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References

Emily. (2020, April 14). Research: Background music in the classroom — Based on 17 sources. MyTechClassroom.com. https://mytechclassroom.com/background-music-in-the-classroom/

Renard, L. (2019, December 19). 19 classroom seating arrangements fit for your teaching. BookWidgets Blog. https://www.bookwidgets.com/blog/2019/12/19-classroom-seating-arrangements-fit-for-your-teaching

Susan. (2021, March 24). Improve learning with research-based classroom lighting strategies. Susan Fitzell. https://susanfitzell.com/improve-learning-with-research-based-classroom-lighting-strategies/

Visible Learning Plus. (n.d.). Information About What Works Best For Learning. https://visible-learning.org/wp-content/uploads/2018/03/VLPLUS-252-Influences-Hattie-ranking-DEC-2017.pdf

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Physical Design: Lighting  (Devon Smith)

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Physical Design: Lighting  (Devon Smith)

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Lighting can also have a very strong impact on student achievement in the classroom. Natural lighting has the most positive impact on students. However, for most classrooms, it's not possible to have natural lighting all throughout the school day. In these kinds of classrooms, it's important to use other tools to create an environment with lighting that makes students comfortable. As you can see in the picture above, teachers can use drapes to improve upon the harsh fluorescent lighting that is prevalent amongst classrooms.

source: https://susanfitzell.com/improve-learning-with-research-based-classroom-lighting-strategies/

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Improve Learning with Research-based Classroom Lighting Strategies - Susan Fitzell

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There are a number of things that you can do to make your classroom lighting more conducive to learning in the differentiated classroom.

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Physical Design: Background Music  (Devon Smith)

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Physical Design: Background Music  (Devon Smith)

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Something that is often overlooked but is also a part of the physical learning environment is sound. But as we can see with Hattie's research on influences on student achievement, background music has a positive influence. The music that is chosen does matter, however. For good effect, the music used should be non-lyrical and be of a genre that is soft and non-distracting. Before reading Hattie's research, I had already seen firsthand the impact that background music can have on student achievement. I am a musician and have the habit of listening to music whenever I'm working on something. This carried over into my classroom after a while. I noticed that depending on the kind of music I play in the classroom, the overall mood or attitude of students can change drastically. When I want students to be more active, I'll play faster upbeat music, when I want the students to quietly work on an assignment I'll play slower piano music. With just a change in music, and without me saying anything, the students will just naturally change their behaviors.

source: https://mytechclassroom.com/background-music-in-the-classroom

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Today I am going to introduce you to something you may not have thought of before. There is always sound in the background of life generally and the classroom specifically. Whether it is tweeting birds outside the windows or the hum of the air conditioner, sound sets an ambiance in any room. Classrooms are no different, and research shows that soft background music in a classroom actually supports focus and learning in the students. I have also found that it has a positive impact on me too.

Most of the studies I discuss below were conducted with elementary and middle-school aged students. They assessed social, motor and academic skills with and without music playing in the classroom. The music was mainly relaxing instrumental quality at low volume. Both the teachers and students noticed that children were happy and more productive with background music.

I have a listening center in my classroom where five children can listen to an audio story or language lesson. Sometimes, I put music on and group the children according to activities and temperament.

For example, during arts and crafts activities I may put a few popular Disney songs with lyrics. I notice the children are calmer and work better in a group when they are all listening to music. I'm very careful about which songs I choose, but there are many fun and lively songs that the children already know. It's like having a mutual friend involved in their activity.

Background music in the classroom has passed many tests for efficacy in regard to promoting learning. I have my own experience regarding that. But, there is no one-size-fits-all type of music or time to play the music. It depends on many factors that I will present here.

How Music Modifies Behavior

Stress is not just a privilege of older students even elementary students can feel stressed when they think they are not up to the mark at school. Music is a stress reducer for healthy people as well as people with health problems.

There are good reasons why music is played in the background just about everywhere we go except school. We hear music at the mall, dentist's office, movie theater, doctor's office, lawyer's office and many times while we are holding on the phone. It is often sensitive to the season especially during the holidays in December. This music is not chosen at random. It is specifically picked to provide the right type of atmosphere according to the location.

Listening to soothing music can decrease blood pressure, anxiety attacks and heart rate. The study at the University of Maryland Medical Center shows that music has a positive effect on the physical health of adults, imagine how much effect it will have on children who are more susceptible to emotional triggers.

Music helps people process emotions rather than being overwhelmed by them. If it can help a university student reduce stress and study better, why not a younger student?

Background music is defined as music without words that is played while students work and learn in groups or independently. Some tests conducted on having music playing softly in the background have inconclusive results, and some teachers think it creates unwanted noise problems in the classroom. These results almost always show that fast, loud music is disruptive to the student's concentration. Several tests even tried fast-paced music while adults were reading and concentrating with the same results.

However, even the skeptics agree low volume, calming background music improves behavior during playtime, helps children learn to sing songs and supports content-related curricular themes especially for young children.

According to research at John Hopkins, music aids in:

Creating a positive learning environment

Energizing learning activities

Changing brain-wave states

Improving memory

Increasing attention

Focusing concentration

Releasing tension

Increasing motivation

Accentuating lesson themes

Adding an element of fun

What Is the Mozart Effect?

The Mozart effect is a claim made in the early 90s that taking an exam after listening to a particular piece by Mozart for a specific amount of time, the participants had a higher level of reasoning skills than participants who took the exam after listening to soft music designed to lower blood pressure.

It was a very controversial idea at the time because some scientists couldn't replicate the results. In spite of that, it became hugely popular and you may have heard of it. They claimed it worked because the subjects liked the music. So, the Mozart Effect was tried on rats with significantly good results. They could find their way through a maze much faster and without errors as the other rats. The results are temporary, when done in a study, and work with any type of music, not just Mozart.

I'm not suggesting you play Mozart all the time in your class, but this study is important for anyone who questions if music can change the behavior and ability of a person.

How to Choose the Right Music

The choice of music is also important. Some things to consider are the different effects that certain music evokes to various groups of children.

Culturally sensitive music

This one is gentle music described as a fusion of classical Indian music and pop

Music from different parts of the world

This is pure Carnatic classical music from India

Pop music from different countries

Some children may recognize some of these songs

Western classical

This one combines a wide selection of the most popular classical tunes

Film music

This one has a wide variety of songs from films including oldies-but-goodies. Film music is very evocative, so you need to select wisely

Disney music

This one is a playlist of familiar Disney tunes in soft instrumental format

There are more styles that need to be carefully chosen for different situations. Several studies point out that children are more sensitive to music they already know or is part of their culture. Playing South Indian or Japanese music in a class of third-graders in Kansas may not have the desired effect.

Having said that, I would also mention that introducing music from different cultures is broadening for children as long as you explain the background. This is especially true when the music coincides with the topic of the lesson.

When to Play Music with Lyrics

Since music affects cognitive function, it should also be chosen according to the activity. For example, when students are reading and writing, only instrumental music should be played. You can find instrumental version of many popular songs. At a time when the students are trying to understand language or formulate their own words, music with lyrics will just get in the way.

You can play music with lyrics, even popular songs, but the mood and theme shouldn't bring unwanted feelings in a classroom. This means you have to watch out for love songs, rap songs and angry songs.

If you plan to play music in smaller groups, it's important to have a good set of headphones. The headphones need to fit comfortably and not irritate the child in any way or it will make the experience more unpleasant than positive.

Things to Consider When Choosing Background Music

Music has a powerful impact on the emotions in adults as well as children. This has to be considered when you choose music for your classroom. Studies show that if you want to improve brain performance, you first need to improve your emotional well-being by listening to music that you like.

For example, the age of your students will determine what type of music you play. For all ages, soft, instrumental music is better for activities that require concentration and more lively music for creative activities. But, you must watch carefully, and do your own research on your particular class to see what works and what doesn't.

In several case studies, the choice of music has a bearing on its benefit. A student's musical preferences have an impact on the results of the research. If a child likes the music, the concentration levels tend to increase and if they don't like the music they get distracted and their concentration tends to be disturbed.

