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In this three-staged strategy, students are given time to think of answers. Then, they work with a partner to create their final answers. Finally, they present their work or answers to a group or to the class. This strategy is helpful for giving students opportunities to work individually and brainstorm (TeachThought, 2018).

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Tools like learning profile cards can allow us to differentiate appropriately, leverage our students' strengths, and push them to learn in different ways.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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1.  Flexible seating can be an incredibly useful thing, especially for students in today's age.  Many of these students cannot sit for long periods of time, especially when they are not comfortable.  Some students do better standing, sitting in a chair, sitting on the ground, etc.  Many studies have shown when we allow them to pick their own seat, they will be comfortable and more productive.
2.  Task cards - allows students to walk around the room and find the designated cards that they need to focus on.  You can create task cards in a variety of different ways, whether they are answering a question, having a discussion with a partner/group, or even doing a small activity or exercise.  It gets the students up and moving!
3.  Brain breaks/extra recess - gets them moving and can help destress after assignments that may take a lot of mental capacity.  Many times students, especially elementary schoolers, will really enjoy these.
4.  Incorporate songs and dance in learning - find songs with movements that you can integrate in your learning.
5.  Have them do different movements (crawl, dance, jump, etc.) besides walking when going back to their seats.
6.  Walk then Write - Allow students to brainstorm while walking and then go write your brainstorm, you can even allow them to get back up and brainstorm more before writing an outline.
7.  Movements for math - pick a movement and a topic to be paired together and every time something related to the topic or a specific word is mentioned then do the movement - example when you are discussion multiplication, you could clap twice every time someone says multiply or product.
8. Games with movement - example for review game could be four corners with a powerpoint. Students begin in the center of the room with each corner assigned as A, B, C, or D. Multiple choice questions will have the same labeling for answers. After the question and answers are read then students will move to the corner that corresponds with the answer.

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Student-Centered World: A Student-Centered Learning Resource

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Here at Student-Centered World, we are HUGE promoters in flexible seating. The whole idea behind flexible seating is that a student will put forth their best work if they are in a position that they are the most productive. For some students, this is still at a traditional desk. For others, this could be standing, sitting on the floor, or laying down.

Allowing this movement in the classroom will help a student (no matter what age) determine how they work best.

We are always so concerned about finding learning styles so they know how they LEARN best, but what about how they WORK best? Giving them this autonomy (with guidelines, for sure....certainly not a free-for-all!) allows them to learn more about themselves and how they will perform at their peak.

Even as adults, we do this. My husband, for instance, needs to sit at a table with all his belonging placed accordingly around him. Me? I work best propped up against 105 pillows....neither of us can concentrate well in the other scenario, but why do we require this of our students when it's so easy to, well, NOT?

Movement in the Classroom

Today I came across two amazing articles that explain the science behind why traditional seating isn't the best for our Generation Z students who sit in front of us (or around us in an actual student-centered classroom).

The first article is from Valerie Strauss, with a focus piece from Aleta Margolis, in the Washington Post titled Letting kids move in class isn't a break from learning. It IS learning. I think that title in and of itself is so telling. We have been trained to believe that a student sits quietly until they are given a break.

This is the INDUSTRIAL MODEL, we are no longer an industrial society! We are turning into a hands-on society of entrepreneurs.

Will that be everyone? Of course not....but it will be a bigger majority of our students than before. As a matter of fact, we are preparing today's students for jobs that don't even exist yet.

Seem far-fetched? How many people that you went to high school with wanted to be a social media manager as a job? What about work for Uber? We take jobs for granted now that didn't exist all too long ago.
Chew on that one for a minute.
Ms. Margolis brings up an excellent point in her article. When it comes to student movement in the classroom, she says by having the students physically doing something, it creates more of an understanding of that particular process than if they were just passively learning about it, which makes complete and total sense.

My son just took his training wheels off his bike and even though he mentally knew how to ride, he physically couldn't until he went through the motions enough times that it clicked. ALL learning is like this! My favorite line from the piece is this:

Incorporating movement-based activities can help learners of all ages articulate and internalize new ideas, and this process invites adult participants to leave their comfort zone and reexamine their roles as both teachers and learners. They explore the relief that students feel at being invited to move, as well as the uncertainty and shyness that can arise when something new and unexpected is introduced.

Truer words have never been spoken. Still many people balk at the idea of the normalcy of movement in the classroom because it's not traditional. Why can't kids today sit still long enough to learn...WE did it, why can't they? A few reasons.

Number one, the average attention span has dropped DRASTICALLY since we have become a society of instant gratification. Know how long it was when public education was created? About 20 minutes. Know how long it is now? Approximately 7 SECONDS. SECONDS. #notatypo.

We literally cannot expect the students in front of us to learn the way other generations have. You will be fighting a losing battle if you think you're going to overcome the odds here. Movement in the classroom is now essential to learning.

It's legitimately a vicious cycle.

