you don't have some students struggling thinking a lesson is too hard, while others are bored thinking it is too easy.

Grouping by skill can help everyone to succeed. Those more advanced can do more demanding (and rewarding) tasks while others can work on fundamentals as they need to.

Also you could offer options and let students decide which approach/game/lesson they want to do if they have a specific interest.

A good example of this is the recent Grand Theft Auto 5 videogame where the player chooses from option in how to approach a situation. A player can choose something based on their strengths or what seems most fun.

If you could take this approach by offering different options, the students could decide what interests them most.

They could be choosing which books they want to read, whether they want to give a written or oral report, or a range of other projects.

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What student-centered approaches or techniques include physical movement as a central element?
The most obvious idea that comes to my mind is martial arts and learning about anatomy. You can learn very fast how your body works by experiencing things physically and figuring out how the body does/doesn't work/move/bend.

Actors can do the same with a piece of writing, by blocking out a scene (establishing where each person and object is) and rehearsing, they can better understand the dynamics of what the author was trying to convey.

Sign language is another example that comes to my mind, as you are using both your mind and body together to communicate with others. By learning and using gestures, you can convey complex thoughts to others.

When I taught at a STEM school, kids had a lot of hands-on learning courses that helped with dexterity, problem-solving and creative expression.

The perfect example of this is working with LEGOs and using motors controlled with computer programming to make a car that works. There are many different things that must happen to succeed, not just mentally but also physically in how it must be created.

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Q 1. 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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Q 1. 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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A1. Since I am teaching the youngest(preschoolers) group in my school, classroom set up is really important. Students can be distracted so easily and lose focus and control but this group of kids are the most pure, fun group in this school too.
For helping Student-centred learning, we try to make the best environment for them and set up the toys for their free choice playing. We believe in play based learning so we are also trying to give them play before they go to other special classes like PE, Art, Music, Korean class.

We have carpet in the middle of the classroom and we put their name on each carpet seat. Not just helping them learn but also helping their concentration. We tried to change their seating spot a few times because some of the students were not listening, it was hard to focus during carpet time because of language barrier etc. We put the name on the masking tape and we just changed and students know where they are sitting too.
Also we have one boy who seems like he has Autism, he has a hard time sitting down during the carpet time so we give him a little rubber cushion to help him sit down. When we give them the best environment, kids are more focused and participate better during the class. During the carpet time, they raise their hand and answer.
When Covid hit Korea badly, we also had to close school. For preschool kids, it was hard for them because they are just too young to sit in front of a screen.
We gave them assignments(We made the video and students could see and did assignments) so they uploaded it but sometimes we did VC and they were showing their toys and they were talking to each other on the screen and it was quite nice to see.

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How can you implement assessment so that it enhances student-centered learning?
The first thought I have on this (because of this course) is having clear defined goals in a rubric. This lets the students know how their work will be judged, and the students themselves can judge their own work as if they were the teacher and know how well they are doing as they progress through a course or project.

Students can also seek peer-review if they have been working too hard on something and are feeling stuck. A fresh pair of eyes can help solve a problem a lot of times.

One example I would think of is a band playing a track they are working on for other musicians and getting feedback on what sounds good, what can be cut, etc.

Comedians can do the same by getting input from peers they respect who have seen their act. Getting a fresh perspective can be a great help.

Quite a few comedians will say that they record their shows as they are developing an act and listen to both their speech and audience feedback and hone their delivery over the course of a tour to improve the final product.

Students can do the same if they have others to help them judge their work, have input on where to improve, and seek advice when they need it.

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What are some student-centered approaches or techniques that are based on or require collaboration?
The first thought I have on this is "group work". There are a lot of different ways to structure it. A lot of people don't like group work after getting stuck with lazy partners, so having accountability is key.

An easy option is group talks/debates during class where students have their own arguments but are in a team, so even if the team fails, the students can say they did their part.