For example, Indians prefer Indian classical music and Europeans prefer Western classical music. This is normal, and must be considered when choosing music for the classroom.

That's not to say that students can't be introduced to different kinds of music.

Different types of music include:

Concentration-supporting music that is played softly in the background when students are reading or writing. It may increase attention levels, improve memory, expand the focused learning time and expand the thinking skills.

Creativity-supporting music for problem-solving, goal setting, brainstorming or for the background while working on projects.

Entry and exit music to greet your students with a welcoming atmosphere, set a learning rhythm and promote an interest in music.

Active-learning music for increased productivity that promotes energy, stimulation, exercising and any activity where the children need to move around.

A Few Tips for Using Music in Your Classroom

To Promote Memory
After giving a lesson or for review just before an exam, you may make a PowerPoint or other display that covers the subject. The aim is to memorize words and facts. For these presentations, color visuals are useful for increasing memory. The students should be told to sit still and watch and there will be no talking during the presentation. Give the students a few minutes to get comfortable then start the appropriate theme-based music first for about 10 seconds then start the display accompanied.

The visuals shouldn't contain too much text and each page should show for at least seven seconds and a little longer for some. At the end of the display, allow the music to play for about 30 seconds before you reduce the volume and turn it off. I recommend you do this at least twice, on different days, before an exam and maybe three time for certain subjects.

To Enhance Role Play
When your students are acting out anything, music not only adds to the verisimilitude, it also helps increase the memory of the subject. For example, if you are acting out a historical scene, the planets circling around the sun or the movement of electrons, protons and neutrons, music will boost the interest and excitement. Just as music adds tremendously to an action scene in a movie, you can use it to enhance an action scene in your classroom.

To Promote Memorization
Music that has a strong rhythm can help children memorize a large amount of information and facts. For example, Baroque music from Handel or Bach has strong beat that emphasizes focus and promotes deep concentration in the alpha brain wave state. Rhyme, melody and rhythm improve memory of passages or details from textbooks.

You can try using this type of music softly in the background during a math lesson. It is a well-known fact that music and math have a synergy. Remember, Albert Einstein was an excellent violin player. Also, Sir Arthur Conan Doyle, a medical doctor, created a highly-intelligent character, Sherlock Holmes, who was sensitive to music.

To Promote a Positive Learning Environment
The learning experience is usually better when the teacher prepares for the lesson in advance. We have all at one time or another had to wing it with a lesson without much forethought for various reasons. Music can go far to create a positive learning environment whether you have great lesson plans or took a day off. Music attracts children and makes them feel welcome. When they feel welcome, they are more motivated to learn.

To Set a Mood
Music can be relaxing or enlivening and you can use it to change the atmosphere in your classroom. For example, after soft, relaxing music during a reading exercise, you can change to a lively rhythm for an art class. I recommend playing it when the students first enter the classroom in the morning and when they exit to lunch, recess or at the end of the day.

To Promote Community and Cooperation
You can vote on a classroom theme song or let your students choose background music at certain times of the day. Some teachers found that their students opened up to them more and shared experiences that never happened before music was introduced. I recommend starting small. Introduce music at a particular time for a few days or a week. You may not want to have music on for every lesson, but choose a lesson and music you think goes with it. If you do have a quiet time during the day, you may introduce soft, calming music at that time.

To Promote Historical Significance
One of the most popular uses of music in the classroom is for historical significance. When children are studying American or World History, playing music from the era gives a much broader picture of what they are learning. Renaissance music while studying Michelangelo and Leonardo Da Vinci makes the era come alive when it is combined with pictures. Banjo music and fiddle may go well when studying the American West. Celtic flute, bagpipes and other instruments from around the world can add tremendously to a classroom discussion or activity.

Children with Learning Disabilities and Background Music

Sometimes, children with certain learning disabilities may be included in a regular classroom because their caregivers believe that is the best treatment for their issues. I have had several children during my teaching years who found it difficult to stay on point, listen to the instructions and even sit still. They not only miss developing skills, but they also make it difficult for their peers to concentrate.

Other classrooms are wholly comprised of children with learning disabilities that exhibit difficulty with in-seat behavior. Playing background music has shown to have a calming effect on these children.

Even though some of the studies have drawbacks such as the number of students participating, they still show positive results in the few children that did participate. These include increased in-seat good behavior and a calmer demeanor when not in-seat.

The Many Uses of Classroom Background Music

I have given examples and suggestions and presented the research on the subject, but you need to watch your students to discover what music helps develop cognitive skills and what doesn't. If you are going to try playing music in your classroom, don't start with substandard equipment. You will kill the experiment before it has even started.

Good speakers, whether you use a DVD player, laptop or PC are essential for good quality sound. Remember, the music is intended as a soothing background, not as the focus of the children. If it sounds scratchy or weak, it will divert their attention in a negative way.

I recommend you test all your equipment before playing anything for your students to make sure it will produce the sound you want. Background music has been a great asset for my classroom and I hope it works for you too.

How to Cite this Article
Just copy the text below:
Ross, E. (2020, April 15). How to Use Background Music As a Teaching Tool in the Classroom [Based on 17 Researches and Studies]. MyTechClassroom. https://mytechclassroom.com/background-music-in-the-classroom/

Sources:
Last Updated on April 20, 2020 by Emily

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Research: Background Music in the Classroom - Based on 17 Sources

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Today I am going to introduce you to something you may not have thought of before. There is always sound in the background of life generally and the classroom specifically. Whether it is tweeting birds outside the windows or the hum of the air conditioner, sound sets an ambiance in any room.

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Physical Design: Desk Arrangement (Devon Smith)

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Physical Design: Desk Arrangement (Devon Smith)

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When we think about the physical design of classrooms one of the first things that come to mind are the arrangement of desks. For the most part, many educators have gotten rid of the traditional grid arranged desks in favor of more open style arrangements that allow students to feel more visible in the classroom. It is important to note that one must make choices based on their unique situation. Personally, through trial and error, I found that the double horseshoe works well for my students. I stagger the desks so that even though there are two rows, I can see each student very clearly.

source: https://www.bookwidgets.com/blog/2019/12/19-classroom-seating-arrangements-fit-for-your-teaching

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Every lesson is different. There are many teaching methods for your lesson topics, so why not change your classroom interior based on your lesson? Sometimes, students have to work in groups, sometimes you give a presentation, sometimes you do some corner work. Every strategy needs an effective classroom arrangement.

In this post, I'll show you 19 possible classroom seating arrangements. I'll also mention the teaching methods that go with the arranged bench seating and at the end of this post, I added an interactive whiteboard with which you can create your own classroom seating chart.

19 types of seating arrangements for classrooms

1. Pairs

Let's start with one of the most used bench seating arrangements: Pairs. Pair up students and let them work individual or together. It's more fun with two but still gives you a nice overview. In this way, students can get their heads together when needed. If they have to work individually, let's say they have a test, you can place a binding folder between the students. Here, you can also easily divide your classroom into three columns of pairs. Ask, for example, the first column to answer question A, the second column to answer question B and the last column to answer question C. Go over the answers when they've finished. That way, you can speed up the classical work.

2. Grid

This seating arrangement is especially handy when testing your students or when you want them to work individually. They can't talk to each other or let their eyes wander on someone else's paper. I wouldn't recommend this seating arrangement in your classroom all the time. Students could get demotivated as they have no-one to "whisper" to.

3. Presentation

Get your students seated next to each other on one line. Repeat this a few times if you have enough classroom space. The purpose is to let students listen to the one in front of the classroom. This can be the teacher, or a student giving a presentation or demonstration. Seating your students this way is a good idea when you want them to focus on the front of the classroom. All students should be able to see something and it's easier for the one in the front to divide its attention and eye contact.

4. Groups of Four

Use small groups of four when you want your students to put their heads together. You can let them work on an assignment. You can also let them think about a question individually and ask them to deliberate with the other students in the group. Of course, just individual work is also possible. This seating arrangement just makes it a bit more social. When working with "groups of four" students get to sit with others all the time. They get to know each other better and make friends. This seating arrangement is a good idea to start the year.