As a matter of fact, another article from the Washington Post by Mrs. Strauss and Angela Hanscom titled, A therapist goes to middle school and tries to sit still and focus. She can't. Neither can the kids, may just be the most eye-opening article you will ever read about movement in the classroom (seriously...click on that link and read it...I won't be offended if you're taken off track for a few minutes).

The teachers know students should move, but they feel locked into cramming a ton of information into their brains (more than again, you guessed it, previous generations were required) and don't see a choice. With this, students are losing focus, developing sedentary lifestyle habits, and not actually acquiring the learning that the teacher is trying their hardest to accomplish.

Recess is being cut shorter and shorter and the society of fear we have grown into is preventing these kids from running around and playing outside after school (not to mention, there is often homework to "reinforce" what was "learned" that day in a state of unfocused cramming).

To quote her, after 90 minutes of being in the classroom,

I'm mentally exhausted and the day has just begun. I was planning on observing the whole day. I just can't do it. I decide to leave right after lunch.

This is why "traditional" learning without movement in the classroom just isn't the best method of instruction for our students anymore. It's not.

With the requirements to learn more and more and the time to simply "be a kid" becoming less and less, something needs to change. We need to incorporate student movement in the classroom without it being a special treat. The students need to move for not only their physical and mental wellbeing but also so they actually learn.

Plain and simple...where will they learn more: actively trying to solve a problem or actively trying to stay awake?

Friends, incorporating student-centered learning isn't difficult. It's different.

Encouraging student movement in the classroom is not difficult. It's different.

Switching teaching styles just go against the grain of how so many people view what education is supposed to be. But tell me....what is education SUPPOSED to be?

It is supposed to be students going to school and learning. It doesn't HAVE to look like anything in particular, so why can't it be a model that today's students will actually get more out of?

The most intimidating part of student-centered learning is that there really isn't much out there that truly explains HOW to do it. There's a ton of information about how relevant it is and there is data that shows how much it works, but there isn't much that says, "here, try this".

Being afraid of change is no excuse to not give it a try. We teach so we can help our future leaders learn.

Coming up with ideas for movement in the classroom can seem overwhelming, but take a deep breath because it doesn't have to when you're focusing on the right pieces to this puzzle.

Here are some ideas for physical movement in the classroom and ways to encourage students to be more active.

To begin, let's consider age level. The activities will vary depending on what grade or level you teach. Some activities can be used with all ages, so it's always good to have a few in your repertoire that you can pull out when the moment is right.

Preschool and Kindergarten

You can incorporate basic coordination activities such as relay races, obstacle courses, and "Simon Says". The basic rules of those games can be adapted to fit your setting. If children are too young for those games, try something simple like Simon says shadow. Have the children stand in front of a mirror and play Simon Says with their reflection, trying to mimic every movement they see.

One idea for an obstacle course is having balloons taped or tied to different parts of the room that the students have to run to first before coming back through other obstacles, such as by crawling under a table, hopping like a rabbit, or jumping like a frog.

Here's another idea: blow bubbles to the children and have them try to pop as many as they can using different parts of their body, but telling them that they may not use any part of their body more than once.

For this activity, you can blow bubbles on one side of the room for the children to run to one side of the room, pop them with their hands or feet, and run back. You can either do this on both sides of the room, or you can blow the bubbles at random throughout the course so that they don't know where they will be coming from next. Or if they are too young to do the popping, have them punch the bubbles without popping them.

Elementary School

Incorporating movement in the classroom for elementary students can include activities such as :

Bounce a ball with them as they hop on one foot or jump rope. You can also use this for those students who need to maintain movement in the classroom during seatwork such as textbook reading. Have them bounce the ball while they read so that they keep their eyes moving and don't lose interest in sitting still at a desk for long periods of time.

For reading activities, keeping track of how many times the student touches the ball while they are reading can be a way to encourage them to read more often and with purpose. After a certain amount of time has passed, you can have them stop and tally their total for that session. If they reach or exceed their target number, reward them with a prize.

If they don't reach their target, you can either end the session or let them keep going until they meet their goal or exceed it. If this is your objective (to get students reading more) then you will go with one of the latter options. For instance, if reaching five touches while reading motivates them to read more, then they will just need to continue reading until they reach five touches for this session.

This can also encourage students who aren't as motivated about reading because you are offering them an incentive. It may not be a tangible reward such as stickers or candy (you know what age we're talking about), but it could be something like drawing a picture, free time at the end of the day, or maybe even get to go out for recess before anyone else. These are just ideas to get you thinking about how movement in the classroom can be incorporated.

If it is an extra incentive that they need, then this activity will work well too. Have students stand up and move around for a certain amount of time (maybe during language arts or science class), then tell them that they can sit down, but anyone sitting down will be out of the game. If sitting is their choice, let it be; however, you might want to make this an activity worth playing if it's not something everyone does all the time. Competition between teams or with the class as a whole is sometimes what you need to get students motivated.

