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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 for your students’ online learning environment?  (Sooji & Penny)

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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 for your students’ online learning environment?  (Sooji & Penny)

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The physical environment has a big impact on how students behave, interact, and learn than teachers realize. The term physical environment refers to the overall design and layout of a given classroom and its learning centers. (IRIS, n.d.)

Seating Arrangement
Flexible Seating: Flexible seating helps create a sense of community for students. Student seats are not in the traditional setting. Students can get the option to seat where they want and create a more open environment.

Furniture Arrangement
The way desks and other classroom furniture are arranged must provide space that encourages collaboration, discussion, and individual work.  Teachers should be able to move around the space to interact with students, giving feedback and facilitating learning.

Materials and Supplies
All materials must be placed in a way that can be accessed easily and independently by students. Organize materials and store them in the appropriate places.

Decorating the Room
Teachers can make a classroom more inviting and student-friendly by being mindful of how they create and decorate the space. Teachers can also involve students by letting them choose which of their own works they want to display.

Visual Aids and Classroom Display
Classroom walls should be decorated with academic visual aids, a calendar, a class schedule, classroom rules, classroom announcements, and reminders.  When posting visuals, make sure that:

It is at the eye level of children so that they can see them

Decorate the classroom in a neat and organized way

Display visuals that represent all students in your class

Digital Visuals
Utilizing positive Multi-Media on SmartBoards: Teachers can present positive videos, voices, and images to further enhance the classroom and make it more exciting, and loving! Such as playing a few fun tunes at the beginning of class to lighten the environment, keeping light music playing in the background to keep a welcoming environment & more

Learning Centers
Teachers can create learning areas where students can engage in different activities that will enhance or differentiate students' learning or expand lesson topics.
Learning centers give students choice on how they want to participate and when.

Resources:
IRIS. (n.d.). IRIS | Page 2: Physical Environment. IRIS Center.https://iris.peabody.vanderbilt.edu/module/env/cresource/q1/p02/
HillFinancial, M. (2011, December 13). Robert J. Beichner 2011 Prize Winner [Video]. YouTube. https://www.youtube.com/watch?v=MdymI61hLPY&feature=youtu.be

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

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

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Collaboration: in learning is when students work together to solve a problem, complete a task or a project. Collaboration allows students to learn from each other and achieve mastery of learning standard.

Collaborative Approaches/Techniques:

Choice Boarders- allows students to choose activities that will help practice a skill or show understanding. Students have full ownership of the activities that they choose.

Jigsaw Stations- students work collaboratively as they put the puzzles together.

Flipped Classrooms- re-arranging the classroom

Think-Pair-Share- There are 3 levels to this approach

1. Think: students are given a problem and are asked to   think of questions independently.
2. Pair: students discuss their ideas in a pair and draw up conclusions together.
3. Share: The pair shares their conclusion with the rest of the class.

Kagan Structures- include instructional approaches to learning. Kagan Structures strategies include:

1. RallyRobin (students alternate giving brief responses in   pairs)
2. Timed Pair Share(students are given a predetermined time to share and listen while working in pairs)
3. RoundRobin (students take turns in responding orally, while working in teams)
4. RallyCoach (partners take turns solving problems, while the other one coaches)
5. Standup, Handup, Pairup ( students stand up, put their hand up and quickly find a partner with whom to share or discuss)

Form Groups- teacher assigns students to groups/allows students to select group members to complete an assignment.

Shared Presentations- creating a presentation with one slide per student and give students permission to edit it. APPS such as Microsoft and Google can be used a sharing tools.

Project Based Learning (PBL)- students work on a task as a group and are required to search information. Through this collaboration they learn through exploring by themselves.

Catch-Up- stopping at a transition point in the lecture and students work with a partner or in a small group to compare notes and clarify questions.

Student Team Learning- students work in small groups to prepare one another for quizzes that student teams compete on against one another.

Learning Together- students work in a group and are instructed to help each other until the whole group has learned the course content.

Think-Aloud Pair Problem Solving (TAPPS)- involves solving problems. For each problem one is the solver and the other is the listener.

Group Grid- involves analysing, classifying and organising subject matter. A grid is created with several categories and students use it to classify course concepts and compare their work.

Group Writing Assignments- assign groups to make and submit entries on course related topics.

Three-Step Interview- can be used as an ice-breaker for team members to get to know each other or the course concept, by assigning roles to students.