5. Corner Work

When you're working on a big project or teaching a comprehensive topic with different aspects or themes, this seating arrangement will do just fine. Assign different tasks to each corner. For example, a (digital) crossword riddle, a quiz, a video with questions, a whiteboard exercise, ... All the assignments complete each other. Let your students shuffle so they've been to every corner and did every assignment. You can also use it to split up students with the same learning level. One corner where students get more instructions, the other has expansion exercises, one corner has noise-canceling headphones so students can concentrate, etc.

6. U-shape

The U-shape or the horseshoe. This classroom arrangement encourages discussion and makes it easy for the teacher to observe students and give one-on-one help. Don't use this desk arrangement for group work. This will be almost impossible.

7. Double U-shape

When you have more students or a smaller classroom, you can choose for the double U-shape arrangement. This allows you to put more students next to each other. It's very cozy but has some disadvantages as well. For example, it's harder for the teacher to go around in the classroom. One-on-one support is more or less off the table here. Students in the back might feel a bit left out as well. It's best to use this arrangement when giving a presentation or when teaching in front of the classroom.

8. U-shape Large Classroom

You can see where I'm going here. Let's say you have a large classroom and a lot of students, then you can definitely use this student desk arrangement. In contrast to the double u-shape arrangement, this u-shape for in a large classroom doesn't really cast students out. There's no separate "U" in the front, which makes it more open to the students in the back.

9. Conference Small Classroom

Are you teaching a small group of students? In that case, the conference classroom arrangement is a possibility. The "conference classroom" gives your students an "equal voice" and a snapshot of a business meeting room. Use the conference seating arrangement when making classroom rules, planning an event, for an intervention, a class discussion, etc. You can also practice speech (foreign language) by letting the students facing each other talk to each other. Let them switch places and move on to the next student in line and talk about another topic.

10. Conference Large Classroom

Don't worry though, there's a conference classroom layout for many students and a large classroom as well. Use this just like mentioned above. The only thing that's not possible is letting students face each other and talk directly to them. Don't use it for group work either.

11. Herringbone

This interesting student desk arrangement serves two purposes. It is rows of two, three or four, but slightly turned so they face the center of the classroom. This way, students give full attention to the teacher or students at the front of the classroom, and they can join in on a classroom discussion easily. You can also let your students work together with the ones on their row.

12. Rows

This is used most of the time in higher education when students have to listen to the teacher in the front. Here, the teacher can't give any one-on-one feedback as it's hard to reach students in the middle. It's a seating arrangement to get as many students in one classroom.

13. Computer Combination

Any of the other classroom seating arrangements work with portable devices like laptops, chromebooks or tablets. When you're in a classroom with student desks and computers, you can use this classroom layout. It gives you an overview of your students' computers.

14. Butterfly

This one is probably new to you. Let your students work individually, yet they sit together. This middle of the butterfly serves as a place where students go for extra instructions or a new assignment. Everything will be spread out on those desks in the middle. The teacher will be available to give more guidance when needed as well.

15. Eye

Use eye-formation when you're setting up a debate or discussion. Select a group of students that will debate in the middle of the eye. The rest will be the audience.

16. Circle

The circle is a classic seating formation in which you encourage your students to join a classroom talk or discussion. It's more or less the same as the conference classroom seating.

17. Large Groups

Split your classroom into two large groups. Let the groups work on bigger projects like organizing an event, putting together a play, setting up their own "company", keep a political meeting with different representatives,etc. Keep in mind that it might get loud in your classroom.

18. Horseshoes

Use this classroom desk arrangement to encourage discussion in smaller groups. Introduce some bold statements or "problems" about your teaching topic and let your students discuss them in their groups (in a foreign language you're teaching languages). Encourage your students to come to a consensus or a solution to the problem.

19. Banquet

Use this classroom seating layout for two things:

Let students talk to the one facing them (discussion, practice a foreign language, get to know each other, etc.).

Divide your classroom into two groups. Let them work together on bigger projects like in number 17. Let them organize an event, put together a play, set up their own "company", etc.

Create your own classroom seating arrangement

I guess these are more or less all the possible classroom seating arrangements. Of course, you can make combinations of different classroom layouts and adapt them to your own classroom and available space. Use this basic lesson plan template with a whiteboard below. Use the stickers I created to set up your own classroom layout for your teaching purpose. It's not a classroom seating arrangement app, but it comes close. It gives you much more freedom as you can draw your own classroom setup. Check out this tool (the worksheet widget) on BookWidgets!

This worksheet is created with BookWidgets - Click to open

Wrap up

Every classroom is different. The most important thing is that students feel confident and trust the classroom environment. Make sure to move around your student desks from time to time so you have the perfect classroom seating arrangement for your lesson.

Share this post with other teachers to inspire them! A little variety in class is always nice.

Let us know on Twitter what your favorite type of seating arrangement is! If you have any other setup ideas or a fun combination in your classroom, be sure to share them in our Facebook Group.

Find me on LikedIn! My name is Lucie.

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19 Classroom seating arrangements fit for your teaching

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Every lesson is different. There are many teaching methods for your lesson topics, so why not change your classroom interior based on your lesson? Sometimes, students have to work in groups, sometimes you give a presentation, sometimes you do some corner work. Every strategy needs an effective classroom arrangement.

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Why is the design of the physical environment important? (Devon Smith)

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Why is the design of the physical environment important? (Devon Smith)

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By now we are all familiar with Hattie's research of influences on student achievement. According to the research, the design of the physical environment has a net positive effect on student achievement. We can consider two factors on Hattie's list classroom management, as well as background music.

source: https://visible-learning.org/wp-content/uploads/2018/03/VLPLUS-252-Influences-Hattie-ranking-DEC-2017.pdf

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Below is an example of a SEL  Engagement Opportunity Quiz - Craig

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Below is an example of a SEL  Engagement Opportunity Quiz - Craig

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Social-Emotional Learning

What is SEL in Education?

Social emotional learning or (SEL) is a system for aiding students at all Levels to better understand and manage their emotions, and develop skills in how to display empathy towards others.  After acquiring these traits,  students can make , responsible decisions in a positive way and create frameworks for building positive relationships and eventually achieving both short and long term goals.

The Five Social Emotional Learning Competencies

There are five fundamental competencies to SEL which are :

Self-awareness – To recognize your emotions and how they impact your behavior; acknowledging your strengths and weaknesses to better gain confidence in your abilities.

Self-management – To take control and ownership of your thoughts, emotions, and actions in various situations, as well as setting and working toward goals.

Social awareness – The ability to put yourself in the shoes of another person who may be from a different background or culture from the one you grew up with. To act with empathy and in an ethical manner within your home, school, and community.

Relationship skills –To build and maintain healthy relationships with people from a diverse range of backgrounds. This competency focuses on listening to and being able to communicate with others, peacefully resolving conflict, and knowing when to ask for or offer help.

Making responsible decisions – Choosing how to act or respond to a situation based on learned behaviors such as ethics, safety, weighing consequences and the well-being of others, as well as yourself.

The Benefits of Social Emotional Learning programs.

By participating in SEL programs,  students can often achieve overall higher grades,  have better attendance, and become more adept at coping with emotional stress as well as solve problems, overcome peer pressure and avoid engaging in harmful activities.

1.National University Education Dept– ( 2020) Social Emotional Learning (SEL) and Why it Matter for Educators. Retrieved on October 16. 2021 from

https://www.nu.edu/resources/social-emotional-learning-sel-why-it-matters-for-educators/

2.Educators. Retrieved on October 16. 2021 from

https://www.edweek.org/leadership/video-social-emotional-learning-explained/2018/06?utm_source=eb&utm_medium=eml&utm_campaign=cte&utm_content=sel

3.Kajitani. A, Hierck. T, Hannigan J & Hannigan. J D. (2020) Top SEL Strategies That Can Help Improve Student Engagement,  (retrieved on October 16th 2021)  from:

https://www.edweek.org/leadership/opinion-here-are-top-sel-strategies-that-can-help-improve-student-engagement-right-now/2020/12?utm_source=eb&utm_medium=eml&utm_campaign=cte&utm_content=SEM

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1. 5 ways to create a conducive learning environment for students. Taylors University. (n.d.). Retrieved October 17, 2021, from https://college.taylors.edu.my/en/life-at-taylors/news-events/news/5-ways-to-create-a-conducive-learning-environment-for-students.html.