The game can be played with about four or five players per team, and there are no wrong answers, so you will want to make sure that everyone gets a turn. You could even have extra players on each team who don't participate in the actual activity but just run back and forth to switch teams.

When it's time for the game to begin, you say the number of seconds that they need to stay standing in place once they are tagged or hit by someone else. You can either play this game in a straight line so that there is only one way out, or you can have them move around in a circle so that they can go out any way they want and the game is more challenging.

Middle School

For middle school-aged students, it is a bit trickier since they are in that "too cool for school" phase, but you can still get some movement in the classroom in unique ways. They might be a little more interested in having a dance party with their friends rather than doing activities at the board, but if you offer this as an alternative or make it a requirement - they will participate.

There are many fun and engaging songs that you can play for students to do something different from what they normally would be doing in class. You can even make it a contest to see who can stay in rhythm the longest, and for every correct answer they get, they can move one step forward. But if they break out of the rhythm or stop moving altogether, then you need to start over from where everyone is standing.

This is a great way for students to release some energy when they don't have the time to take a break and play a physical game. You decide the length of the song and how many times it needs to be played before everyone can sit down and get back to business.

You can also incorporate movement in the classroom as a way to transition from one activity to another, such as sitting down or getting ready for a test. If you normally do this with students lined up and walking in quietly, try having them crawl around the room like they're animals instead.

If your students are working on writing an essay, there is no need to sit there the entire time. Give them ten minutes to work on it, then have them stand up and walk around for three minutes while they brainstorm their ideas. Then you can give them another five or ten minutes to write an outline or first draft before they go back to walking again.

You can even use physical responses to help students learn new material or concepts. If you tell them they are going to do a certain activity, such as jumping jacks, they need to stand up and do it with you before everyone sits down. For a math teacher, have the class clap three times when he or she says something that relates to addition, then stop when they say another number word. Make it a race among teams if you have multiple classes in one day, so if they get it wrong, the other class gets to move forward.

This is a great way for students to use their minds and bodies simultaneously, so they get more out of learning than just the facts you are trying to convey. They can even practice test-taking by having them stand up and walk around when you mention certain topics on the exam that will appear later on.

There are many different ways to get your students to embrace movement in the classroom, and you can make it an everyday part of your lesson plan for any grade level. It will help them focus, give them more energy which can boost their academic success, and even get their creative juices flowing since they are thinking outside of the box.

High School and Beyond

High school is also its own unique beast when it comes to appropriate movement in the classroom. For older students, you can use activities that are used for fitness tests in schools, such as sit-ups, squats, jump rope skipping for distance or time, push-ups, etc. The goal is to perform these activities within a certain amount of time. For example, have students do as many sit-ups as they can within a minute. For every ten correct reps, you give them a chance to take a break before starting again at zero.

If PhysEd is not your cup of tea, there are other movement in the classroom activities that could work ranging from permanent flexible seating to actual games that high schoolers would absolutely buy into.

The flexible seating idea is great because students can move any time they feel like it, be it to get more focused, release some energy or even take care of a wiggly body. It also helps them with movement breaks throughout the day for their minds to rest while still getting out some physical activity.

Physical movement in the classroom during teaching time is a great way to get the students more engaged in what they are learning. They can make connections, react to stimuli and practice anything from memorization to problem-solving by playing games. The best part is that no matter what age you teach or how long you've been teaching, there are ways for everyone to get involved and benefit from movement in the classroom.

The idea of using games for academic purposes is not only fun but also something that students are likely to buy into immediately because they enjoy playing games. You can create the game yourself (which usually works best) or there are plenty of online resources to check out for ideas, too (Pinterest is your friend!).

The list of games that can be played to teach academic subjects is practically endless. They are great for review before an assessment, especially if they are timed so students have to move quickly between topics. You can also do a group activity where there are several small games with movement questions per round. It's easy enough to infuse movement in the classroom activities into a normal class period to get students up and moving around. Whether you're a grade-school teacher, a junior high/middle school instructor, or even an adult instructor in higher education, there are ways that everyone can have fun while getting the most out of their classes.

Movement in the Classroom and the 4 Keys

Finding effective ways to allow movement in the classroom isn't difficult, it just needs to ebb and flow with the students and where they are (physically, mentally, and emotionally). Being flexible is the key to making all of this work. The key is engagement. There are four keys to student engagement that I discuss in my video training challenge called "Finding Your Student Engagement Formula" and it walks you through those four keys and how to implement them in the classroom.

If you are interested in registering (it's totally free), visit the Finding Your Student Engagement Formula Challenge registration page and you will be notified the next time the series is available.

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The Need for Movement in the Classroom | Student-Centered World

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Here at Student-Centered World, we are HUGE promoters in flexible seating . The whole idea behind flexible seating is that a student will put forth their best work if they are in a position that they are the most productive. For some students, this is still at a traditional desk.

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Allow students to join groups of 3-6 people and choose a book based on the group. This group will meet for a specified time each day to read and discuss what they read. It is up to the group if they want to read outside of school or the group.