Having students band together to do research projects is another common practice. Again, accountability should be stressed so the group succeeds and everyone does their part.

A strong group should be able to make presentations or think together to solve a problem ( a good example would be the escape room simulations we see now).

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

There's several opportunities for student centered learning in reading. The most straightforward of which, would be simply putting to a vote which book to read for a given unit. But this can be expanded into letting students choose style (music, monologues, poetry)  or genre (fiction, nonfiction, sci-fi).

A more sophisticated approach could look an art project. Students could use a small piece of written text as a source of inspiration and produce a piece of art. For example, a student may make a mosaic based off the opening stanzas of The Raven, or a student could fashion a sculpture based on a Dr. Seuss book. It's an opportunity to allow the student to demonstrate understanding on their own terms.

McCarthy, J. (2015, September 9). Student-centered learning: It starts with the teacher. Edutopia. Retrieved February 28, 2023, from https://www.edutopia.org/blog/student-centered-learning-starts-with-teacher-john-mccarthy

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

One Student Centered technique I found that relied heavily on movement was the "All in the Family" exercise provided in the TRIBE strategies pdf. It involves students arranging themselves "according to their birth positions in their families :(eldest, youngest, inbetweens, only child)". But this can easily be extended to other factors, such as birth date, height, how comfortable they feel in a certain subject, how excited they are for a particular topic, etc.

Tribe strategies 200 - Flagstaff Unified School District. (n.d.). Retrieved March 1, 2023, from https://www.fusd1.org/cms/lib/AZ01001113/Centricity/Domain/1385/TRIBE%20strategies%20200.pdf

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

The most straight forward of the student centered techniques that could be used for differentiated learners is the D.N.A. framework. The tecnique focuses on: the dreams of the student (What do you think deeply about? Where do you want to go in the future?), the needs of the student (How can I help you? How can I be a better teacher for you?), and the abilities of the student (What are you amazing at? What could you teach others?). All three components work together. First, the personal goals of the student are identified, followed by obstacles in their learning, and concluded with using areas the student excels at to focus on the two former components.

Alber, R. (2015, August 17). How student centered is your classroom? Edutopia. Retrieved February 27, 2023, from https://www.edutopia.org/blog/how-student-centered-your-classroom-rebecca-alber

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

The "Choice Board" was a really exciting Student Centered approach to assessments. Students would be given the opportunity to choose what activity or activities best demonstrate their understanding of a concept. Ideally, this would drive engagement because students would be assessed on something in a fashion that they would enjoy, as opposed to an isolated assessment.

I also find assessing for 21st success skills quite compelling. In a post COVID world, how to use technology to learn new skills will be a skill in it of itself. It's important that students build knowledge and skills in area that are beyond lesson content. Some students may display proficiency in their Math or Reading skills, but may struggle to work in remote learning environments for example. These are critical skills to develop in the new COVID influenced workplace.

Chiaro, C. (2020, August 19). Student-Centered Learning Strategies. TeachHUB. Retrieved February 27, 2023, from https://www.teachhub.com/teaching-strategies/2020/07/student-centered-learning-strategies/

Miller, A. (2015, September 2). Using assessment to create student-centered learning. Edutopia. Retrieved February 27, 2023, from https://www.edutopia.org/blog/assessment-create-student-centered-learning-andrew-miller

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

The student centered approach that involves collaboration that I found the most compelling was project based learning. It's a really good opportunity to get students to use each other to develop their creative skills. One example I found that was really successful was a "build your own animal" project, where students in a group would design one part of an animal, then combine them to make a "super animal".

Chiaro, C. (2020, August 19). Student-Centered Learning Strategies. TeachHUB. Retrieved February 27, 2023, from https://www.teachhub.com/teaching-strategies/2020/07/student-centered-learning-strategies/

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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?~

The physical set up of my classroom really depends on the culture and practices of the school. During my time in Bangkok, for example, strict COVID policies instructed us to keep desks 1 meter apart, which consumed a lot of usable real estate in the classroom that I could have used for a dedicated reading area or play mats. At my current school, I have ample room for a mat area, arts and crafts station, and a line up area for hand washing. The most control I have is how I decorate the walls, which I can cover with educational material to support whatever curriculum I have.