2.  10, 390, & 21803. (2016, August 23). Focus on these four areas to create a classroom environment conducive to learning. The Edvocate. Retrieved October 17, 2021, from https://www.theedadvocate.org/focus-four-areas-create-classroom-environment-conducive-learning/.

3. 10, 390, & 21803. (2016, August 23). Focus on these four areas to create a classroom environment conducive to learning. The Edvocate. Retrieved October 17, 2021, from https://www.theedadvocate.org/focus-four-areas-create-classroom-environment-conducive-learning/.

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Physical arrangement of the classroom increases learning differentiation and capacity! 

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Physical arrangement of the classroom increases learning differentiation and capacity! 

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This helps shed light on various ways to increase learning through the arrangement of the classroom! Data and proven methods over time have shown great results and increasing the knowledge obtained and retained in learning environments from classroom setups all over the country!

Source : https://college.taylors.edu.my/en/life-at-taylors/news-events/news/5-ways-to-create-a-conducive-learning-environment-for-students.html

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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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Brian Hamel: The actual physical layout and how it helps to be conducive to learning!

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Brian Hamel: The actual physical layout and how it helps to be conducive to learning!

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This source talks about how the actual physical layout and the centering of the teacher in any given case actually helps out with the conduciveness to learning. As well as creating a safer more inclusive space for all learnings in which certain areas help those with specific learning needs due to needs whether it be hearing or other physically hindering issues. The layout of the actual classroom is an increasingly prominent area of study for many now, due to its increasing use of effectiveness

Source : https://www.theedadvocate.org/focus-four-areas-create-classroom-environment-conducive-learning/

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Brian Hamel: Physical tools for helping special or gifted or students with disabilities in the classroom

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Brian Hamel: Physical tools for helping special or gifted or students with disabilities in the classroom

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Allot of the tools from this source help greatly for physically disabled or specially gifted students and help them cop and learn in a physical way!

Sources:
https://www.teachthought.com/technology/15-assistive-technology-tools-resources-for-students-with-disabilities/

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contributed by Brian Neese, Alvernia University

Assistive technology tools are among the least 'celebrated' but most crucial tools in K-12 education today.

According to the National Education Association (NEA), the number of U.S. students enrolled in special education programs has risen 30 percent over the past 10 years. Additionally, the NEA reports that nearly every general education classroom in the country includes students with disabilities, as three out of every four students with disabilities spend part or all of their school day in a general education classroom.

One tool to help students with disabilities even in the face of a special education teacher shortage is assistive technology. Today, assistive technology tools can help students with certain disabilities learn more effectively. Ranging in sophistication from 'low' technologies such as a graphic organizer worksheet to 'high' technologies including cutting-edge software and smartphone apps, assistive technology is a growing and dynamic field. Several areas of assistive technology and sample products may be found in any given classroom, making a difference in how students of all abilities learn.

See also 30 Examples Of Assistive Technology In The Classroom
Background On Assistive Needs & Supporting Technology Assistive Technology Module
This isn't a tech tool but a short kind of 'course' that offers an overview of assistive technology (AT) and explores ways to expand students' access to it in the classroom

Assistive Technology Act (AT Act)

A summary of the Assistive Technology Act and its consequences for educators.
AEM Student Summary Worksheet
A resource that, for example, helps teachers "think about whether the student 1) can gain information from print-based educational materials used across the curriculum by all students, 2) needs materials in a specialized format, or 3) needs modified content or alternative materials."
Text-To-Speech Assistive Tools
As an assistive technology, text-to-speech (TTS) software is designed to help children who have difficulties reading standard print. Common print disabilities can include blindness, dyslexia or any type of visual impairment, learning disability or other physical condition that impedes the ability to read. However, other students can benefit from TTS technology, such as children that have autism, attention deficit hyperactivity disorder (ADHD) or an intellectual disability.

The technology works by scanning and then reading the words to the student in a synthesized voice, using a large number of speech sounds that make up words in any given context. With the advances in speech synthesis, TTS technology is more accurate and lifelike than ever.
Tech Matrix
Search a database of nearly 400 products using extensive criteria tailored to assistive and educational technologies.
Kurzweil 3000
The Kurzweil 3000 is a leader in TTS software for individuals that struggle with literacy. In addition to a range of TTS features, the full-featured software program integrates abilities that can help students in other areas, potentially appealing to those who may have a non-print disability or those who may not typically consider a TTS program. Some of the features include:

* Multiple TTS voices

* Support for 18 languages and dialects

* Talking spell-checker

* Picture dictionary graphics for more than 40,000 words

* Text magnification

* Tools for test taking, essay writing, note-taking, reference and more

The Kurzweil 3000 strives to provide students with a multi-sensory approach to literacy learning. It is available for Windows and Macintosh.

Graphic organizers can be effective in helping students to organize their thoughts during the writing process. As an assistive technology, graphic organizers can be a strong choice for students with dysgraphia or disorders of written expressions - particularly the conceptual aspects of writing.

Graphic organizers work by helping the student map out a course of action. Depending on the type of writing, the graphic organizer can prompt the writer to describe an object, chart out a course of events or perform some other task that can help in planning the piece. Graphic organizers vary by type and technological sophistication.
Low-Tech Handouts
Graphic organizers do not need to be technologically advanced; in fact, they can exist in simple handout form.

Sample handouts can be found at the Houghton Mifflin Harcourt Company. The sandwich chart can assist students with paragraph writing. The sequence chart can help with narrative writing and the ordering of events. The sense chart is designed for descriptive writing, where writers are prompted for terms that characterize and express an item. Dozens of other sample charts exist and can help students with virtually any type of writing.
Draft:Builder
Draft:Builder is a writing tool that integrates outlining, note taking and draft writing functions to break down the writing process into three steps. Using a graphical organizer, the program helps the student visualize the project and insert information into the appropriate place without having to conceptualize the whole process. It then automates the process of creating the paper, where the student can drag and drop what is written in each note to the rough draft.

Other features include a talking spell checker that uses TTS technology, a bibliography tool, a dictionary and the ability for teachers to add locked text into the program for further guidance. Draft:Builder is available for Windows and Macintosh.
Assistive Listening Systems
A variety of assistive listening systems, or hearing assistive technology, can help students who are deaf or hard of hearing, as well as those with other auditory and learning problems. According to the National Association for the Deaf, assistive listening systems can be used to enhance the reach and effectiveness of hearing aids and cochlear implants, or by children who do not need those tools but still need help hearing. Assistive listening systems use a microphone, a type of transmission technology and a device for capturing and bringing the sound to the ear. The specific transmission technology used in the system is typically what contrasts one type of assistive listening system from another.
FM Systems
According to the American Speech-Language-Hearing Association (ASHA), FM systems are the best choice for children with sensorineural hearing loss. The most common type of hearing loss for all ages, sensorineural hearing loss occurs when the inner ear (cochlea) or nerve pathways from the inner ear to the brain are damaged.

FM systems work using radio broadcast technology. With a transmitter microphone and a receiver, the teacher and student can maintain a consistent sound level regardless of distance and background noise. Additionally, ASHA notes that the hearing aid microphone can be turned off, so the student can concentrate on the teacher alone.
Sound-Field Systems
Sound-field systems are a strong choice for classrooms that need to assist listening for all children in the class. ASHA notes that these systems benefit not only children that have hearing loss, but those that have other auditory and learning problems, such as language delays, central auditory processing disorder, articulation disorders and development delays. Additionally, sound-field systems can be used for students who are learning English as a second language.

Sound-field systems use a microphone that projects sound through mounted speakers around the classroom. In classrooms that have good acoustics, sound is able to travel evenly throughout space, eliminating problems of distance between the speaker and each listener.
Sip-and-Puff Systems
Sip-and-puff systems are used by students who have mobility challenges, such as paralysis and fine motor skill disabilities. These systems allow for control of a computer, mobile device or some other technological application by the child moving the device with his or her mouth. Similar to a joystick, the child can move the controller in any direction and click on various navigational tools using either a sip or a puff. An on-screen keyboard allows the child to type using the same movements.