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Students and the teacher will sit usually in a circle so they can face the person talking and answer open-ended questions from the teacher or other students. This allows students to discuss in a group about what they are reading and their thoughts and opinions on the topics.

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"When the assessment is used to adjust instruction it crosses over into the “formative assessment” realm. This crossover helps teachers and students to see it, not as a test, but more as a process."

Websites or applications that can be used to do so are:
- Kahoot
- Poll Everywhere
- Flipgrid
- Recap App
- Quizziz

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Kids simply read a book together, EEKK style, and fill out a comprehension organizer at the end of it. If kids are on different levels, it gives the lower-achieving student a chance to have fluent reading modeled for them, receive support with decoding, etc. This takes some training and modeling for SURE, but it’s so worth it.

The BEST books for partner reading are the Piggie & Elephant books by Mo Willems and You Read to Me, I’ll Read to You books. You can not convince me otherwise.

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2nd Grade is what we call a "bridge year". The kids have been working heavily on phonemic awareness and phonics all through K and 1st grade. 3rd-5th grade promises complex texts that require a well-developed vocabulary and stamina. 2nd grade is the year to bridge the kids from early literacy skills to advanced literacy skills.

That bridge? Fluency.

Fluency has really taken the spotlight in recent years. It was cited as the "forgotten element of reading instruction" for a hot minute, but we're giving credit where credit's due now. Fluency work matters.

If I could stand on my soapbox for y'all for just a minute: fluency is not isolated work. There is no reason to separate fluency from actual reading. Phonics instruction (at least part of it) can work this way. Phonemic awareness certainly is a different thing from reading. But drilling kids on isolated words and phrases and calling it 'fluency practice' is poor execution of the research. It's not best practice. Practicing short spurts of phrases or words to work on phrasing and intonation, or maybe just sight word fluency as a separate skill from reading....YES. Definitely make those things part of your fluency instruction.

But, how do students become more fluent readers? By reading! Lots of reading modeling, exposure, practice, and immersion.

One way I like to be intentional about this, but not add a separate time to my reading block...is to create one station in my classroom that is devoted to fluency. If you do "Daily 5" (or any variation of it) the 'read to someone' area lends itself well to fluency work. It works even better if you have two kids of different reading abilities, so there is an opportunity for peer mentorship!

Here are some examples:

Partner Reading

Kids simply read a book together, EEKK style, and fill out a comprehension organizer at the end of it. If kids are on different levels, it gives the lower-achieving student a chance to have fluent reading modeled for them, receive support with decoding, etc. This takes some training and modeling for SURE, but it's so worth it.

The BEST books for partner reading are the Piggie & Elephant books by Mo Willems and You Read to Me, I'll Read to You books. You can not convince me otherwise. (affiliate links below)

Expression Exercise

Like partner reading...with a twist. Students choose expression cards and take turns reading to each other in that voice (angry, excited, sad, confused, etc.) Great for developing prosody and voice!

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Improve Student Reading Fluency Even When You're Not Around - The Simple Classroom

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2nd Grade is what we call a "bridge year". The kids have been working heavily on phonemic awareness and phonics all through K and 1st grade. 3rd-5th grade promises complex texts that require a well-developed vocabulary and stamina.

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1.  Make the best out of your classroom space!  As educators, we know that a lot of things are trial and error and your classroom layout is often one of those things.  Don't be afraid to switch your room layout around a few times before settling with what you come up with.
2.  Create a classroom that encourages interaction - allow spaces for students to sit together and work or have a discussion.  Make extra spaces around the room if possible for small groups.
3.  Add color to your classroom!  Don't be afraid to have pops of color in your classroom as they are proven in numerous studies to stimulate the brain.  Definitely be mindful of what colors you are putting in your classroom though!
4.  Celebrate all success in the classroom.  Many teachers like having award sections in their classroom to help motivate their students.  Though it is important to be mindful on what you are awarding especially since students can sometimes get discouraged by not having the same success as their peers.
5. Interactive activities throughout classroom - this can be things such as games, task cards, thoughts and opinion polls, check-ins, etc.

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5 Hollywood Movies Made To Inspire High School Teachers

Teaching can be a stressful, lonely, and intimidating job. Here are some movies that draw inspiration from teaching - the perfect pick-me-up for all teachers.

DISCOVER MORE

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5 Ways to Create a Conducive Learning Environment for Students

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5 Hollywood Movies Made To Inspire High School Teachers Teaching can be a stressful, lonely, and intimidating job. Here are some movies that draw inspiration from teaching - the perfect pick-me-up for all teachers. DISCOVER MORE

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It allows students to become so much more independent by knowing where they need to be and where they are going next.

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This routine encourages students to make careful observations and thoughtful interpretations. It helps stimulate curiosity and sets the stage for inquiry.

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Empowering Students to Own the Assessment Process

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Empowering Students to Own the Assessment Process

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In this video you will be able to learn different types of self-reflection assessments. This is a way that we can use in the classroom for student-centered self reflection.
I think that self reflection is important, because is a way for each student to think of their learning journey and their improvement as well what they have to improve.

