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Having students serve as part of your planning process.

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This creates a product that can be assessed (for formative or summative assessments) while allowing for both individual and group work. This also increases collaboration and social skill development. A variety of products can be developed (e.g. facebook profiles, podcasts, Youtube videos; **Schlecty principle). Allows scholars to use strengths and develop leadership skills.

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https://www.teachhub.com/teaching-strategies/2020/07/student-centered-learning-strategies/

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The educational system as a whole is one which has experienced significant changes over the last 50 years or so. Traditional educational models have been very teacher-centered, with teachers providing direct instruction with little to no room for student engagement opportunities or empowerment in their own learning.

Over the last ten years, the traditional classroom model has changed dramatically with a shift in the model of content delivery. One of the most prominent themes in K-12 education currently is student-centered instruction, and teachers today utilize a myriad of student-centered learning strategies to equip, prepare, and produce students capable of success after graduation.

Benefits of a Student-Centered Approach to Learning

A student-centered approach varies greatly from the traditional teacher-centered instructional model. In a student-centered approach to learning, classrooms move from direct instruction to a more community-driven environment, one which supports student empowerment, conversations, critical thinking skills, independence, and problem-solving techniques. In student-centered classrooms, the change begins with the teacher. Student-centered learning strategies do require and involve students in the overall planning process, implementation, and assessments. As educators continue to refine and hone their instructional practices, here are several strategies for implementing a student-centered classroom:

Student-Centered Teaching Strategies

Choice Boards

Choice boards allow students to select activities they will complete to practice a skill or demonstrate understanding. In this approach to learning, students are given ownership and empowerment opportunities while teachers differentiate their instruction. Choice boards can be utilized not just for assessment purposes, but also to introduce new material, for supplemental practice, or as a combination of multiple parts of a lesson or unit.

Jigsaw/Stations/Centers

Although an older concept, the Jigsaw method has evolved and been combined into a center/station approach. In its most basic form, this strategy involves students utilizing cooperative learning as they seek to put the "puzzle" together. Each student takes responsibility for an individual component of knowledge, then takes knowledge learned and gained and applies it to the larger body of work (puzzle). I have seen this concept used at the elementary, middle, and high school level with teachers establishing stations and centers in their classroom to help facilitate the individual or small-group knowledge piece of the Jigsaw strategy, leading to some type of presentation, discussion, competition, or other strategy used to demonstrate learning.

Inquiry-Based Learning

In this learning strategy, student questions, ideas, and analysis are highlighted and fostered, focusing on the student perspective regarding a particular open question or problem. This strategy is particularly useful for initial student engagement, leading students to move beyond basic knowledge to a deeper understanding of critical thinking, evidence-based reasoning, and creative problem solving. Within inquiry-based learning, various components of a lesson can include case studies, group projects, and research projects, among others. More in-depth connections to the material provide opportunities for students to hone skills that are highly valuable in the world in which we now live.

Project-Based Learning and Problem-Based Learning

Teachers have their own educational jargon, and often-times, you will hear "PBL" used in teacher discussions. Two learning strategies being implemented more often are project-based learning and problem-based learning. In project-based learning, students work on longer tasks that culminate in the creation of an original presentation or product. This learning strategy depends heavily on student collaboration, communication, and creativity, with the teacher serving as a facilitator student work and progress.

Problem-based learning includes shorter projects that examine a current problem, and through definition, research, and causes of the problem, students collaboratively evaluate solutions to the chosen problem, solve the problem, or report potential solutions and/or findings. Both of these learning strategies utilize relevant, real-life connections to the outside world, providing students valuable experience with problem solving and critical thinking opportunities that will behoove them after graduation.

Flipped Classrooms

Teachers continuously seek ways to maximize instructional time within the classroom. A learning strategy that takes this into account is the use of a flipped classroom. In this learning format, new or introductory content is delivered to students outside of the classroom, with teachers incorporating many of the strategies already discussed such as choice boards or jigsawing to allow student choice in their learning. Learning material can include readings, videos, pre-recorded presentations or direct instruction, or research assignments.

In this model, classroom time is used by the teacher to facilitate learning and help students gain practice applying knowledge learned outside of the classroom. Instead of the typical " exit ticket," in which students hand in a ticket showing mastery or further questions about understanding, students use "entrance tickets," in which they enter the classroom with a completed assignment, written response, quiz, or blog post serving as their "ticket." Ultimately, the flipped classroom model can incorporate multiple student-centered learning strategies, making it very popular in schools today.