Sip-and-puff systems are a type of switch device, which refers to the technology used to replace a computer keyboard or mouse. Other switch devices include buttons or other objects that a student can touch, push, pull, kick or perform some other simple action that can then control the device.
Jouse3
The Jouse3 is a sip-and-puff system that allows children to control a device using any part of the mouth, cheek, chin or tongue. Due to its accuracy and quick response, home users can use it for drawing or computer games. It can mount to the desktop, a bedframe or any other type of structure; it does not require a headpiece or placement on the body of the user.

The product supports Windows, Macintosh, Linux and Unix based computers, in addition to Android and iOS mobile devices. It can support one or two external switches, and has two types of mouthpieces.
Sip-and-Puff Systems From Origin Instruments
Origin Instruments offers a range of sip-and-puff products that students can use to control an electronic device. Using a head mounted or gooseneck user interface, or available tubing for a custom solution, the child can control a mouse, joystick or keyboard with ease. The primary system is powered using USB technology.

The product supports Windows, Macintosh and Linux based computers. Two pressure switches connect the system to the user interface solution for use on electronic devices.
Proofreading Software
Proofreading software is a branch of assistive technology that goes above and beyond the typical proofreading features found in a word processing system, such as correcting words frequently misspelled by students with dyslexia. A number of other features offered within this category can help students work on his or her English skill set to become a more effective and accurate writer.

Although primarily geared towards individuals with dyslexia, proofreading software can be helpful to those with any type of learning disorder that makes writing and reading challenging.
Ginger
Ginger offers several features that can help students with dyslexia and other learning disorders with writing. It is also designed for speakers of languages other than English. Some of the features include:

* Grammar checker that analyzes context to determine any errors or misspellings. For instance, Ginger can recognize whether 'there,' 'their' or 'they're' should be used in a sentence, which is a common mistake in writing.

* Word prediction and sentence rephrasing tools that can be helpful for students learning how to construct sentences properly.

* TTS functionality so students can hear what they've written.

* A personal trainer that provides practice sessions based on past mistakes made by the student.

Ginger is available for Windows and Mac, as well as iOS and Android mobile devices.
Ghotit
Ghotit is specifically designed for students with dyslexia and other learning disorders who have difficulties with writing. The name is inspired by the word "Ghoti," which is a constructed term that illustrates irregularities in the English language. And since many spellings are counterintuitive - especially for those with dyslexia - Ghotit dedicates itself to assisting children and adults who struggle with writing accurately.

It features the ability to learn from the user's past mistakes, personalizing suggestions for spelling and grammatical errors. Ghotit can predict words, check passages of text contextually, read text aloud using TTS technology and recognize split and merged words. It also includes an integrated dictionary for students to quickly look up a word.
Math Tools
A range of technology and tools can help students that have trouble with math, most commonly found in a learning disability called dyscalculia. Dyscalculia makes it difficult to grasp numbers and it is characterized by a general lack of understanding in the field of math.

Assistive technology in math is not just for those with dyscalculia. It can also help students with blindness, fine motor skill disabilities or some other type of disability that makes it difficult to perform math-related work.
MathTalk
MathTalk is a speech recognition software program for math that can help students with a range of disabilities. From prealgebra to Ph.D. level mathematics, students can perform math problems by speaking into a microphone on their computer. The program works with Dragon NaturallySpeaking programs for voice-to-text functionality, making it ideal for students who have fine motor skill disabilities. Students with blindness or vision disabilities can use the integrated braille translator.

In addition to these audiences, MathTalk also appeals to students with dyscalculia. The program functions as an electronic math worksheet, allowing the child to organize, align and work through problems on the screen, making it helpful for students who have difficulties performing math problems on paper.
Math Simulations
Math simulations can help students with dyscalculia visualize math problems and concepts. As a result, students can better understand the application of a particular type of problem, since many students struggle with the conceptual aspects of math.

Examples can be found at the NASA website. From video to animated simulations, teachers and students can visually see how a math concept or problem would work. And with some math simulations, students can work through the problem and then see the result play out in the simulation.
Conclusion
Thanks to the rapid advances in assistive technology tools, students, parents, and teachers have a seemingly limitless number of tools at their disposal.

As these tools start to appear in the home and in the classroom, parents and teachers can utilize them for students' academic and personal growth. But technology alone is not enough - to successfully use these tools, it's critical to develop a plan for their use and have regular check-ins to ensure the student is gaining the most value possible and not becoming overly reliant on these tools.

But while assistive tools have become plentiful, the same cannot be said for special education instructors. As previously mentioned, the vast majority of states have reported a need for teachers in special education. And many general education classrooms instruct children with special needs.

Certification is a faster way for current teachers to qualify to teach this growing population. At Alvernia University Online, teachers can pursue a special education certification for grades PreK-8 or 7-12 to help make a difference for children with special needs. They will also improve their marketability in the process, gaining additional opportunities for their career.

Overall, more teachers are needed in this area. Although the advancement of technology in special education is promising, the same increase is needed for the number of special education instructors. Certification offers one solution to quickly meet this need. Learn more about Alvernia's program today.
15 Assistive Technology Tools & Resources For Students With Disabilities

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15 Assistive Technology Tools & Resources For Students With Disabilities

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Ranging in sophistication from tools to apps, assistive technology tools can help students with certain disabilities learn more effectively.

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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 of your students’ online learning environment?Brian, Devon

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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 of your students’ online learning environment?Brian, Devon

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Student centered learning and differentiation (Samuel) 

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Student centered learning and differentiation (Samuel) 

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Student centered learning practices involve tailoring education for an individual student's educational needs and interests. As this is the case, these practices offer an excellent opportunity to employ differentiation for students of varying abilities.

Teams
Differentiation could be considered when grouping students for team projects. Should students in the team be of varying abilities to make use of the zone of proximal development, or should they be grouped in teams of similar levels, so that   differentiated instruction or assistance can be applied.

Formative Assesments
In a student centered learning class students could be offered varying formative assessments. Some students may meet the core standards being taught in different ways than others and therefore it is not necessary that all students be assessed in the exactly the same way.

References:

Miller, A. (2012, February 8). 6 Strategies for Differentiated Instruction in Project-Based Learning. www.Edutopia.com. Retrieved October 17, 2021, from https://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller

Nellie Mae Education Foundation. (n.d.). What are student centered approaches? Www.Capss.Org. Retrieved October 17, 2021, from https://www.capss.org/educational-transformation/what-are-student-centered-approaches

National STEM learning center. (n.d.). Vygotsky’s concept of the “Zone of Proximal Development.” Www.Futurelearn.Com. Retrieved October 17, 2021, from https://www.futurelearn.com/info/courses/differentiating-for-learning-stem/0/steps/15505

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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. 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?

Brian, Devon (color purple on padlet)

2. What are some student-centered approaches or techniques that are based on or require collaboration?

Susan Lee, Yu Li - (color blue on padlet)

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

Craig Ravenscroft, Ethan, and Tom (Yellow color on padlet)

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

(Samuel red color padlet  Amy can help with this one too)

5. What student-centered approaches or techniques include physical movement as a central element?

Josh Martin Sam Martin (WHITE on padlet)

6. What are some student-centered approaches or techniques for reading?

Nikki and Noah (Color green on padlet)

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This technique is "frequently used in elementary schools as an activity that encourages new readers to improve reading confidence, fluency, and comprehension" (Martinez et al., 1998).

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Introduction to Reader's Theater for EFL Classrooms

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Implementing the 5 Finger Rule for Young Readers

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Implementing the 5 Finger Rule for Young Readers

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This fun way of teaching students how to know whether or not a book is age appropriate is available online. Young readers can easily remember how to discern whether or not a book is appropriate for their reading level. This way students will not be deterred with books that are too difficult for them or bored with books that are too easy for them. Posters can be put up around the room making it fun and engaging in choosing their own book to read (Kirsten).