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Empowering Students to Own the Assessment Process

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Five ways to increase collaboration By Ann Saltz

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Five ways to increase collaboration By Ann Saltz

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Encouraging collaboration in the classroom can be challenging.  Students do not naturally collaborate.  Teachers need to encourage it as part of the learning process.  The following are five ways to encourage better collaboration between students.

Create Learning Activities That Are Complex

Students need a reason to collaborate. If the assignment is too easy, they most likely will complete it alone. However, if it is complicated it will be easier for them to work together and each do a part.

Prepare Students to Be Part of a Team

Students need to learn how to work effectively with others and as part of a team:

Show the students what successful collaboration looks like.

Guide students through the stages of team building (forming, storming, norming, and performing).

Give students time to develop leadership, decision-making, trust-building, communication, and conflict-management skills.

Establish expectations and norms for working together.

Design, or have students design, ways of handling conflict disagreement so they can resolve issues.

Teach students active listening skills.

Minimize Opportunities for Free Riding

Teachers can eliminate free riding in a number of ways:

Create small groups of no more than four or five people. When there is less room to hide, nonparticipation is more difficult.

Create some individual accountability.   For example, give students an individual quiz based on what they learned from the activity.

Give students meaningful roles, such as a different leader responsible for each sub-task.

Have students evaluate their own participation and effort and that of each team member and compare those assessments with your own.

Build in Many Opportunities for Discussion and Consensus

Frequently group projects strive to be efficient, so minimal collaboration is undertaken. Try designing a project where students need to work together to come up with an ideal solution.  Here, they must propose their ideas and then defend those ideas.  This is helpful for their social development also.

Focus on Strengthening and Stretching Expertise

The goal of collaboration is that the students learn more, do more, and experience more together than they would alone. Teachers can change from the role of instructor, to one of a coach.  They can promote team autonomy, check in on students and provide instant feedback, and help them learn to work together to attain a common goal.

“5 Strategies to Deepen Student Collaboration.” EdChat®, https://edchat.net/threads/5-strategies-to-deepen-student-collaboration.49361/.

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Farnsworth (2018) explains four ways in which to differentiate in a student-centered classroom:

Assessment:   Teachers should start with formative assessments to assess the student’s baseline knowledge.  This can be helpful for both the teacher and the student. Technology can be a useful tool to find trends over time. Some great formative assessment tools include Poll Everywhere, Quizziz, Nearpod, Flipgrid, and Recap App.

Content:  Content should be adjusted to meet students’ background knowledge and learning needs. Content should be just challenging enough to push students to extend their learning but not so difficult that they feel overwhelmed.   Some great apps to assist in content adjusting include Newsela, CK12 Flexbooks, MyOn, and The Kid Should See This.

Process:   The way in which students learn new material can also be differentiated. Teachers should allow students to have a say in how they consume information. Technology can play a great role in adding ways to differentiate the process. Some great apps include Breakout EDU, Duolingo, CommonLit, and Read & Write for Google Chrome

Product:   Teachers should allow students freedom in the products they use to demonstrate their learning. There should be an established rubric, but students should be given options in how they show their knowledge. Some great apps include Bookcreator, SeeSaw, and Canva.

Sfarnsworth. “Differentiation.” Shaelynn Farnsworth, 28 Sept. 2019, https://shaelynnfarnsworth.com/tag/differentiation/.

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Perhaps some of us have heard of Feng Shui. Although the term is used a lot in the west in relation to home interior design, it also has a place in the classroom.  Let's first understand what Feng Shui is :

Feng shui sometimes called Chinese geomancy, is an ancient Chinese traditional practice which claims to use energy forces to harmonize individuals with their surrounding environment. The term feng shui means, literally, "wind-water".

Classroom Feng Shui Fundamentals

Here are a few basic principles of feng shui as they apply to classrooms:

Credit: Courtesy of Bancroft Middle School

Outside In: A poster at the back of the windowless room offers a calming view, framed by the soft glow of two lamps.

Both teacher and student desks should be in what feng shui considers the "command position," facing the entry of the classroom to absorb chi as it enters the room.

Bright greens and blues encourage learning and development, particularly in younger students. Older students will benefit from darker colors, such as brown and black, which encourage wisdom and deep thinking.

The entry to the classroom should be unobstructed, leaving a clear path for chi to flow. Obstructions to the path, says feng shui consultant Deborah Gee, "create tension and stress with the students and the teacher."

Bookshelves should be placed in the far left corner of the classroom, from the perspective of the front door. According to feng shui principles, this area encourages learning and critical thinking.

Windowless classrooms lead to stagnant energy and stagnant minds. A painting or a scene of nature creates a sense of bringing outdoors in and has a very strong life-energy force. Plants can have a similar effect.