The educational model of content delivery as we know it is changing. Now more than ever, student-centered approaches to learning are critical. Just as school leaders seek to build capacity in their teachers, we must seek to build capacity, leadership, critical thinking skills, and complex problem solving in our students. Student-centered learning strategies provide empowerment opportunities that allow a deep dive into more than just mandated assessments or canned, standards-based curriculum. Utilizing the strategies discussed can set you on a path to producing students ready to make a difference in an ever-changing, global society.

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Student-Centered Learning Strategies - TeachHUB

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Want to empower your students with real-world skills and experiences? Then explore these fantastic student-centered learning strategies in your classroom.

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https://blog.betterlesson.com/top-5-instructional-strategies-for-student-centered-teaching-and-learning

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One of the most prominent themes in K-12 education right now is student-centered instruction. Brown University Education Alliance defines a student-centered classroom as one where "learning is cooperative, collaborative, and community-oriented. Students are encouraged to direct their learning and to work with other students on research projects and assignments that are both culturally and socially relevant to them. Students become self-confident, self-directed, and proactive," preparing them to be independent problem-solvers and lifelong learners.

Through our professional learning and free resources, BetterLesson has supported thousands of educators as they make the shift to student-centered instruction. We wanted to share the top five strategies educators are using to bring student-centered learning into their schools and classrooms.

Giving students ownership and autonomy in selecting how they learn and demonstrate mastery is an integral part of a student-centered classroom. Choice boards are a go-to strategy for teachers looking to increase student ownership and differentiate instruction. Choice Boards can be used to present students with new information, help student practice skills, and assess student mastery, or as a combination of all three.

A Choice Board is a graphic organizer that allows students to complete a curated group of tasks that help them build mastery of a specific skill or topic. There are multiple permutations of this strategy, but all of them allow students to take ownership of how they with content while moving at their own pace.

For example, in the choice board below, students can demonstrate mastery by completing an activity from each level of the choice board. Students select their activities and assign themselves a deadline for finishing the project.

To read more about a teacher's experience using Choice Boards, check out this blog series .

For students to truly "direct their own learning," they must be able to assess their mastery of a given learning objective. Self-assessment is not innate to most learners and needs to be explicitly taught to build student capacity. Marzano's Self-Assessment Rubric is a rubric with specific criteria that supports students to self-assess on a 1 to 4 scale. The differentiated levels help students more effectively self-assess and allow teachers to see how students feel about the content.

At the beginning of the implementation, it is essential to check the accuracy of a student's self-assessment against data and help them identify discrepancies in their ratings. As students build proficiency in their ability to self-assess, the rubric can be used to help differentiate work and empower students to determine the most appropriate learning activity.

Not to be confused with the example above, this strategic grouping strategy enables educators to build a student-centered classroom by simultaneously differentiating instruction and building student collaboration skills. Mild, Medium, and Spicy strategic grouping provides a systematic approach for grouping students based on data.

First, use formative data, benchmark data, observation data, and student self-assessment to group students into three proficiency levels. Then carefully craft learning activities to address each group's needs. Strategic groupings and differentiated activities enable students to practice their skills at an appropriate level.

Students often enjoy having autonomy and feel more ownership over their work when given choices. Over the course of the year, consider adding multiple activities at each grouping level to provide options for students.

Individual pull-outs are often used to check student proficiency in skills or content acquisitions. The same1:1 time can also provide a forum for students to reflect on their progress and share their needs, much like they will do with their future managers in the workplace.

Self-Assessment conferences allow educators to meet with students individually to reflect on their ownership, participation, and performance in the classroom and receive the support they need to address challenges. Clearly framing the parameters of the conference and building student capacity to self-reflect is essential to maximizing the impact of the shorts conferences. Marzano's Self-Assessment Rubric is a tool that you can build on to ensure students can identify their areas of strength and weakness.

Once students have mastered reflection and self-assessment, they can use the same metacognitive skills to analyze their assessment data. Instead of using tests as a culminating expression of learning, unit exams can provide more data points to help students identify and close gaps in their knowledge.

The Fill in the Gaps strategy allows students to assess their strengths and weaknesses from formative assessment data, then set goals for improvement as part of a personalized work plan. Students break down the assessment by skill and identify areas of strength and areas of growth. Based on this data, they select activities to complete for remediation or extension and document them in a work plan.

Read last week's blog by Vicki Heupel and this interview with Milana Lazareva are great resources for understanding the impact of this strategy in action.

Creating a student-centered learning environment doesn't necessitate a significant overhaul to your instructional practice. The inclusion of a few new strategies can give your students the ownership and autonomy they need to become resourceful, compassionate, and resilient learners.

These are just five of the hundreds of strategies we've curated to help educators make the shift to student-centered instruction. Each strategy includes a description, implementation steps, and resources to help you hit the ground running.