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The Teacher Toolkit offers this video on implementing a KWL chart for reading (KWL)

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The Teacher Toolkit offers this video on implementing a KWL chart for reading (KWL)

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The website offers step by step instruction for classroom implementation and can download a free template of the chart for your students. It is useful in motivating students, especially in the knowledge harvest step, to see how much information they already know and what more they'd like to learn (Fieldwork).

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Student-Centered Literacy. BetterLesson. (n.d.). Retrieved October 17, 2021, from https://betterlesson.com/browse/learning-domain/17/student-centered-literacy.

Bogler, M. (2018, February 14). What are the advantages of student-centered learning? Project Pals. Retrieved October 17, 2021, from https://www.projectpals.com/project-based-learning-blog/what-are-the-advantages-of-student-centered-learning.

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Benefits of Student-Centered Reading Instruction

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Benefits of Student-Centered Reading Instruction

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- increased student engagement and happiness (Bolger, 2018)
- improved student achievement (Bolger, 2018)
- improved parent-child relationships (Bolger, 2018)
- increased teacher job satisfaction (Bolger, 2018)

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- to engage students as stakeholders in the learning process (BetterLesson)
- to engage students in an active and collaborative manner (BetterLesson)
- to encourage critical thinking and problem solving skills on the part of students (BetterLesson)

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Student-Centered Approaches & Techniques for Reading by Nikki and Noah

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Student-Centered Approaches & Techniques for Reading by Nikki and Noah

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There are many approaches and techniques for student-centered instruction in the area of reading. However, the common goal of all these strategies is to foster a sense of ownership on the part of the student with regard to their reading skills, particularly by emphasizing choice in the process at all grade levels and in all subject areas. Ultimately, a student-centered approach to reading instruction offers students the opportunity to build their skills by reading complex yet engaging texts about socially and culturally relevant topics and themes — all while allowing students the freedom to develop at their own pace and to choose the best ways to demonstrate their progress and comprehension. (BetterLesson)

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Implementation Strategies to Enhance Student-Centered Learning - Tom

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Implementation Strategies to Enhance Student-Centered Learning - Tom

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In her article, Three Quick Wins: Student-Centered Assessment Strategies, Becky Green (2021) puts forth “three strategies that equip students to exercise agency while ensuring flexibility and access for anytime, anywhere learning."

Snapshot Assessments:

-       Automated short quizzes

-       Short 1 on 1 meetings with students

-       Have students map their own learning plans

Process Portfolios:

-       Encourage growth mindset by allowing students to reflect upon their learning process and growth

-       Provide opportunities for student-driven and individualized learning

-       Allow students to be assessed on skills developed rather than assignment completion

-       Can promote more equitable grading

Self-Assessment

-       Peer to peer

-       Student to teacher

-       Student to self

-       Helps develop skills which can be used far beyond the classroom

References:
Cummings, J. (2018, November 9). 4 Advantages of Using Student Process Portfolios. Global Online Academy. https://globalonlineacademy.org/insights/articles/how-process-portfolios-drive-learning

Green, B. (2021, February 3). Three Quick Wins: Student-Centered Assessment Strategies. Global Online Academy. https://globalonlineacademy.org/insights/articles/three-quick-wins-student-centered-assessment-strategies

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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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Summative and interim assessments are necessary in determining how
students are progressing in terms of knowledge and skills relative to the
standards. They provide is with information about how students have developed over longer periods of time.

Formative assessment, however, provides us with just-in-time information which can help us determine where students are struggling. This is information which we use effectively in order to help students in the areas where they need it the most.

Assessing Student Passions and Learning Styles

According to Andrew Miller (2015), “All of our students come with powerful experiences that have driven their lives, such as family stories, favorite books, hobbies, and trips.” By assessing students’ passions, teachers can get to know them better which helps in creating a student-centered classroom environment. Ways to do so include tools such as student surveys, one-on-one conversations, journals and learning profile cards.

Miller, A. (2015, September 2). Using Assessment to Create Student-Centered Learning. Edutopia. https://www.edutopia.org/blog/assessment-create-student-centered-learning-andrew-miller

Tookoian, J. (2017, July 14). Formative Assessment: What is it?. Edulastic. https://edulastic.com/blog/formative-assessment/

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Kinesthetic Learning (Sam & Josh Martin)

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Kinesthetic Learning (Sam & Josh Martin)

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Source:

-Kinesthetic learning: Utilizing our 5 senses in Higher Education | Ben Deuling | TEDxLSSU [Video]. (2016, May 11). YouTube. https://www.youtube.com/watch?v=x_8WklHNSAw

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Kinesthetic learning: Utilizing our 5 senses in Higher Education | Ben Deuling | TEDxLSSU

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Beyond the classroom.... (Sam & Josh Martin)

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Beyond the classroom.... (Sam & Josh Martin)

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In addition to all of the educational benefits of physical movement for the student, there American Psychological Association has the following to say about it: https://www.apa.org/topics/covid-19/children-exercise-strategies

Yes, this article was written and directed more towards the global pandemic and how that affected children, however there are many helpful tips and tricks to getting students moving and how it benefits not only their learning, but also their development.

Source:

-How and why to get children moving now. (n.d.). https://www.apa.org. https://www.apa.org/topics/covid-19/children-exercise-strategies

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Cite this

American Psychological Association. (2020, April 24). How and why to get children moving now. http://www.apa.org/topics/covid-19/children-exercise-strategies

Families isolating inside together are juggling a lot--new distance learning for kids, work demands or new unemployment for parents, and, for everyone, adjustment to life in the era of COVID-19. Amidst all those pressures, exercise can feel like one more daunting item on the family to-do list.

But encouraging children to move their bodies is important, not only for physical health, but for mental health and cognitive development, too.

"There are so many benefits to exercise, and we keep discovering more," says Melissa Santos, PhD, a pediatric psychologist at the University of Connecticut School of Medicine and clinical director of the obesity clinic at Connecticut Children's Hospital. "There's no part of a body that doesn't benefit from physical activity."

Essential benefits

Mental health

Physical activity has a small but significant effect on the mental health of children and adolescents ages 6 to 18, according to a review of 114 studies. On average, young people who exercise more have lower levels of depression, stress and psychological distress, and higher levels of positive self-image, life satisfaction and psychological well-being (Rodriguez-Ayllon, M., et. al., Sports Medicine, Vol. 49, No. 9, 2019). Exercise may also protect children's mental health over time: One study found that 6- to 8-year-olds who got more exercise had fewer symptoms of major depressive disorder two years later (Zahl, T., et. al., Pediatrics, Vol. 139, No. 2, 2017).

Behavior

Regular exercise can improve behavior, including those with behavioral health disorders like autism, attention-deficit/hyperactivity disorder, anxiety and depression. In a study of children with behavioral health disorders in Kindergarten through 10th grade, those who participated in a cycling program for 30-40 minutes 2 days a week experienced significantly better self-regulation and fewer disciplinary time-outs (Bowling, A., et. al., Pediatrics, Vol. 139, No. 2, 2017).

Attention and academic performance

In the short term, children are better able to pay attention after they've been physically active, according to a review of research in children ages 6 to 12. And kids who are regularly active over the long term have better academic performance, on average (de Greeff, J.W., et. al. Journal of Science and Medicine in Sport, Vol. 21, No. 5, 2018).

Cognitive development

Exercise and physical fitness are linked to better thinking skills. An analysis of studies in children ages 7 to 12 found regular exercise was linked to a small but measurable improvement in executive function, the set of skills used for learning, solving problems and self-control (Jackson, W. Journal of Neurosurgical Anesthesiology, Vol. 28, No. 4, 2016). A review of research in children under age 5 also found preliminary evidence that physical activity may benefit cognitive development in early childhood (Carson, V., et. al., Journal of Science and Medicine in Sport, Vol. 19, No. 7, 2016).

Establishing exercise habits

The Centers for Disease Control and Prevention (CDC) recommends children and adolescents get at least 60 minutes of activity daily. But don't despair if you're nowhere near that goal. "Moving around doesn't have to be an ambitious exercise plan," says Kimberly Guion Reynolds, PhD, ABPP, a pediatric psychologist at the Institute on Development and Disability at Oregon Health & Science University.