One student centered approach I could be taking advantage of is allowing to students to "own" their environment by involving them in this decorating process. I could make the environment more supportive by giving them a say in how the classroom look, depending on what allowances school policy gives me.

Alber, R. (2015, August 17). How student centered is your classroom? Edutopia. Retrieved February 27, 2023, from https://www.edutopia.org/blog/how-student-centered-your-classroom-rebecca-alber

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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?

What I'm learning through this process is that the first rule of "Student-Centered" learning on anything, is "student voice." It requires teachers to set aside time in their learning plans to accommodate for students to have time and safe space to give input where they feel their opinions and thoughts are valued and validated.

One of the student-centered approaches to physical environment in the classroom I try to emulate comes from Daily 5 and a student work space conducive for Reader's and Writer's Workshop, which should address both ownership and independence. (Fountas & Pinnell, 2001)

The key areas include:

An open space large enough for the whole class to gather while sitting on the floor or in surrounding chairs (for mini-lessons or guided "teacher tips" when short, concentrated lessons on learning process is required)

Students are guided to experience a variety of seating options to discover which ones best fit their personalities and learning styles.

Options include low tables, regular tables with chairs, high counters, comfortable chairs or couches, area rugs, pillows, and so on.

I would start by asking, "if you can design our classroom to best fit your learning, what would you want?"

Setting up flexible seating and arranging physical seating that implies choice is validated is important, but I think the most physical element that's actually hard for teachers to grasp and embrace is time.

References:

Baggett, A. (2016). The invent to learn guide to: Making in the K-3 classroom: Why, how, and wow! Constructing Modern Knowledge Press.

Bousher, G., & Moser, J. (2012).  “Classroom Design.” TheDailyCAFE.com. The Daily CAFE, 2012. Web.
3 March 2023.

Brookhart, S. M. (2016). How to create and use rubrics for formative assessment and grading. ASCD.
Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and writers, grades 3-6: Teaching comprehension, genre, and content literacy. Heinemann.

Martinez, S. L., & Stager, G. (2013). Invent to learn making, tinkering, and engineering in the classroom (1st ed.). Constructing modern knowledge press.

Moser, J. (2014). Daily 5 - fostering literacy independence in the elementary grades. Stenhouse Publishers.

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

I honestly think this Padlet activity is a good example of "student-centered approach that require collaboration."

It facilitates a culmulation of a cohort of students collaborating on a single subject and assembling a variety of responses based on individual research and input.

What I feel our group is learning through this process now is:
- Time Management that is inclusive of members and their personal time
- setting tasks up that are reasonable for others to accomplish
- adjusting and modifying expectations for ourselves and others as we go
- adjusting goals as necessary
- being flexible and not being picky about how the tasks are set about as long as they're being done.

Things that generally require others in a group to respond to others' work is incumbent upon the members in the cohort to communicate, collaborate and think critically about their own and each others' work. We had to creatively come up with solutions to problems together as well.

The low-tech (or cheap / "in-person") version of this that I actually use in my classroom is big butcher-board paper and color-coded sticky notes.
Butcher Paper: Big theme/ central question/driving question.
Pink sticky notes: students respond to others with emotion ("This makes me feel..." "I feel the same/opposite way because...")
Yellow sticky notes: students respond with suggestions or recommendations
Green sticky notes: facts or references for students to provide where others can look for information  (often referred to as the "How do you know?" notes)

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From: Making in the K-3 Classroom: Why, How, and Wow! (pg 58) - offers "self-check" or "check-in" documentation that allows younger children to record progress

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

I usually set aside ONE single lesson to create a rubric of assessment with the students.