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Top 5 Instructional Strategies for Student-Centered Teaching and Learning

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One of the most prominent themes in K-12 education right now is student-centered instruction. Brown University Education Alliance defines a student-centered classroom as one where "learning is cooperative, collaborative, and community-oriented. Students are encouraged to direct their learning and to work with other students on research projects and assignments that are both culturally and socially relevant to them.

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https://www.coloradoedinitiative.org/wp-content/uploads/2014/08/CEI-Take-a-Break-Teacher-Toolbox.pdf

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Relate content to homework & project-based learning

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Relate content to homework & project-based learning

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Relating content and homework to hands-on projects allows students to take more autonomy in their own learning, which supports the development of a student-centered classroom.

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When students have a say in choosing driving and supporting standards for project-based learning units, they get invested in the outcomes.

Co-constructing units with students can be a daunting prospect for teachers. While many of us like to cultivate students' agency when it comes to their learning, a crowded curriculum can limit just how much say we can let them have.

However, there is one way to honor the curriculum and empower students to take ownership: sharing yearlong curriculum expectations with students and asking them to choose their own standards for project-based learning (PBL) units.

As I've seen firsthand, the result is powerful student-driven learning.

Co-construction in Action

I recently observed this strategy being used with a group of fourth-grade learners during a PBL experience rooted in this driving question: "How can we create a game that teaches people about body systems?" Students started by rummaging through bundles of curriculum statements to identify two driving standards that related to the driving question of the project: one standard relating to how "organs perform a function" and another relating to how "organs work together as part of a body system."

Once students had identified those driving standards, they identified supporting standards-skills-based standards from across the curriculum that they found relevant to their body systems games. They included prior learning from the science curriculum, math standards relating to precision, language standards relating to writing instructions, and a number of standards relating to design and creativity. The young learners selected eight or 10 standards to form unique, standards-aligned success criteria for their project.

Students made connections easily: They quickly identified prior science learning and skills and selected supporting standards, such as "using scientific terminology," as important to this project. They also made authentic interdisciplinary connections. As one student said, "This isn't just a science project. If we aren't accurate in our measurements, then the final game will look terrible, so that's also art and math."

Each group created success criteria that were rigorous but also very different. Aside from the driving standards associated with body systems, each group focused on different aspects of the curriculum as their supporting standards. As a result, each group's body systems game varied significantly in how they looked and gameplay. Some of the games integrated digital literacy, others featured complex word problems, and others included intricate design elements. Students clearly chose supporting standards that emphasized their own strengths (such as drawing skills) but also had the chance to focus on areas of the curriculum that they felt they needed to practice.

Upon completion of the project, one student reflected, "I insisted that our group focus on spelling and punctuation, which I find really challenging. I wanted to make sure that I was reminded to pay attention to that."

Implementation in the Classroom

This approach can be applied to any PBL unit and requires just a single lesson to develop the initial list of standards that underpin student-generated success criteria. The body systems game project took place over a four-week period, with a single 40-minute session dedicated to selecting driving and supporting standards for each group's success criteria.

After that initial session, students' success criteria were the central focus for the rest of the project.

The steps of the body systems game project were as follows:

1. Share the driving question for a PBL experience and discuss what students think the main learning will be for the unit. For example: How can we create a game that teaches people about body systems?

2. Provide students with age-appropriate versions of the standards or benchmarks for that grade, across all disciplines. Cut the standards into strips so that the students can move them around easily as they discuss their ideas and develop their thinking. Depending on the number of standards in your curriculum, you might remove some so that younger learners aren't overwhelmed.

3. Have students work in groups to identify the driving standards that link to the main purpose for the unit-in this instance, learning about body systems. They should be able to infer this from the driving question of the PBL unit and from the discussion from step 1. (These are the only statements that should be consistent among groups.)

4. Have each group choose five to eight additional standards that they wish to focus on throughout the unit, from any area of the curriculum, as long as they articulate what it would look like to apply that skill or understanding with their project. These supporting standards combine with the driving standards to create student-generated, standards-aligned success criteria for their project.

5. Ask groups to post their chosen success criteria on a shared display board or working wall. Order the standards in terms of priority, with the driving standards at the top and supporting standards underneath. Make sure that the text is large enough to be seen from wherever the students are working during their project.

6. Create a gallery walk to prompt students to consider the selections that other groups make and to reflect on their own selections. That gives groups the opportunity to articulate the why behind their choices and share how they intend to meet each standard within their project.

7. Draw attention to the success criteria throughout the unit. The list becomes a handy tool for coaching and reflecting with students during the project. Supporting standards in the success criteria can be added to or removed in response to the needs of students. Suggest that learners return to the overall curriculum to make adjustments and swap out certain standards if needed.

