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(Hyerim Lee)-What are some student-centered approaches or techniques that are based on or require collaboration?

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(Hyerim Lee)-What are some student-centered approaches or techniques that are based on or require collaboration?

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Collaborative approaches or techniques involve learner-centered engagement in learning. Collaborative learning will allow students to improve responsibility for their learning, self-esteem, and interaction with their peers.

Think, pair, share is a collaborative learning strategy where students work together to solve a problem or answer a question. This strategy requires students to think individually about a topic or answer to a question; and share ideas with classmates. Discussing with a partner maximizes participation, focuses attention and engages students in comprehending the reading material.

Jigsaw is a collaborative learning technique that enables a group of students to specialize on a specific text or a topic. Students meet with other members from other groups who are assigned the same aspect and master the material, then teach it to their group members. This technique allows students to understand the topic while they develop collaboration skills.

Fishbowl is a student-centered strategy that helps students build comprehension of complex ideas while developing group discussion skills. Students in the inner circle or fishbowl have a discussion while students in the outer circle listen to it and take notes. This enables students to practice responding to different viewpoints.

Project-based learning is an effective strategy to foster collaboration for students. Students are given a real-world problem that needs to be solved in their own creative way in a group. They can improve a sense of responsibility for how the work gets completed while developing collaborative skills.

References:
Fishbowl. (n.d.). Facing History and Ourselves. https://www.facinghistory.org/resource-library/teaching-strategies/fishbowl

Hance, M. (2016, October 8). The jigsaw method teaching strategy. Teach Hub. https://www.teachhub.com/teaching-strategies/2016/10/the-jigsaw-method-teaching-strategy/

PBL Works. (n.d.). Buck Institute for Education. https://www.pblworks.org/what-is-pbl

Think pair share. (n.d.). Reading Rockets. https://www.readingrockets.org/strategies/think-pair-share

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(Daniel Holmes) - What are some student-centered approaches or techniques for reading?

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(Daniel Holmes) - What are some student-centered approaches or techniques for reading?

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A direct way to increase reading productivity is to choose books closer to what the students are interested in. When this is done students feel more connected not only to the reading selection but the lessons themselves.

Leading into the next plan for increasing reading out put is giving the students some power in choosing the reading material for the lesson. The options are created by the teacher, but the choices are done by the students. This also increases collaboration in the classroom between students and groups to choose what they want to read carefully.

Reading also doesn't need to be just paper books and turning pages. Technology and more advance methods can be involved. The standard way of reading is also no longer the standard. The reading material can also be turned into a game of fill in the blank or a scavenger hunt.

If all these ideas are done it will not only improve reading efficiency it will also help  students become more interested in their education.

Links of activities for reading:

https://www.readingrockets.org/article/six-games-reading

https://www.prodigygame.com/main-en/blog/reading-activities/

References:

Acquavita, F. (2016).  A Language Arts Program with a Student-centered Approach.  Yale-New Haven Teachers Institute.

Retrieved from http://teachersinstitute.yale.edu/curriculum/units/1978/1/78.01.01.x.html.

Lom, B. (2012). Classroom Activities:  Simple Strategies to Incorporate Student-Centered Activities.  Journal of Undergraduate Neuroscience Education.

Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3592730/.

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(Daniel Holmes) - What student-centered approaches or techniques include physical movement as a central element?

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(Daniel Holmes) - What student-centered approaches or techniques include physical movement as a central element?

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One thing any teacher can add to any class to include physical movement is an exercise of some kind. Don't let the classroom walls limit you. This exercise can be as basic as stretching.

Another thing you could add to increase physical movement is adding movement to any games or activities based on the lesson topic, i.e. a game where they have to solve a complex puzzle while looking around the classroom.

When thinking about approaches that include physical movement as a central element we need to think about the kinesthetic learners. Kinesthetic learners are leaners that learn better by movement of the body or just with their hands. Meaning if you increase these learners movements you increase their readiness in the classroom. This could also improve classroom behavior for these learners.

Here are some links to physical activities done in and out of the classroom.

https://www.teachhub.com/classroom-activities/2012/08/top-12-classroom-fitness-activities/

https://www.cdc.gov/healthyschools/physicalactivity/pdf/classroom_pa_ideas_and_tips_final_201008.pdf

References

Moyses, Kendra (2012, May) Movement can increase learning in children. Retrieved June 8, 2021, from https://www.canr.msu.edu/news/movement_can_increase_learning_in_children.

Wilson, D & Conyers, M (2014, March) Move Your Body, Grow Your Brain. Retrieved June 8, 2021, from https://www.edutopia.org/blog/move-body-grow-brain-donna-wilson

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(Anthony Davis)-What student-centered approaches can you use to address differentation?

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(Anthony Davis)-What student-centered approaches can you use to address differentation?

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Differentiation means that your students are engaged in learning that is appropriate for their readiness level, and they can learn at their pace. Differentiation also considers student interest and preferred learning style. These criteria can be addressed without planning for each student individually.

Next, pre-assess students. Look for patterns of performance to initially group students. Then, formatively assess students and regroup them as their needs change. To incorporate student interest, look at The Common Core Standards, Next Generation Science Standards, and the C3 framework as a gift. The majority of these standards are concept or skills-based rather than rooted in specific content. Use standards as a springboard for planning relevant, skills-based learning experiences. Allow students to have an influence on the content by asking them targeted questions to determine their interests relative to standards being assessed.