For example, if the unit was on "persuasive writing" I'd generally ask students to do a speech and have the students help me organize categories and scales of "What does a good speech look like?"

Over the course of doing this in Grade Three multiple times over the years, I've learned that:
1. I can generally guide the kids to focus on 3 characteristics or categories of public speaking:
a. eye contact or audience engagement
b. body language
c. voice level
2. Students are generally good at "scales" when given practice of ranking performance on a 1 to 4 scale.
3. If I skip this process of letting the kids "design" this rubric, the general writing quality of the speeches will remain unaffected, however, the "taking ownership" over their performance and mainly their attitude--shifts. So although "excited about a project and actually care about what I have to say in class" is not a quality of student I can evaluate on a report card, I've found it much easier to let them come to a decision about "how I know I'm doing well in this class" on big projects.

I also do "student says" and "teacher says" evaluations on almost every major homework assignment--I ask the students to check off or highlight an assignment rubric and if I look over the rubric and highlight an area where we are in disagreement, usually the student takes away areas of improvement and does better in the next assignment.

However, in his book Invent to Learn: Making, Tinkering, and Engineering in the Classroom (1st edition), constructivist advocate and educator Gary Stager states that Rubrics and assessment are  often counterproductive to the learning process, as the scale fo grading student work skews the end result of something to just "being done with the project" as opposed to "what have I learned in this process?" It's worthwhile exploring that if "Student-Centered Learning" is valued, then so should the end product, even if incomplete or not quite perfectly adhered to attain the goal.

References:
Baggett, A. (2016). The invent to learn guide to: Making in the K-3 classroom: Why, how, and wow! Constructing Modern Knowledge Press.
Brookhart, S. M. (2016). How to create and use rubrics for formative assessment and grading. ASCD.
Martinez, S. L., & Stager, G. (2013). Invent to Learn: Making, Tinkering, and Engineering in the Classroom (1st ed.). Constructing modern knowledge press.

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

The whole idea of "Student-Centered Learning" is that students generate their own learning. In this, the teacher's role is to facilitate the learning towards a goal, rather than metaphorically speaking, guiding the horse to the water.

I think in this case and considering "differentiation," I wonder if the "process" for learning should remain the same if it's a child that have needs for differentiation or special needs?

Constructivism is a theory of learning that is closely associated with student-centered or inquiry-based learning, and it advocates on the learner model that the learner gets center stage. Constructionism is a theory of teaching that supports students in constructing their own learning, or constructivism practices as a means of the teacher standing in the role of allowing the learning to happen. (Martinez & Stager, 2013)

In my mind, differentiation is identified as a need predicting the outcomes on a particular assessment--"I know this child will not be able to meet the success criteria designated on this rubric--what can be modified to support and encourage the learning outcome?" So for example, I know that my ADHD student in my English class is inevitably going to fail most if not all assessment tasks because he cannot focus long enough to construct sentences in writing. However, if I was to assess him on his ability to understand the task, him having the freedom to choose a way to project his ideas is a better way to encourage the learning.

Resource:
Martinez, S. L., & Stager, G. (2013). Invent to learn making, tinkering, and engineering in the classroom (1st ed.). Constructing modern knowledge press.
Sudderth, A. (2022, December 1). What is student centered learning and why is it important? Rethink Together. Retrieved March 3, 2023, from https://xqsuperschool.org/rethinktogether/what-is-student-centered-learning/

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

Although I no longer teach Physical Education classes to my students, I feel that there are plenty of opportunities to allow for physical movement as a central element.

In student-centered learning environments, teachers use their roles as coaches and moderators rather than instructors. So in the case of applying physical movement, I wonder if techniques I use such as "ask three before me" is considered a part of this? Often-times if students have a question during "independent work time," especially during Daily 5 or Guided Reading time in class, I will often encourage students to "ask 3 people before you come to me for a question while I'm working with a group that is not yours." If the problem or question still is not resolved, the students then go to the back of the room and put up a sticky note. They can remain anonymous if they like, but the idea behind it is that they walk around the classroom to get the answers they are looking for, but not use that as an excuse to not do their work.