8. Use the list of standards to create rubrics that allow students to self- and peer-assess, in a way that is personalized and authentic. This rubric can also provide structure and focus when students present their final project to the class. Students naturally refer to their selected standards and talk through the ways in which they met each one.

Creating a culture of shared responsibility and ownership of the curriculum can be an important part of developing student agency. This approach is not limited to group-based PBL units; it can also be valuable when setting personal learning goals or working on individual projects, or even during home-based learning.

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Building Student Agency by Collaborating on Learning Standards

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When students have a say in choosing driving and supporting standards for project-based learning units, they get invested in the outcomes. Co-constructing units with students can be a daunting prospect for teachers. While many of us like to cultivate students' agency when it comes to their learning, a crowded curriculum can limit just how much say we can let them have.

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This article concisely discusses the difference between student-centered and teacher-centered learning and persuasively argues for the importance of making students active participants in the learning process.

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Student-centered learning
Planning, teaching and assessment centers around the needs and abilities of students
What is it?

Student-centered learning moves students from passive receivers of information to active participants in their own discovery process. What students learn, how they learn it and how their learning is assessed are all driven by each individual student's needs and abilities.

At the system level, this requires implementing curriculum planning practices, pedagogy and assessment methods that support a student-centric approach. In the classroom, teachers craft instruction and apply technology in a way that best serves each student's learning journey. Technology use is always guided by two primary criteria:

1. What's appropriate for the task at hand?

2. How can activities be designed to develop higher-order thinking skills?

Why is it important?

When students take responsibility for their own learning, they become explorers capable of leveraging their curiosity to solve real-world problems. To that end, the ISTE Standards guide teachers toward designing learning experiences that permit student independence and foster lifelong learning.

Technology allows for an unprecedented level of personalized learning, with valuable opportunities to monitor progress and engagement, follow student thinking, and digitally assess competencies. When schools effectively leverage both technology and pedagogy, both students and teachers become empowered to make decisions about their own learning and teaching.

True student-centered learning requires more than just an increase in technology implementation. It represents a shift in the educational culture toward a system that supports technology for standards-based learning and real-world problem solving. As a system transitions to a student-centered approach, educators can more effectively apply technology to improve learning outcomes and help students develop the skills for college and career readiness.

What does it look like?

Successful student-centered teaching emphasizes both creative and effective use of technology to meet students' learning goals. Teachers address content standards in ways that not only support the material, but also help students develop the essential digital skills outlined in the ISTE Standards.

When evaluating how student-centered learning is incorporated into a school or district, it is critical to assess the extent to which:

Technology-powered pedagogy is applied

Technology is used to increase access and differentiate teaching approaches

Teachers know how to differentiate their teaching using technology

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Planning, teaching and assessment centers around the needs and abilities of students Student-centered learning moves students from passive receivers of information to active participants in their own discovery process. What students learn, how they learn it and how their learning is assessed are all driven by each individual student's needs and abilities.

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Making sure you are making the activity fun and engaging

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Making sure you are making the activity fun and engaging

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Not being the sage on the stage, give your students the time and the resources to share their knowledge. Similar to PD's and other teacher centered learning experiences, sharing ideas as well as educating others. Students also want this opportunity, they want to share their knowledge as well as learn new things from their peers.

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https://www.edutopia.org/blog/student-centered-learning-starts-with-teacher-john-mccarthy

When educators feel that their professional experiences are respected during workshops and courses, their buy-in and involvement increases. Confidence rises as they understand how their existing expertise fits into the new concepts being taught.

Children and teens have the same need for curriculum to be presented in a context that's meaningful to them.

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Student-Centered Learning: It Starts With the Teacher

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Teachers encourage student-centered learning by allowing students to share in decisions, believing in their capacity to lead, and remembering how it feels to learn.

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Listen to this post as a podcast:
Sponsored by Raymond Geddes and Kids Discover

This is an excerpt from a letter written to a Charlotte, North Carolina newspaper in 2002 by a first-year math teacher, a man who was vehemently opposed to block scheduling.

"I am...a first year high school math teacher. (My school) operates on a block schedule - a concept I had never even heard of until I accepted (this) teaching position. My observations of block scheduling have been a shocking education for me. Block scheduling has resulted in less emphasis on core content and more on gimmickry. Classes used to be places where serious learning took place. No more. Under block scheduling, they have become little more than glorified playtime periods. Classes used to consist of core subject material being communicated to students by individuals rich in knowledge and experience. Now teachers are no longer teachers, but merely guides - glorified baby-sitters, if you will. Under block scheduling, the students are now in groups trying to "discover" facts that used to be communicated instantly when teachers actually taught. It's obvious that this format wastes valuable class time - and that doesn't include the time students waste by talking, singing, and becoming restless all-around as a result of the lengthened class periods."