Paired Annotation- students pair up to review (an article, chapter, content) and discuss the key points and look for ideas. Students then work together to prepare an annotation to summarise the content.

Resources:
Student-centred approaches or techniques that are based on or require collaboration.
http://tnaugust17cohort4.pbworks.com/w/page/120465129/Student-centered%20approaches%C2%A0or%20techniques%20that%20are%20based%20on%20or%20require%20collaboration
What are some student-centred approaches or techniques that are based on or require collaboration?
https://wakelet.com/wake/7Qb4X_6onIKViqksmn_wJ

https://youtu.be/Po40I4c94R0

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Simply put , assessment measures learning.It helps to find out how far along the path from A to B is the student.

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

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

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Assessment helps to find out how far along the path from A to B is the student. Teachers then use that information to plan lessons and support students as they move along that path…. Or, more accurately, paths. ….. Learning and life are a little more complex than A to B….

* Assessment serves different purposes at different times:

Assessment must be planned & match students' needs.

Assessment must be balanced & flexible to improve learning for all students

Effective assessment informs students (in words) what they have done well, what they have done less well, and what they need to do next to improve.

Clear success standards & criteria are essential for effective assessment.

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

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 …" Concrete verbs such as "define, argue, solve, and create" are more helpful for course planning than vague verbs such as "know or understand" or passive verbs such as "be exposed 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 that you most want students to learn. And throughout your course, teach students how to answer the kinds of questions that you will ask on tests and assignments.

Choose assessment methods that elicit from your students the kind of learning that you want to measure. A combination of careful forethought, knowledge of your own students, and analysis of their work are the keys here.

Choose assessment methods that are interesting and challenging to your students. The type of assignments and tests that you administer will influence your students’ motivation (Baird, 1987; Lowman 1995, 1996).

Use peer collaboration. One obvious advantage of group assignments is that you have fewer assignments to grade, but collaborative assignments can also have strong pedagogical and motivational advantages. One advantage is the power of peer instruction.

Don’t be hyper-corrective. Instead, focus on key content when you are evaluating work, and circle mistakes rather than fix them. If you really want students to learn from their mistakes, help them identify one problem at a time.

3. Construct an assessment skeleton: Once you have chosen assessment methods and their general features, the next step is to combine all your tests and assignments into a bare-bones 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. An understanding of those goals is crucial to designing effective assessment methods because if the instructor and students are on different wavelengths, the students may not complete the assignments in the way the instructor planned.

5. Make assignment and test instructions clear to students.: How can we assess learning when students define the task in different ways? 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.

Resources:

Learner-Centred Assessment. (2017, June 27). Centre for Teaching Excellence. https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessing-student-work/grading-and-feedback/learner-centred-assessment

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A SA student centered learning model  blended learningInstructional model has 3 componentsBlended learningSelf pacetudent-Centered Model of Blended Learning

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A Student Centered model of blended learning ( Manushi)

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A Student Centered model of blended learning ( Manushi)

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A student centered learning model  blended learning

Instructional model has 3 components

1. Blended learning

2. Self paced structure

3. Mastery-based grading.

Student independence

The students do different activities independently, some taking notes, some collaboratively solving mathematical problems and some gets exit cards for mastery. The students enjoy the independence they get to go at their own pace.

The lesson for today is pre-recorded by the teacher and students have the opportunity to rewatch it and learn it independently.

Everyone is going at different paces in this model, however amidst the independence there is collaboration happening. Peer tutoring takes place.

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A Student-Centered Model of Blended Learning

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

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

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Following are the Student-Centered Assessment guides.

1. Self Assessment- Self Assessment can be defined as students identifying their own strengths and weaknesses in their work and revising the work. In order to do an effective self Assessment, these steps need to be taken.

Students should have clear performance targets.

Checking their progress towards the targets

Use the self-generated feedback and revise.

a) Using rubrics and checklists for self-evaluation.
b)Co-creating rubrics with students
c) Using a checklist to guide self-assessment.

2. Peer Assessment

When peers give informed feedback is called 'Peer Assessment'. There are certain steps to be taken for this.
a) Using guidelines to create a good peer Assessment.
b)The guidelines should give a clear idea of what the peers are expected to do.
c) Focusing on the Ladder of feedback technique.

3. Process Portfolio

This is a collection of students' work documented to show the self-growth of the student.

4. Exhibition- This is a display of mastery level work of the student in a specific academic moment. Mostly an end of a Unit, Semester, or a year.