I have to admit that this was harder to implement and embrace, as I had trust issues with students not being disciplined enough to make sure they are back on the focus work they need to be doing. Now, I'm quite comfortable coaching them towards this goal of being able to "walk around when I need something (specifically that aides in my learning at this particular moment), but come back quickly and maintain focus on the work."

Reference:
Breisacher, J. (2019, June 27). Easy student-centered physical education for 21st century students. Student Centered Learning. Retrieved March 3, 2023, from https://www.studentcenteredworld.com/student-centered-physical-education/

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

My personal favorite way to incorporate "student-centered" learning techniques to reading is the Reader's Workshop. I try to incorporate it in my Daily 5 routines and children really like the "choice and voice" aspect of it. It's a spin and adaptation on traditional "literature carasouls" of stations and I love using this in my classroom. When you work at a school that believes in this system and you get adaquet training for it and the whole school has total buy-in on building a culture of student-focused Reading programs, it's awesome.

One of the best ways I've learned to foster love for literacy is to have books available. Student's "Voice and Choice" is often not taken seriously enough and all the professional literacy coaches advocate for a literacy-minded environment that encourages that independence and agency. (Calkins, 2001)

First, the "Daily 5" incorporates 10 to 15 minutes of "focused time for literacy" in each of these activities (I don't use all of them, but listing possibilities here):

- Read to Self (what might be traditionally SSR or Sustained Silent Reading)
- Read to Others (Shared Reading)
- Listen to Reading (headphones required)
- Work on Writing (writing about reading - can be open ended and broad or a culmination of working on a free writing topic)
- Word Work (usually a station for working on vocabulary or looking up meaning in a dictionary)
- Teacher Table (Guided Reading, Small Group center, usually a "strategy group", where the teacher has a specific learning goal or mini-lesson in mind for the readers at the table)

Most "literacy carousels" like these have children moving from station to station to provide for short breaks and movement. In most of my classes, I've modified it so that the activity moves to where ever the children are sitting (in tables -- they just switch the activity they are doing) instead of losing time in transition.

It's a lot of work at the beginning to set up routines and expectations and drilling those routines over and over again, but once that's gotten smooth, there's actually more that the students are getting out of the time they spend interacting with literature in this environment.

Resources

Bousher, G., & Moser, J. (2012). Daily 5. Daily 5 | TheDailyCAFE.com. Retrieved March 3, 2023, from https://www.thedailycafe.com/daily-5

Burkins, J. M., & Yaris, K. (2016). Who's doing the work?: How to say less so your readers can do more. Stenhouse Publishers.

Calkins, L. (2001). The Art of Teaching Reading. Longman.

Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and writers, grades 3-6: Teaching comprehension, genre, and content literacy. Heinemann.

Moser, J. (2014). Daily 5 - fostering literacy independence in the elementary grades. Stenhouse Publishers.

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Q 2. What are some student-centered approaches or techniques that are based on or require collaboration?

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Q 2. What are some student-centered approaches or techniques that are based on or require collaboration?

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I am TA currently but also run after school program which is Drawing class. Students are mixed with Preschool and Kindergarten students.(4-6)
I value Student-centered learning a lot because I could see they are more involved in the class when they are in charge of the teaching role.
For few weeks I was drawing first and explain how to draw things and then I asked students that they can be the teacher and think about their own drawing and explain to the students.
One of the kindergarten boy did really good job and he was even copying my walking and was walking around and gave feed back to other students about their drawing.
After that everybody wanted to do the teacher role and they really enjoyed.
It was really cool to see their confidence, potential, creativity etc.

Joseph Lathan
Complete Guide to Teacher-Centered vs. Student-Centered Learning
https://onlinedegrees.sandiego.edu/teacher-centered-vs-student-centered-learning/