This letter articulates the concerns some teachers, parents, and even students have about block scheduling, where class periods last 80 to 100 minutes and only four classes are held each day. This type of schedule became popular in middle and high schools in the 1990s as an alternative to the traditional schedule, where students attend the same six to eight classes, 45 to 50 minutes each, every day. The idea behind the change was that with less transition time between classes, fewer instructional minutes would be wasted, and the kinds of behavior issues and bullying that can crop up during class transitions would also be cut down. On top of that, having extended blocks of time would give teachers the opportunity to dive more deeply into their content.

And in many cases, schools have been successful with block scheduling. They've even found solutions for some of the problems it presents, like offering shorter periods for classes like math and band, where consistent daily practice is more important. But one issue with block scheduling seems to persist, a problem that is highlighted in the letter above, a problem that is still voiced by teachers and students today: The ineffective use of the longer block of instructional time.

So that's what we're going to focus on here. We'll start by looking at the mindset that causes a lot of block scheduling's biggest problems. Then we'll quickly review some best practices for teaching in the block. Finally, I'll walk you through five specific structures you can choose from to plan solid, interesting instruction for an extended class period, the kind of teaching that will make those 90 minutes fly by.

The Big Problem: A Lecture-as-Teaching Mindset

Some of the challenges associated with block scheduling boil down to logistics, like needing more time for AP courses. These issues can often be solved with creative scheduling tweaks.

But the rest of it, the criticisms lobbed at block scheduling and the problems that can crop up with it, can almost all be traced back to one mindset, a single strong, pervasive belief about teaching, and that mindset is this:
teaching = lecture
This mindset, the belief that lecture is the only "real" way to teach, causes all kinds of trouble in block scheduling.

Let's go back to the math teacher who described the extended classes in block scheduling as "glorified play periods" in his letter. One likely reason he felt that way was because he saw his co-workers doing something besides straight-up lecturing. Here's a line from his letter again, where he longs for the good old days of traditional scheduling: "Classes used to consist of core subject material being communicated to students by individuals rich in knowledge and experience." What could he possibly mean besides lecture?

In this teacher's mind, anything that wasn't lecture couldn't possibly be "serious learning," and therefore all the other non-lecture-based activities he observed in his colleagues' classrooms were a waste of time.

And to an extent, he may have a point. We don't know what was going on in his colleagues' classrooms. Maybe the other teachers were using some highly effective techniques that he was just unfamiliar with. Or maybe, if his school was like some who don't invest enough in training teachers in different methodologies, they really were just screwing around. Because if teachers don't have a well-rounded repertoire of instructional strategies, methods that they know are effective, they will only use lecture to teach, and that gives them one of two choices:

1. Lecture for the full 90 minutes, which bores students to tears, can lead to behavior problems, and ultimately has a negative return, since student attention spans can't be sustained for longer than about 15 minutes. So in this case, you're "covering" a lot of material, but students aren't learning it.

2. Lecture for half the period, then give students the second half for "homework time." This is also ineffective, because that means students are actually learning only half the material over the course of a semester or year. This is typically the reason why some teachers object to block scheduling: They say they can't "get through" as much material. But if these teachers knew more strategies, that remaining time could be used for instruction that would actually hit more learning targets.

Best Practices on the Block

Do not rely solely on lecture.
This advice comes from every teacher I have talked to and every piece of research I have read about successful block teaching (for a good summary, see Queen, 2002). Although I do believe a brief, dynamic lecture every now and then is an efficient way to deliver instruction, and does not need to be abandoned entirely, teachers who lean too heavily on it are doomed to failure in a longer class period. Instead, use a variety of instructional strategies, many of which we will get to in a little while.

Switch activities every 15 to 20 minutes.
Students get restless when they are required to sit still or do the same thing for long periods of time, so unless they are working on a task that will truly engage them for a full hour (and we'll get to these later on), look at your class period as a series of 15- to 20-minute chunks of time and switch activities in each chunk.

Overplan.
If you've ever finished your planned activities in a 50-minute period and found yourself with ten awkward minutes to kill, imagine how much worse it is when you have 30. So plan for the essential activities, but also build in some extras that would be nice to get to, but aren't essential. Meagan Brockway, a high school history teacher in Greencastle, PA, says, "Block scheduling requires planning for more than you can accomplish and then continually readjusting based on student needs." This readjustment may vary from student to student and class to class. "If I have a class that is tremendously behind, then it is a matter of looking at the 'extras' and either cutting those out completely to get to the content needed OR if it is a class that is up for a challenge, then I give them extended time to complete it on their own."

