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In env. science I allow my students to use the response method best suited for them from written, verbal to visual presentation.

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Students lead the warm-up and are encouraged to be the teacher.  Students are always asked participate and to be part of the class instead of simply sitting and listening.

Students work with partners during the class projects and are able to create solutions to their problem as long as they follow the constraints.

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I have students work together in partners and create ideas to try and sell their products to others in the class.

We try and decide what are the most effective ways to sell the products. I will have them then work with others to help grow their idea.

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Mike my room is student centered from the standpoint that my students are allowed to use the type of responses they want to provide in class. written or visual presentation

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Student centered learning works best when I plan behind the scenes. I am not comfortable with off the cuff lessons, and I fear the behaviors I will encounter. However, I love a lesson where I can meet with small groups or individual students while the students are engaged.

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My room should be spacious for movement. Seating should be arranged where students can instantly form groups. Supplies should be stationed and  accessible.  Differentiated leaning stations should be in place.

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In Algebra II students sit in groups to work through tasks from the new Algebra II curriculum.  They create posters to display their work and can compare their answers with the other groups in the room

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The way the desks are set up. Students have choices in the art room. Students are allowed to lead other students in projects and go around the room to help each other.

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Desk placement, all labs are done in groups and class projects

Lessons for later in the year, are set up more frequently for student centered lessons.

Forensic Science gives me more opportunity and freedom in the curriculum to focus on student centered lessons.

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It really depends on which class you see. Yearbook is almost entirely student driven by the time we're rolling. Theater is also this way, although I do have to model briefly. In my English class, I want to be more student driven, but I have difficulty finding the ways to incorporate that into that curriculum without worrying that I'm losing my students or leaving them behind.

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My upper level classes are more student centered with students setting individual goals and making decisions about the direction of their individual learning experiences as well as how we will practice and experience the music. The standard level classes are a bit stricter and student centered experiences are more spread out rather than being the foundation of how we do what we do. Seating and arrangement depends on what we are doing that day.

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No desks in the classroom allows for movement and grouping options.

Student choice in guitar show projects, and in how they apply objectives in "choose your own song" days.

Band student feedback helps to determine time allotment in rehearsals.

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For now, my desk arrangement is not very conducive to student-centered learning (horseshoes) but it will be later in the year after we get to know each other (groups). My room has different stations to help facilitate student-learning, such as an area for extension assignments. I am a fan of student-centered lessons where students have a goal to accomplish but different ways to accomplish that goal. One of the things I am working on this year is building more student choice into my lessons.

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Students sit in "learning communities" AKA groups.  Most class activities require more than one person to complete, thus promoting team work.

ETV is especially student-centered. Students have "news team" meetings to determine the direction of their projects and the newscasts.

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Desks are arranged in groups; I've incorporated alternative seating arrangements (bean bags, disc chairs, exercise balls); and students can often choose to complete certain classwork assignments in small groups, pairs, or as an individual.

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The photographic and artistic curriculum that are explored in my classroom promote a student-learning environment in which students are able to advocate for his/her own personal expressions. Students also participate in classrooms discussions that are facilitated by me, but are broadened and expanded upon through student interaction.

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It depends where I am in the lesson.

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I have invited all students to create and add their rules to my classroom rules. My room is arranged in pods and increasingly they are being offered choices in class and homework assignments.

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I believe my room is very student centered. This year, I incorporated alternative seating (bean bag chairs, disk chairs, and balance disks for chairs) for students to use. Students created rules for use of the seating and suggested times for seating use. Students also established classroom rules and procedures for the year. Desks are arranged in table groups, so students can easily work in pairs and groups.

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Use this with your partner to report your plans.
https://docs.google.com/forms/d/1S-gY2dnTWNwIjJSTT5TSB8cp6LgSZv-_VHaawinUMm0/viewform

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https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies

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8 Ways a Teacher Designs a Student-Centered Environment

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8 Ways a Teacher Designs a Student-Centered Environment

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http://www.edutopia.org/blog/how-student-centered-your-classroom-rebecca-alber