Here are seven strategies to get you started.

1. Stay safe.

It's important to move safely, especially during this public health crisis. "Physical distancing continues to be important, and you should also consider the risk of accidental injury," Reynolds says. "Make sure you're watching children around streets and driveways, and monitor them whenever climbing is involved."

2. Walk the walk.

Kids are more likely to exercise when they see caregivers being active. "That doesn't mean you have to do the same activities as your child, but modeling physical activity is a really important motivator for kids and teens," says Reynolds. You'll likely find it helps you, too. "Instead of thinking of exercise as an extra thing you have to do, it can help to think of movement as one of the coping skills we can use to get through this time," she adds.

3. Make it a family affair.

You'll all benefit--and probably get less push-back from kids---if you make exercise part of your family's routine. "When taking a daily walk together is just something we do as a family, it becomes non-negotiable," Santos says.

4. Find the hook.

Figure out what activities your child is most likely to enjoy. If you have competitive teens, make it a challenge to see who takes the most steps in a day. If your child loves music, find some dance videos to wiggle to. Exercise should be fun, especially for kids.

5. Consider rewards.

Rewards can motivate kids to move. Younger kids might be inspired by small daily prizes like stickers in exchange for active time. Older kids might benefit from working toward a weekly activity goal, with prizes like picking the film for movie night, or 30 minutes of extra screen time.

6. Start slow.

If your family isn't used to exercising regularly, start with small goals. Instead of forcing your kids to do an hourlong exercise video, plan a few 10-minute breaks throughout the day to stretch or walk. As it becomes routine, you can increase the time and intensity.

7. Forget perfect.

Any movement is better than none, so don't throw up your hands if your kids don't achieve the recommended 60 minutes a day. "We have to be realistic. This isn't normal times, and the last thing we want to do is put pressure on ourselves to be perfect," Santos says. "We know any physical activity is helpful, so just do your best."

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Cite this American Psychological Association. (2020, April 24). How and why to get children moving now. http://www.apa.org/topics/covid-19/children-exercise-strategies Families isolating inside together are juggling a lot--new distance learning for kids, work demands or new unemployment for parents, and, for everyone, adjustment to life in the era of COVID-19.

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The Learning Pyramid,  Kinesthetic Learning/Teaching, & Experiential Learning Theory

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The Learning Pyramid,  Kinesthetic Learning/Teaching, & Experiential Learning Theory

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As you can see from this image, students are able to retain more, the more hands on you are able to be with them in the classroom or learning environment.  This can be tied to more of the kinesthetic learning/teaching methods that Susan Griss talks about in her article: https://www.edweek.org/teaching-learning/opinion-the-power-of-movement-in-teaching-and-learning/2013/03

According to Susan Griss in her article from Education Week in March 2013, "My methods build upon this observation by bringing physical movement into the classroom and connecting it directly to the content of the curriculum."  Regardless of the subject taught, there can be physical movement and engagement from the students, connecting it more towards the Experiential Learning Theory, proposed by psychologist David Kolb.

Sources:
- The power of movement in teaching and learning (Opinion). (2020, April 29). Education Week. https://www.edweek.org/teaching-learning/opinion-the-power-of-movement-in-teaching-and-learning/2013/03

-The David Kolb theory of how experience influences learning. (n.d.). Verywell Mind. https://www.verywellmind.com/experiential-learning-2795154

-Communication models | Association for project management | Learning pyramid, instructional design, learning theory. (n.d.). Pinterest. https://www.pinterest.com/pin/439663982345954790/

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Additional Ideas to get students moving in the classroom (Sam & Josh Martin)

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Additional Ideas to get students moving in the classroom (Sam & Josh Martin)

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1. Independent projects

2. Group discussion

3. Peer mentoring of other students

4. Debates

5. Practical/ Rehearsals

6. Computer learning

7. Portfolio development

8. Poster presentations

9. Mind maps

10. Role play

11. Writing newspaper/ blog articles
12. Interviews
13. Four Corners

Sources:
- Teachnowaug15c4 [licensed for non-commercial use only] / 5) student-centered approaches or techniques that include physical movement as a central element. (n.d.). teachnowaug15c4 [licensed for non-commercial use only] / Teach-Now August 2014 Cohort 4 Wiki. Retrieved October 15, 2021, from https://teachnowaug15c4.pbworks.com/w/page/100890727/5%29%20Student-centered%20approaches%20or%20techniques%20that%20include%20physical%20

-What student-centered approaches or techniques include physical movement as a central element? - Wakelet. (n.d.). Wakelet – Save, organize and share content. https://wakelet.com/wake/wMiBwS9mLg72iDHlgPuv_

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Students can see where they stand in relation to their peers in their agreement on a topic.  This allows students to critically think about the issue before they stand up and move around the classroom.

Steps:
1. Make sure there is a large enough space for all students to stand.  Predetermine what shape (line or U) your students will be making.  Make sure the 'strongly agree' and 'strongly disagree' signs are on opposite sides of the room.

2. Make sure students are aware that this activity can get quite heated and that there needs to not be accusatory language, but stick to 'I' statements.  A contract can be signed by teacher and student or the class for this holding everyone accountable.

3. Give students time to process the statement of topic being discussed for the day.  This allows time for critical thinking to happen and is often times needed when you are in ESL or EAL situations and students need to think more or translate some of the words.

4. Students move to where they feel they 'stand' on the topic.  This does take a few minutes as some small discussion may need to happen amongst students to confirm where an individual student feels they need to stand.  These small conversations are NOT the student's full explanation as to why they stand where they stand.

5. Students explain their stance and reasoning for being where they are.  Teachers are encouraged to ask for evidence or examples as to why a student has chosen to stand where they are as the student is explaining, continuing to emphasize critical thinking.

6. Make sure you debrief at the end of this activity.  Since many or all of the students have vocalized their stance, encouraging a written journal activity to reflect upon the events is important and valuable, seeing as journals are often just seen by the teacher and student.

Source:
Barometer: Taking a stand on controversial issues. (n.d.). Facing History and Ourselves. https://www.facinghistory.org/resource-library/teaching-strategies/barometer-taking-stand-controversial-issues

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"The Doughnut

This activity enables students to move in circles while exchanging ideas. It allows students to talk, for few moments, with different classmates about newly learn content. This technique allows student to talk through new concept or develop ideas while moving around.

Steps:

1. Students stand in two concentric circles facing each other.

2. Facing their partner they take it in turns to share information and ideas or ask each other questions.

3. At a given signal from the teacher the outside circle moves a given number of places clockwise.

4. Students now give feedback on what was said between themselves and their previous partner.

5. There steps can be re repeated as desired.

Fieldtrips

Field trips are full of movements that engage the students into a real-world learning experience. For example, if a teacher is teaching the law of demand, a field trip to the local market can be arranged for student to observe and ask questions to both the seller and buyer. After the activity, the student can write a reflective essay about the practical application of the law of the demand. Another example is taking students to an arboretum or park to distinguish different type of flora if the subject being taught is natural history. Students will have the opportunity to experience the applications of the content taught by themselves.

Stations

Post paper in different parts of the classroom. Each paper has a question that requires the student synthesize the concepts being taught or review. Student will rotate clockwise and as they move to the next post, they will find the paper with other answers. As students move, they will find more challenging to answer the question as they will be require to answer differently from previous answers. Once all student go through all the stations, The class  reviews the answers for each station and decides which one are correct and disregards those answer that are not correct.

This type of student-centered technique allows for movement while engaging students in synthesizing the material quickly and collaborate with one another to when deciding which answer are correct or not.

These Student-centered techniques are a really good approach to address the student’s unique way of learning in a effort to maintain our students engaged as well as challenged so that they can be prepared for the world outside of the classroom."

Jaque, D. (2015, April 10). Student-centered techniques. Diego Jaque. Retrieved October 16, 2021, from https://mrdiegojaque.wordpress.com/2015/04/10/student-centered-techniques/.

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Kuczala, M. [TedX talks]. (2015, April 23). The Kinesthetic Classroom: Teaching and Learning through Movement [Video]. YouTube. https://www.youtube.com/watch?v=41gtxgDfY4s&t=261s.