Use a smart pacing guide.
One of the challenges of block scheduling is "fitting in" all of the content you might be used to teaching on a daily schedule. Pacing guides, which are used to map out when you will address each learning target or standard throughout the year or semester, are essential to make sure you use class time wisely. But these often value "coverage" over actual learning. The late educator Grant Wiggins, who always offered incredibly insightful ideas on authentic learning, wrote a great post on designing pacing guides that help teachers hit the most essential standards but also build in time for re-teaching and extension when necessary.

5 Structures for a Block Class Period

To make the most of your extended class period, consider one of these five structures, which you can mix and match over the course of a marking period, depending on your instructional needs. For the sake of convenience, I'm going to assume we're talking about a 90-minute class period, but you should obviously make slight adjustments if your block is longer or shorter than that.

The Classic

This would look the most like a typical lesson, except you would have time to do it right and include ALL the bells and whistles that we all know a good lesson should have:

(10 min) An engaging anticipatory set to pique students' interest, build relevance, bring concepts out of long-term memory or just set the stage for learning. This is a step we often skip over when we are pressed for time. (For ideas, see my post on anticipatory sets or this one on How to Approach Your Teaching Like a Master Chef.)

(15-20 min) Some kind of direct instruction, where the teacher delivers the day's lesson through a lecture (Yes! In small doses this is okay!), doing a demonstration, showing a video, having students read through some kind of text or do an interactive online lesson.

(30 min) Student application of the content. This might take the form of individual practice, reciprocal learning, or some other kind of group work.

(15-20 min) An assessment of the content or skill, followed perhaps by re-teaching to those who need it and an extension activity for students who met the standard.

(10 min) A reflection or other kind of wrap-up, where the value of the lesson is reinforced.

Whitney Schultz, who teaches 80-minute blocks of English at a high school in Baltimore, MD, uses this kind of structure on most days, mixing up the activities within each of the segments. "That 10-15 minute review and 10-15 minute introduction might instead be a 20-30 minute quiz followed by self-grading; or, in my AP class, it might be 20-30 minutes of daily AP practice followed by 40-50 minutes of text discussion/analysis. I've found it's easier to fill 80 minutes than try to trim down what I cover each day!"

The Workshop

In this structure, students would spend the majority of time working on their own projects. The class period might start with a brief (10-minute) mini-lesson, and it would ideally end with some kind of a wrap-up, sharing, or reflection time, but at least a full hour would be spent working independently or in groups on a long-term, hands-on project. Meanwhile, the teacher would circulate, conferencing individually with students as needed or using an appointment system like the one used at the Apollo School.

In an English language arts class, this could be independent writing or reading, or a mixture of both, depending on what each student happens to be working on at the time.

If you are running a self-paced math class, or are delivering instruction through hyperdocs or playlists, where students work at their own pace through a series of lessons, then during the hour, students would just get started from wherever they are in the materials.

In any class that has implemented Genius Hour, this time could be devoted to research, writing, or working on presentations.

The Lab

One big, focused activity takes up most of the class period in this structure. Class may start with some kind of an introduction and end with a reflection or wrap-up, but at least an hour is set aside for an activity where the whole class digs into a single meaty task. In this case, the task itself is designed to be active and engaging, so the rule about switching every 15 or 20 minutes is waived. The big activity could be any of the following:

Simulations or role-plays, which can be incredibly useful in helping students understand complex social studies or science concepts.

A debate, socratic seminar, or some other long-form discussion strategy

A project-based learning activity

A virtual field trip

Jigsaw or another cooperative learning activity

An actual lab (hello, science!)

Sketchnoting: This idea comes from Jana Maiuri, a middle school English teacher in Oakland, California, who will occasionally set aside a whole class period for students to create sketchnotes on a given topic. It starts with "a ten minute rapid-fire warm-up...followed by a kind of 'okay, show me everything you know about commercial fish depletion in a sketchnote in the next 90 minutes.' Then in the next class we do two concentric circles and everyone gets two minutes to present their sketch: three vital facts, the most unique or compelling thought, and one artistic accomplishment or challenge. The movement and the art are engaging and thought provoking." (To get started with sketchnoting, see Vicki Davis' comprehensive post on sketchnoting here.)