Resources:
Standen, A. (2007, March 9). Give your space the right design. Edutopia. Retrieved July 17, 2022, from https://www.edutopia.org/feng-shui-classroom-design-results#:~:text=Classroom%20Feng%20Shui%20Fundamentals&text=Both%20teacher%20and%20student%20desks,development%2C%20particularly%20in%20younger%20students.
Wikimedia Foundation. (2022, July 5). Feng Shui. Wikipedia. Retrieved July 17, 2022, from https://en.wikipedia.org/wiki/Feng_shui

Sally Painter Sally Painter Certified in Lillian Too's "Practical Feng Shui for Modern Living, " S. is a C. F. S. expert who applies these principles to her daily life. R. M. L. M. A. L. T. K. E. P. F. S. P. (n.d.). Understanding Feng Shui's meaning and purpose. LoveToKnow. Retrieved July 17, 2022, from https://feng-shui.lovetoknow.com/feng-shui-tips/feng-shui-meaning

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

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

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The answer is Personalized Learning. The goal of personalized learning is to tailor instruction to the unique needs, interests, and skills of each learner. Each student receives a learning plan that is based on their prior knowledge and preferred learning styles. Personalized learning does not take the role of intervention programs, 504 plans, or IEPs.

Morin, A. (2014). What is personalized learning. Understood. Retrieved July 17, 2022, from https://www.understood.org/en/articles/personalized-learning-what-you-need-to-know

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At a glance

Personalized learning is an educational approach that aims to customize learning for each student's strengths, needs, skills, and interests.

Each student gets a learning plan that's based on what they know and how they learn best.

Personalized learning doesn't replace an IEP, a 504 plan, or intervention programs.

To get an idea of what personalized learning is, try to picture a classroom that doesn't have a "one size fits all" approach to education. The teacher doesn't lead all students through the same lessons. Instead, the teacher guides each student on an individualized journey. The what, when, where and how of learning is tailored to meet each student's strengths, skills, needs, and interests.

Students may learn some skills at different paces. But their learning plans still keep them on track to meet the standards for a high school diploma.

That kind of classroom isn't the reality for most students. But it's the end goal of personalized learning, which is already being used successfully in some schools and is expanding in several states. Here's what you need to know.

What personalized learning is

Kids learn in different ways and at different paces. Personalized learning is a teaching model based on that premise. Each student gets a "learning plan" based on how they learn, what they know, and what their skills and interests are. It's the opposite of the "one size fits all" approach used in most schools.

Students work with their teachers to set both short-term and long-term goals. This process helps students take ownership of their learning.

Teachers make sure learning plans or project-based learning match up with academic standards. And they check to see if students are demonstrating the skills they're expected to learn as they progress through their education.

Personalized learning is not a replacement for special education. It's an approach to general education that can work with an Individualized Education Program (IEP), a 504 plan, response to intervention, or other specialized intervention programs.

But accommodations, supports, and accessible learning strategies need to be essential parts of personalized learning. If done well, all students will be more engaged in their learning. And struggling students will get help sooner. If not done well, students with disabilities could fall further behind.

How personalized learning works

No two schools using personalized learning will look exactly the same. But here are four widely used models that schools follow. Each of these models sets high expectations for all students and aligns their learning to a set of rigorous standards.

1. Schools that use learner profiles. This type of school keeps an up-to-date record that provides a deep understanding of each student's individual strengths, needs, motivations, progress and goals. These profiles are updated far more often than a standard report card. And these detailed updates help teachers make decisions to positively impact student learning.

A learner profile also helps students keep track of their own progress. It gives the teacher, the student and, in many schools, the parent a way to know if they need to change a learning method or make changes to goals - before the student does poorly or fails.

2. Schools that use personalized learning paths. This type of school helps each student customize a learning path that responds or adapts based on progress, motivations, and goals. For instance, a school might create a student's schedule based on weekly updates about academic progress and interests.

Each student's schedule is unique. But it's likely to include several learning methods. (These are often called modalities.) The mix might include project-based learning with a small group of peers, independent work on certain skills or complex tasks, and one-on-one tutoring with a teacher.

A personalized learning path allows a student to work on different skills at different paces. But that doesn't mean the school will let a student fall far behind in any area. Teachers closely monitor each student and provide extra support as needed.

3. Schools that use competency-based progression. This type of school continually assesses students to monitor their progress toward specific goals. This system makes it clear to students what they need to master. These competencies include specific skills, knowledge and mindsets like developing resilience.

The student might work on several competencies at the same time. When they master one, they move on to the next. Each student gets the necessary support or services to help master the skills. The emphasis isn't on taking a test and getting a passing or failing grade. Instead, it's about continuous learning and having many chances to show knowledge.

4. Schools using flexible learning environments. This type of school adapts the environment students learn in, based on how they learn best. That includes things like the physical setup of the class, how the school day is structured and how the teachers are allocated.

For example, schools might look for ways to give teachers more time for small group instruction. It's not easy to redesign the way teachers use space, time and resources in the classroom. But this type of design thinking can help student needs reshape the learning environment.