Reference
knowledgableWorks.(2013). Student-centered Assessment resources. Students at the center

https://studentsatthecenterhub.org/resource/assessment/

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Try out some of these four student-centered assessment practices: self-assessment, peer assessment, exhibitions, and process portfolios.

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What is Student Centered Learning and why is it Important? (Manushi)

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What is Student Centered Learning and why is it Important? (Manushi)

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What is SCL is like?

In Student Centered Learning (SCL) students are co- creators of their own learning process. They make decisions regarding what,how, when they would learn.  They develop skills such as self-direction, curiosity, creativity, and collaboration which are crucial for their future success.

Defining SCL

In SCL students have the opportunity to decide,

1. What materials they learn?

2. How they learn?

This is entirely the opposite if teacher centered learning.

How educators approaches Student Centered Learning?

Similar to any pedagogical approach, that shift into SCL was more intuitive for some educators in the study than others. But almost all participating teachers—those who immediately embraced SCL and those who found it more challenging—ultimately reported benefits. They built better relationships with students, felt more attuned to classroom dynamics, and tailored learning to individual needs.

References
Sudderth,A. (2022). What is Student Centered Learning and Why is it Important?. Rethink Together,

https://xqsuperschool.org/rethinktogether/what-is-student-centered-learning/

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What Is Student Centered Learning and Why Is It Important? | Rethink Together

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Too many students describe high school as boring—but it doesn’t have to be. Here’s how we can put students at the center of their education.

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What student-centered approaches or techniques include physical movement as a central element (Andres&Deion)?

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What student-centered approaches or techniques include physical movement as a central element (Andres&Deion)?

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https://www.youtube.com/watch?v=41gtxgDfY4s&ab_channel=TEDxTalks

"Movement is a powerful teaching tool, and when we as teachers thoughtfully incorporate physical elements into instruction, we elevate the learning experience." (Strauss, 2015)

Why?
Being active in school is a core part of the learning experience. Having to sit still for long periods of time can take a toll on a student's mind and having active lessons can break up the monotony of learning. Students, especially younger ones, require brain breaks throughout lessons to keep their attention and not get overly burnt out.

Benefits:

engage students

spark interest

reach students with a different learning styles

positively release energy

promote a fondness for learning

Activities with physical movement:

Stations around the room

Four corners

Role-playing

Field trips

Age-appropriate activities are key when incorporating movement in a classroom. When dealing with other students, like middle and high schoolers, they might feel some activities are too childish and be less inclined to be engaged.  When designing a lesson have one that will properly challenge the student while still be engaging.

References:

Strauss, V. (2014, July 8). Why so many kids can’t sit still in school today. The Washington Post. Retrieved June 1, 2020, from https://www.washingtonpost.com/news/answer-sheet/wp/2014/07/08/why-so-many-kids-cant-sit-still-in-school-today/?arc404=true

TEDxTalks. (2015, April 22). The kinesthetic classroom: Teaching and learning through movement | Michael Kuczala | tedxashburn. YouTube. Retrieved June 17, 2022, from https://www.youtube.com/watch?v=41gtxgDfY4s&ab_channel=TEDxTalks

The need for movement in the classroom: Student-centered world. Student. (2022, April 12). Retrieved June 17, 2022, from https://www.studentcenteredworld.com/movement-in-the-classroom/

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The Kinesthetic Classroom: Teaching and Learning through Movement | Michael Kuczala | TEDxAshburn

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Designing the learning tool kit for students’ online learning environment.

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Designing the learning tool kit for students’ online learning environment.

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Design, development and delivery resources for teaching online

The content of this site is curated by the Arizona State University Instructional Designers community. Contact us if you would like to contribute to Teach Online.

Contact Us

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Design for online process infographic - Teach Online

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Feel free to save this process infographic or print it out for future reference.

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What are some student-centred approaches or techniques for reading?(Peter& Irving Arias...)

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What are some student-centred approaches or techniques for reading?(Peter& Irving Arias...)

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What is student-centered teaching?

Student-centered teaching is “teaching designed for the student” (teachthought, 2017).  Planning should be focused on the student rather than a school policy or curriculum.  It is teaching with a focus on the students and their own individual needs, and putting that before anything else.  The student is literally at the epicenter of the process in student-centered teaching.

What is the overall objective of student-centered teaching for reading?

Students become stakeholders when they know the instructional objectives and the desired outcome of learning.