The Performance

At the end of a learning cycle, students should ideally have some kind of final product to share with peers, or even outside visitors. A 90-minute block class would be ideal for sharing and celebrating this student work. This performance could take many forms:

Student speeches

Film festival

Gallery of physical or digital products

Skits

Poetry or other readings

The Variety Pack

On some days, you might opt to just give students a fast-paced mixture of activities, some that might review previously learned content, some that introduce new stuff, others that do a bit of drill and practice, and even some that are just there for fun and enrichment. These can be handled in a station rotation model, with student-selected learning centers, or just by having the whole class do a a series of smaller activities together. Here are just a few possible activities you could include:

Any kind of skills practice, flashcard work, or retrieval practice

Watching a short video clip

Independent reading

Journal writing

Having a short philosophical chairs debate

A short read-aloud from a book you're reading together as a class

Small group work with the teacher

Games like Kahoot or Crumple & Shoot

So whether you're brand-new to block scheduling or you've already been doing it for years, I hope you've found at least one new idea to help you make the most of that extended class period and never again be accused of running a "glorified playtime period." ♦
References
Queen, J.A. (2002). Block scheduling revisited. Phi Delta Kappan, 82(3), 214-222.

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Whether you're brand-new to block scheduling or you've been doing it for years, these strategies will have you handling those 90 minutes like a boss.

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The block schedule model gives us extra time with our students.  This resource explains why student centered learning matters and strategies on how to build a student-centered classroom community.

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by Becton Loveless

It just sort of sounds good as it rolls off the tongue, student-centered classroom. We've all heard the phrase coined before, yet most educators would agree that developing a student centered classroom is becoming more of a necessity and norm these days than a luxury or innovative new approach to teaching. The traditional classroom where students sit quietly and attentively in their seats, while the teacher pours vast amounts of wisdom and knowledge into their sponge like brains is over (assuming it ever existed.) This is especially true for middle school and high school classes where "teaching" can be a constant battle.

So what exactly is a student-centered classroom? In short, a student-centered classroom, or student-centered learning environment, is one where the focus of instruction is shifted from the teacher to the student, with the end goal of developing students who are autonomous and independent, by placing the responsibility of learning in the hands of the students. Many proponents of student-centered learning would argue that it's one of the most effective ways to help students develop the skills required for independent problem-solving and lifelong learning.

In the more traditional "teacher-centered learning" environment, the teacher is the center of the learning experience and takes the "active" role of teaching, while the students assume a more "passive" or receptive role. In contrast, in the student-centered learning environment, the interests of the students' take center stage and the teacher gives students choice and voice, finding ways to provide learning experiences that focus on what students value. In the student-centered classroom, students take a more "active" role in the education experience.

It doesn't matter if you're a kindergarten teacher, high school instructor or college professor, developing a student-centered learning environment will help your students become independent learners who will ultimately take charge of their own education-students who are curious, eager to learn, and willing to do whatever it takes to be successful.

Unfortunately, developing a student-centered learning environment isn't always easy, especially if your experience frames learning in a more traditional way. For many, implementing a student-centered learning environment sounds great in theory, but putting it into practice is a different story. Below we'll explore some strategies, principles and offer some proven tips that can make the student-centered learning environment a reality, and success, in your classroom.

Turn your classroom into a community

In a traditional classroom, the teacher speaks, the students listen. In a student-centered classroom, the students speak, the teacher listens, interjects and facilitates conversation when needed, and then thanks the students for their participation. By involving students directly in the education process, and by enabling them to interact with one another, students begin to feel a sense of community. More importantly they are shown that what they feel, what they value, and what they think are what matter most. In the student-centered classroom, the teacher acts not only as educator, but as both facilitator and activator.

Develop trust and communication

A student-centered classroom or learning environment can not exist without trust and open communication. Trust and open communication are achieved by always being fair with students, listening to them, and allowing them speak. Seems like a tall order? Well, it is. And it may not happen overnight. However, it's much easier to develop a student-centered classroom if you get started right away at the beginning of the year. Getting started at the beginning of the year sets the tone and lets students know what's expected of them the rest of the year.

At the beginning of each new school year, ask your students to discuss how they'd like their classroom experience to be. How should it sound, feel and function during the year? Are there any rules that should be put in place to ensure the classroom experience meets their expectations? Give the students 15 minutes to discuss among themselves and then write their suggestions on the whiteboard. You'll be surprised how many rules students will come up with. As you fill up your white board with their ideas and suggestions, you'll find some common themes start to appear-your students want to be heard, seen, valued, and respected.

This exercise, and similar exercises that can be performed throughout the year, communicate to students that what they say matters, and that you trust and value their input.

Find ways to integrate technology

Developing a student-center classroom is all about engagement. The better you're able to engage students in any activity or project the more involved they'll become in the learning process. In today's world, technology is one of the most effective tools for engaging students. Technology is not the future, it's the present. Everything kids do these days revolves around technology-specifically mobile technology. Allow and invite students to use free web tools to present, curate, and share information. When students are given the opportunity to integrate existing web tools and technology into the learning process, they become eager, anxious participants in just about any learning activity.