The potential of personalized learning

Personalized learning isn't widely used in schools yet. Many aspects still need to be explored. But this approach has the potential to help reduce the stigma of special education and better meet the needs of kids with learning and thinking differences.

IEPs are too often focused mainly on deficits. But personalized learning paths can balance that by focusing on students' strengths and interests. Together, IEPs and personalized learning can give kids the supports to work on weaknesses and a customized path that engages their interests and helps them "own" their learning.

Personalized learning can also give students the chance to build self-advocacy skills. It encourages them to speak up about what interests them. It also allows them to be equal partners in their learning experience.

Personalized learning has a lot of potential, but it also has some risks. Teachers might not have enough inclusion training to make this approach accessible to all students. They might not know how to support kids with executive functioning issues. They might not know how to track competencies or analyze other kinds of student data.

The key is to make sure that when schools start using personalized learning, teachers have the training to meet your child's needs. And the more you know, the more involved you can be in the conversation.

Key takeaways

There are several models of personalized learning that schools can use.

Personalized learning may help reduce the stigma of special education.

Teachers often need more training to fully include struggling students in personalized learning.

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Personalized learning: What you need to know

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Imagine an approach to education that isn't "one size fits all." That's personalized learning. Here's what you need to know about this educational approach.

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How personalized learning can benefit students. DreamBox Learning. (n.d.). Retrieved July 17, 2022, from https://www.dreambox.com/resources/blogs/personalized-learning-benefit-students

Morin, A. (2014). What is personalized learning. Understood. Retrieved July 17, 2022, from https://www.understood.org/en/articles/personalized-learning-what-you-need-to-know

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Testing assessments are known to help students both
1. Have less anxiety while taking tests and actually learn more.
2. Learn more!

According to the website Educational Data Systems:

"  Reduced test anxiety is one of the potential benefits of practice testing. High-stakes statewide assessments can make students nervous. However, preparing students using low-stakes assessments with similar formats and questions can be instrumental in making them feel more comfortable when they are in formal assessment settings.

Furthermore, practice testing does more than teach test-taking skills and calm nerves. Frequent in-class practice can help students understand their mastery of the content, which, in turn, can help reduce test anxiety. As students prepare, they will become more comfortable answering different types of questions and, therefore, develop proficiency with learning goals ([vi]). As one expert argues, “This isn’t just a matter of teaching students to be better test takers…effortful, varied practice builds mastery” ([vii])."

Resources:
How assessment improves learning. Educational Data Systems. (2020, January 10). Retrieved July 17, 2022, from https://eddata.com/2018/03/assessment-improves-learning/

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I love this graphic as it shows students what online tools are used in what way and offers multiple options.

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5+ Ways to Use ThingLink for Teaching and Learning

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Digital Curriculum & Open Educational Resources

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Digital Curriculum & Open Educational Resources

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This website is very thorough in helping walk a teacher through what it means to set up an online learning environment, breaking that environment down through a series of questions and categories with MANY resources.

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The K-12 Blueprint: Produced by Clarity Innovations

Clarity Innovations matches the most promising technology with the evolving needs of education. By merging creativity, technology, and pedagogy, we create powerful learning experiences.

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How does learning change when students have access to digital resources and a learning environment that goes beyond the classroom walls? This toolkit is designed to help educators incorporate digital curriculum by showcasing the research-based practices that other schools have used to great success.

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This is from the "OER & Digital Curriculum" website and a great list of online learning platforms from Quizlet to Brainpop and many more.

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Devised Theatre - the ultimate in collaboration!

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Devised Theatre - the ultimate in collaboration!

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This is a great example of some of the work I do and an approach where every student contributes and has a voice - I do a lot of work with my students based on these premises and this article lays out some of the ground rules in an excellent way.

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Britain may lay claim to some of the world's greatest dramatists, but solitary scribbling isn't the only way to create theatre. "Devising" is a process in which the whole creative team develops a show collaboratively. From actors to technicians, everyone is involved in the creative process. Since the pioneering Oh What a Lovely War, some of theatre's most exciting productions have been made this way.

It's both an exhilarating and terrifying way to work. I love the challenge of creating a show from scratch, but with this freedom comes a significant catch: there's no script; no safety net. I've spent most of the past decade walking this tightrope. From shows that have ended up touring nationally to flops I'd rather forget, here are some of the things I've learned along the way.

Be passionate about your source material

It might be a story you love, an injustice that enrages you or a question you can't stop asking - just make sure you've chosen a starting point that fascinates you. This curiosity will keep you alive to new possibilities, make you fearless when things get tough, and ensure you're always digging deeper.

If you don't care, why should an audience?

Do your research

The more you know about your starting material, the freer your imagination will be within it. Research nourishes rehearsals, provides a huge wealth of material from which to devise, and gives authenticity to your final production. The latter is important; if an audience questions the world you create, it's almost impossible for them to relax into the fantasies you're weaving. Of course, if you're creating a clown show, ignore all the above; ignorance will be bliss.