Examples of differentiating content include the following:

Using reading materials at varying readability levels;

Putting text materials on tape;

Using spelling or vocabulary lists at readiness levels of students;

Presenting ideas through both auditory and visual means;

Using reading buddies.

6 Strategies for Differentiated Instruction in Project-Based Learning:

Differentiate Through Teams.

Reflection and Goal Setting.

Mini-Lessons, Centers, and Resources.

Voice and Choice in Products.

Differentiate Through Formative Assessments.

Balance Teamwork and Individual Work.

References:

https://fastadvices.com/what-are-4-classic-differentiated-instruction-techniques/#What_are_4_classic_differentiated_instruction_techniques

https://www.edweek.org/teaching-learning/opinion-yes-differentiation-is-hard-so-lets-get-it-right/2016/08?utm_source=goog&utm_medium=cpc&utm_campaign=ew%20specific%20content&ccid=ew%20specific%20content&ccag=Differentiation%20Article&cckw=differentiation%20in%20the%20classroom&cccv=content%20specific%20ad&s_kwcid=AL%216416%213%21591597590566%21b%21%21g%21%21differentiation%20in%20the%20classroom&gclid=Cj0KCQjwzqSWBhDPARIsAK38LY9hNrIRGFo7M4RrBgnJZ6KFsuOqFgHC9C6yWzbzpI9uXbrftxv7MVQaAhtjEALw_wcB

https://www.ascd.org/blogs/7-reasons-why-differentiated-instruction-works

https://youtu.be/8BVvImZcnkw

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(R. Ryle) - 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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(R. Ryle) - 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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According to our resource “4 Myths About Student-Centered Learning”, “An easy gauge of teacher vs. student-centered learning is to ask, who's using the technology — you or your students?” (Krueger, 2014). Therefore, I would design the physical environment to allow for the students to have as much assess to the technology available as possible. As of now in the environment I teach, this access is very limited (whiteboards, some Ipads, limited access to computer lab) but I expect to see a change within the next 5 years according to the teacher interviews I completed.

Allowing the students to use as much technology as possible, team projects or simply making groups for assignments, or allowing the students to share their opinions about their environment as much as possible, even to the extent of shaping the classroom itself (Wright, 2013) would also be conducive to student-centered learning.

Scaffolding, where students work in heterogeneous groups, and then in phases make the groups smaller, then pairs and then finally students are working individually (Jones, 2018, p. 10) is a great way to reach as many students as possible. Designing the physical environment with this in mind might include creating "stations" or designated areas for certain activities. In my view it would be helpful for the students to understand visually when a certain activity is to occur, such as reading practice near the class library or a part of the classroom designed to incorporate physical movement for the development of fine motor skills.

References:

Jones, J. D. (2018). Scaffolding the Dalcroze Approach. General Music Today, 32(1), 5-12.

Krueger, N. (2014, 03 29). 4 myths about student-centered learning. Retrieved from ISTE.org: https://www.iste.org/explore/ISTE-blog/4-myths-about-student-centered-learning?articleid=47

Wright, S. (2013, June 9). The power of student-driven learning: Shelley Wright at TEDxWestVancouverED. Retrieved from youtube.com: https://www.youtube.com/watch?v=3fMC-z7K0r4

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(J. Muller) - How can you implement assessments so that it enhances student-centered learning?

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(J. Muller) - How can you implement assessments so that it enhances student-centered learning?

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Assessment should integrate grading, learning, and motivation for your students, so here are five suggestions for planning learner-centered assessments:

1. Consider what you want your students to learn and tell them.
Effective assessment practices begin when you can complete the following sentence: "By the end of the course, I want my students to be able to …"

2. Select assignments and tests that measure what you value most.
Try to ensure that your tests, exams, and assignments will teach and test the knowledge and skills you want students to learn.

3. Construct an assessment skeleton.
This skeleton helps you see whether your assignments and tests fit both your and your students' course goals and whether they are manageable in terms of workload. Ask yourself: "Is the workload reasonable, strategically placed, and sustainable?"

4. Collaborate with your students to set and achieve goals.
Your goals as an instructor are not the only ones in your classroom. Your students' goals are also very powerful. Student input can come in varying degrees. Try asking the students on the first day you meet with them what they think the purpose of the class is and what they want to learn from it.

5. Make assignment and test instructions clear to students.
Once you have assignments and tests that assess what you most want your students to learn, you need to ensure that your instructions for the assignment are clear to your students. Tell the students what you are looking for by means of a rubric or by providing examples.

References:

McMillan, J. H. (1988). Editor's Notes. New Directions for Teaching and Learning, 1988(34), 1–3. https://doi.org/10.1002/tl.37219883402

Cox, K., Imrie, B., & Miller, A. (2014). Student Assessment in Higher Education. https://doi.org/10.4324/9781315042107

Vella, F. (1990). A handbook for teachers in universities and colleges: A guide to improving teaching methods. Biochemical Education, 18(4), 211. https://doi.org/10.1016/0307-4412(90)90143-c