Create an environment where mutual respect and a quest for knowledge guide behavior-not rules

A classroom without rules? Seems a little far fetched, doesn't it? Well, it may be if you plan on having a teacher-centered classroom where students spend half their time learning, and the other half trying to keep from being bored out of their skulls. So what's the key to the "no rules" approach? Engagement! If you keep activities engaging, behavior will rarely be an issue. Having an engaging classroom environment, with engaging projects, engaging activities and engaging discussions will foster mutual respect and encourage a pursuit of learning that leaves little time for disruptions.

Replace homework with engaging project-based learning activities

The jury is still out on the effectiveness of homework as it relates to improved grades and test scores. Some studies indicate there is a positive correlation between homework and improved grades and test scores, while other studies suggest little correlation. However, the entire premise for these studies is based on the assumption that grades and test scores are an accurate barometer for academic achievement and learning. In the teacher-centered classroom, in class learning and student productivity is lower, making homework more necessary and regular testing essential for measuring learning and performance. In the student-centered classroom, where activities and projects are engaging, students become much more eager to learn, and in class productivity is much higher. Where students complete school work outside of the classroom in a student-centered learning environment, it's typically because they want to complete projects they're working on inside the classroom.

Many teachers are now using engaging project-based learning (PBL) to teach math standards, sciences, technology and other core subjects to their students and increase student productivity and effectiveness of learning in the classroom. So what exactly is project-based learning? In short, it's learning through identifying real-world programs and developing real-world solutions. Not only is project-based learning extremely engaging when implemented correctly, but students learn as they journey through the entire project. Project-based learning also relies heavily on technology, where projects are driven by interactive web tools and solutions are presented using a multimedia approach.

When implemented effectively, project-based learning can replace the need for out-of-class homework and in class learning becomes more productive.

Learn more about Project-based learning.

Develop ongoing projects

One of the keys to developing a student-centered classroom and learning environment is to create ongoing projects for students. Ongoing projects promotes mastery of subject matter being taught and learned. Learning objectives and standards, for just about any subject matter, can be met through well-designed projects and activities. And providing students with various project choices allows them to demonstrate what they're learning.

Allow students to share in decision making

Creating a student-centered classroom requires collaboration. It requires placing students at the center of their own learning environment by allowing them to be involved in deciding why, what, and how their learning experience will take shape.

Before students will be willing to invest the mental, emotional and physical effort real learning requires, they need to know why what they're learning is relevant to their lives, wants and needs. Explaining to students that they need to study a subject "because it's required for they're grade level," or "they need to know it to get into college" does not establish why in terms of relevance from students' perspective. Such explanations result in lackluster performance, low motivation and poor learning.

Students should determine, or guide, the selection of content matter used to teach skills and concepts. What is taught and learned in a student-centered classroom becomes a function of students' interests and involves students' input and teacher-student collaboration. For example, when learning about American history, students might decide a class play, where each student acts the role of a key historical figure, would be preferable to writing a traditional report or bibliography. In this example, not only do students take ownership of the learning process, all students benefit from the decisions of other students.

The how in a student-centered learning environment is just as important as the why and the what. Students process information, understand and learn in different ways. Offering students the option of how they'll learn will allow each student to adopt the method of learning that will be most comfortable and effective for them. It also allows students to feel more invested in the learning process. Teachers should consider offering students various performance based learning options that meet academic requirements.

Give students the opportunity to lead

Providing students the opportunity to lead in the classroom is a great way to develop a student-centered learning environment that fosters engagement, growth and empowers students to take ownership of the learning experience. Each day consider allowing a few students to each take charge of an individual activity, even if the activity requires content skills beyond the level of the students. Then rote students between leadership roles so each student gets the opportunity to lead an activity. You may even consider introducing the leadership role, or activity they'll be leading, to each student the day before so they'll have time to prepare and really take ownership of their activity.

Get students involved in their performance evaluation

In a traditional classroom, performance evaluation and learning assessment are reduced to a series of numbers, percentages, and letter grades presented periodically on report cards, through activities and via standardized testing. These measures say little about what a student is learning and provide little in the way of useful feedback to the student so he or she can improve their performance and achieve mastery. The student-centered learning environment is based on a form of narrative feedback that encourages students to continue learning until they demonstrate they've achieved mastery of a subject. This form of learning, feedback and evaluation encourages students to resubmit assignments and work on projects until mastery is achieved.

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Explore strategies, principles and tips for developing a student-centered classroom and learning environment.