Get your material out there as soon as possible

Nothing gets me off my backside like the prospect of public humiliation. Without the pressure of a reading or work-in-progress night, I wouldn't create anything. Early previews will stop you over-thinking, get you creating, allow you to test material and (hopefully) build a buzz for the show. If premature exposure sounds too terrifying, you can always invite supportive friends into your rehearsals.

Unite the whole company around a common purpose

Set aside some time early on to explore everyone's personal objectives for making the piece. Then, as an ensemble, write a unified mission statement for the show. This might range from explicitly political aims to simply wanting to create a joyous evening of fun - it might even change as the project moves forward. It will provide an essential framework against which you can judge every decision you make and ensures that everyone is travelling in the same direction.

Keep an open mind

Few things will choke creativity more than your brainy ideas about what you think will work. Admit that you know nothing, keep an open mind and listen attentively to the people with whom you're working. The smallest comments can spark Eureka moments, and there really is no such thing as a bad idea. Some of my favourite scenes were inspired by tiny glimmers in otherwise awful improvisations. It's often the most disastrous rehearsals that tell me where I'm going wrong. As long as you're venturing into the unknown, there's no such thing as failure.

The importance of story is relative

Some people swear that story is everything, but it really depends on the show. If I'm adapting a pre-existing narrative, story will undoubtedly be high on my priorities. But sometimes it will only emerge once we start connecting the material we've made. In comedy, it's often just a framework from which to hang the gags. What's certainly true is that an early obsession with plot will close you off from many discoveries.

Always look for counterpoints

If your subject matter is serious, look for the moments of humour. If you're doing comedy, remember that it's probably not funny for the characters involved. Similarly, don't get stuck in endless dialogue; the way you tell a story through action, movement, music, design, sound and lighting is just as important as the words.

Everyone works differently

Devising doesn't have to mean endless improvisations. Let people create material in whichever way works best for them. Some of the best scenes will come when people are just given time to go home and write.

Don't be precious

Throw away your rehearsal plans if they're not helping, give your best jokes to another actor, consider moving your final scene to the start, simplify the plot-line, and mercilessly edit your show to the shortest length possible. I've never regretted any cuts or changes I've made to a show; getting the rhythm right trumps everything.

Stay optimistic and enjoy yourselves

Things will inevitably go wrong, but remember to keep looking for the joy and inspiration to create. Stuck in a hole? Play a silly game or get outside and do something fun. You'd be surprised how many good ideas come when you're not trying.
John Walton is artistic director of A work-in-progress performance of its next show, Instructions for American Servicemen in Britain, will be at The Theatre, Chipping Norton on 27 January , which you can follow on Twitter . Join our community of arts, culture and creative professionals by signing up free to the Guardian Culture Pros Network.
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Do your research, don't obsess over plot and set aside time early on to explore everyone's personal objectives for making the piece

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Three Great Approaches to Student-Centered Assessments

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Three Great Approaches to Student-Centered Assessments

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This article has excellent infographics helping to illustrate the three approaches. Super useful and easy to follow.

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Three Quick Wins: Student-Centered Assessment Strategies

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In this article on student-centered assessment, we offer three concrete strategies that equip students to exercise agency in the assessment process while ensuring flexibility and access for anytime, anywhere learning.

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I love this learning activity - it really helps students drill down into what they are learning, apply critical thinking, discuss, listen, analyze and dig deep into the questions presented.

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Thanks for checking out this post on using "Four Corners" as a cooperative learning activity in the classroom. If you would like to view the other posts in this series of Cooperative Learning Strategies, you can find them here: "Expert Groups," "Q&A Match-Up," and "Circle Chats."

How It Works:

1. Choose four aspects of a topic that your class is currently focusing on.

2. Assign each of these aspects to a corner (or an area) of your room.

3. Present the topic and the four related aspects to the whole group and give the students some "think time."

4. Students can then choose a corner to discuss the topic.

5. Representatives from each corner can share what their respective groups discussed.

Why I Love This:

1. Student Choice: Students LOVE when they are given an opportunity to choose. They feel more empowered and respected, and thus take far more ownership over the outcome of the assignment.

2. Various Perspectives: The students are exposed to many different view-points in their corner, which can lead to great discussion.

3. Easily Prepared: This activity requires very little preparation on the teacher's part. The teacher simply needs to think of four (+/-) areas that he/she would like the students to discuss and then send them on their way.

4. Easy Implementation: This activity can take as little as five minutes and requires no advanced set-up (e.g. chairs set up, group formations, etc.), so teachers can use it instantaneously and then quickly return to the lesson.

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Four Corners: A Cooperative Learning Strategy (Post 4 of 5)

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Thanks for checking out this post on using "Four Corners" as a cooperative learning activity in the classroom. If you would like to view the other posts in this series of Cooperative Learning Strategies, you can find them here: "Expert Groups," "Q&A Match-Up," and "Circle Chats."