To actively engage students and give them some control over the learning process, thus keeping them interested.

To encourage students to reflect on what they are learning and how they are learning it.

To encourage increased collaboration in the classroom by creating a small community of learners.

To integrate computers and new modes of technology into the learning process.

What are some of the benefits of student-centered teaching for reading?

Students are able to significantly enhance their communication and collaboration skills through increased group work and team work.

Students learn how to manage, initiate, and control their own learning by completing tasks independently and at their own pace.

Students become more interested in education through participating in learning activities where they can interact and collaborate with their peers.

What is the statistical trend of new student-centered teaching practices?

What are some of the general approaches to student-centered teaching for reading?

Reading should be taught both individually and in small groups.

Make reflection an important part of the process.  This phase allows the student to review the lesson objectives and reflect on things that worked as well as what did not work.

Students should be encouraged to browse the books and make choices on which books to read

Use the “saturation” approach to reading by encouraging students to read for pleasure as well as for information, but also to read a variety of formats such as; paperback books, textbooks, magazines, catalogues, comic books, literary novels, plays, poems, etc. (Acquavita, 2016).

Variety is the key

Keep records of the student’s progress

Allow time for independent reading

Plan units that are product-driven in nature and have an essential question which instruction seeks to answer.

Use an effective pre-reading strategy to build schema.  One good strategy is “What I know, what I want to know, and what I learned (KWL).  This is useful for tapping into students’ prior knowledge while helping them make connections in learning (Mansaray, 2013).

Provide instruction in basic reading strategies by using reciprocal teaching practice which includes; predicting, visualizing, questioning, clarifying, and summarizing (Mansaray, 2013).

Student-Centered Teaching for Reading at Work

Overview: There are countless ways to apply the student-centered teaching approach for reading. Since each student has a different learning preference, it is important to incorporate different teaching styles, activities, and games into the curriculum in order to provide students with a variety of unique opportunities to create an individualized learning plan. Below are some examples of activities that can be used in a student-centered classroom:

Example 1:  Reader’s Theater

The teacher selects text relevant to the topic of the day and assigns students in class to read it out loud.  Students are encouraged to add drama, flair, and even humor to their readings.  It is a great way to start and build discussions.

This method is used often in elementary schools to encourage new readers to improve their reading confidence, fluency, and comprehension. It encourages participation, especially from quiet shy students who may lack confidence in their knowledge (Lom, 2012).

Example 2:  Think-Pair-Share

The teacher poses a question with instructions that students must think independently about their answer (possibly even making some notes), after a brief period of time the students are then instructed to pair up and compare their thoughts/ideas/notes.  Afterward, the students share in providing their responses to the rest of the class

This gives the students an opportunity to work in a collaborative manner to come up with responses without putting all of the pressure on each student.  This method also works well for students who are shy, quiet, or do not like to respond in class (Lom, 2012).

Example 3:  Roundtable

The teacher instructs the students to collaborate in small groups on a specific question with the goal of generating multiple responses.  The goal is for students to work cohesively to generate as many ideas as possible.

Example 4:  Scrabble Board Games

This is a fun and interactive way for students to identify and learn new words, or become reacquainted with familiar words. It is also a great way for students to learn spelling on their own terms.

This is a great ability for students to learn how to use the dictionary to determine whether their given word choices are correct or not.

Example 5: Team Debates

In order to increase post-reading discussion, increased reading comprehension, and thesis composition, students are grouped into teams of 2 or 3, and debate one another on an assigned thesis related to their recent reading. This provides students with the ability to collaborate with their team to develop an argument based on their learning and to additionally provide supplementary evidence to justify their argument.

Aside from reading comprehension, this activity also helps with presentation and oral communication skills, which are vital skills for students.

Reference:
Five reading activities to increase engagement and rigor | The lettered classroom. (2019, November 3). YouTube. https://youtu.be/dJsyoKpGQrc?t=292

Tnjune17cohort3 [licensed for non-commercial use only] / student-centered approaches and techniques for reading. (n.d.). tnjune17cohort3 [licensed for non-commercial use only] / Home. https://tnjune17cohort3.pbworks.com/w/page/119008734/Student-Centered%20Approaches%20and%20Techniques%20for%20Reading
https://apasseducation.com/education-blog/k-12-education-5-things-publishers-can-support-for-phonics-instruction/

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Five Reading Activities to Increase Engagement and Rigor | The Lettered Classroom