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

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What student-centered approaches or techniques include physical movement as a central element? (Josh and Sam Martin)

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What student-centered approaches or techniques include physical movement as a central element? (Josh and Sam Martin)

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Quiz Quiz Trade (QQT) is a Kagan Cooperative Learning game that allows students to review information with other students by asking and answering questions.

Materials: Review cards

Process:
1. Teacher distributes review cards with short questions and answers. These can be fill in the blank, multiple choice or finish the sentence format.
2. Students find a partner, and ask each other their questions.
3.If the partner is able to answer the question, they should praise their partner. If the partner is not able to answer the question, they should coach them first and then give the correct answer.
4. Students switch roles.
5. After both students have asked and answered both questions, they switch cards, raise their hands and look for new partners.

Pros:
1. QQT works well as a practice, review, or sharing activity.
2. QQT works well with subject content as well as language skills.
3. Students are required to work with a variety of classmates.
4. Students are out of their chairs and moving around.

Cons:
1. QQT does NOT work well with new content.

References:
1. Clowes, G. The Essential 5: A Starting Point for Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Spring 2011.

2. Quiz, quiz, Trade. The Teacher Toolkit. (n.d.). Retrieved October 16, 2021, from https://www.theteachertoolkit.com/index.php/tool/quiz-quiz-trade.

3. Teacher Toolkit. (2017). Quiz, Quiz, Trade. Youtube . Retrieved October 16, 2021, from https://www.youtube.com/watch?v=kxx3fdFldTg.

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Differentiating Content for Students (Amy)

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Differentiating Content for Students (Amy)

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Reading passages at varying Lexile levels.

Adaptations to the same writing prompt.

Adaptations made to the same reading passage.

Sentence stems added to assignments. (especially for ELL)

References:

Differentiating Instruction: A Guide for Teaching English-Language Learners. Youtube.com. (2019). Retrieved 16 October 2021, from https://www.youtube.com/watch?v=9hekJsCOHLU.

How to Customize Learning for a Student-Centered Experience in the Classroom or Virtually. Writable. (2021). Retrieved 16 October 2021, from https://www.writable.com/2020/09/06/how-to-customize-learning-for-a-student-centered-experience-in-the-classroom-or-virtually/.

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Differentiating Instruction: A Guide for Teaching English-Language Learners

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7 ways you can assess your learner’s understanding beyond paper and pencil

iMovie (video tutorial)

Infographic or anchor chart

Slideshow lesson notes

Board game

Spoken Word performance

Quizlet

Mini-lesson to you or a small group of peers

Virtual Tour with Google Maps

References:
Grosskopf, B., 2021. Rethinking Summative Assessment: Giving Students Voice and Choice. [online] Edtechteam.com. Available at: <https://www.edtechteam.com/blog/2021/02/rethinking-summative-assessment-giving-students-voice-and-choice/> [Accessed 16 October 2021].

Ward, M. (2021). Engagement-assessment, feedback, student choice and voice. Vimeo. Retrieved 16 October 2021, from https://vimeo.com/508198984.

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Engagement-assessment, feedback, student choice and voice

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Inside Outside Circle (IOC)  is a sharing or practice activity that works best with a large group.

Materials: No extra materials needed!

Process:
1. Half the students make an inner circle facing out, and the other half make an outer circle facing in. In this  way the students are paired.
2. The teacher prompts the paired students to do the activity.
3. After an appropriate amount of time, the teacher directs the students to rotate. For example, "everybody move 3 students to the right," or "just the inner circle move 5 students to the left."
4. Students repeat the activity with the new partner standing in front of them.
5. The teacher should facilitate the pacing of this activity by prompting when the pairs switch roles and when students should rotate.
6.If there are an odd number of students, the teacher may have to participate.

Pros:
1. IOC works well as a sharing activity. For example, sharing information they have researched,  personal opinions or experiences.
2. IOC also works well as a quiz or language practice activity. Students quiz each other with prepared questions or practice a grammar skill.
3. Students are required to work with a variety of random classmates.
4. Students are out of their chairs and moving around.

Cons:
1. IOC does NOT work well when students need to present their work or write anything down.

References:
1. Inside/outside Circles. The Teacher Toolkit. (n.d.). Retrieved October 16, 2021, from https://www.theteachertoolkit.com/index.php/tool/inside-outside-circles.

2. Teacher Toolkit. (2017). Inside Outside Circles (Elementary). Youtube. Retrieved October 16, 2021, from https://www.youtube.com/watch?v=rFCkaPM0zQ8.

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Teacher Toolkit: Inside Outside Circles (Elementary)

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Created in 1971 by psychologist Elliot Aronson, the jigsaw method has a long track record of successfully reducing classroom conflict and increasing positive educational outcomes. ( Hirsch, J. 2014) It is an incredible method that is based on collaboration. Every student's success depends on others' learning. Each student feels the responsibility to master their section so that they can teach others in their jigsaw group. All students work together in their master groups as well as their jigsaw groups.

In Professor John Hattie's research, The jigsaw method has a 1.2 positive impact on learning, which is amazing.

Pros:

The jigsaw method can be used in almost all subjects matters.

It helps students to develop the mindset of “teacher,” the learning experience can be transformed from a boring task into an exciting challenge.

It fosters cooperative learning and improves collaboration in classrooms.

Cons:

Teachers must make sure that students with poor study skills do not present an inferior report to the jigsaw group. If this were to happen, the jigsaw experience might backfire.

Teachers may want to monitor the expert groups carefully, just to make sure that each student ends with an accurate report to bring to her or his jigsaw group.

References:
Hirsch, J. (2014, February 6). Teaching empathy: Turning a lesson plan into a life skill. Edutopia. Retrieved October 14, 2021, from https://www.edutopia.org/blog/empathy-lesson-plan-life-skill-joe-hirsch.

Hattie, J. (2017, November). Visible learningplus 250+ influences on student achievement. Visible learning . Retrieved September 28, 2021, from https://visible-learning.org/wp-content/uploads/2018/03/VLPLUS-252-Influences-Hattie-ranking-DEC-2017.pdf.

Social Psychology Network , & Aronson, E. (n.d.). Overview. The Jigsaw Classroom. Retrieved October 15, 2021, from https://www.jigsaw.org/#steps.

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Vertical learning - Making the thinking process visible

Requires:

Rich tasks

Random grouping and assigned roles

Teacher as facilitator

vertical nonpermanent surface.

Debrief discussion

Process:

Introduce a rich task.

Put students in groups using a random group generator that also assigns their roles in the group.

Teachers act as facilitators and moves freely to observe multiple groups.

Teachers ask questions to get the process going

Students use a whiteboard or chalkboard as a vertical nonpermanent surface to show their thinking process

Make the learning memorable by discussing and debrief the problems as a class.

Erase the broad.

Pros:

High-quality collaboration in class

Be able to showcase students' thinking process and understanding.

Random grouping helps students to work with different students with unique ways of thinking.

Allows teachers to act as facilitators to observe and interact with multiple groups.

The whole class can see what others are doing, and students can be inspired by others.

Create a safe environment that mistakes are valued

Cons:

Time on task is much longer, maybe hard to use if there is not enough time in class for students to work on problem-solving on their own.

Can be intimidating for students in the beginning.

Takes time and practice to use this method smoothly in class.

"Our kids are not afraid or sky of sharing information, it is really a positive environment where mistakes are valued, collaboration is amplified. " (Asmus, K. 2018)

Reference:
Asmus, K. (2018). Learning on Their Feet. [Interview]  Edutopia Youtube Channel. https://www.youtube.com/watch?v=6Ri1vNQBk6I.

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Before attempting to define what student based assessment is.  It is important to clarify what it is not.
A misconception is the word "assessment" simply refers to testing with the end result being letter or number grades.
This idea of assessment often doesn't adequately meet the needs of all students.  Letter grades and numbered scores provide only 2 pieces of a larger puzzle.  Assessment must be thought of in more comprehensive terms so as to understand the entirety of this puzzle. (3)

Student centered assessment can best be defined as:  "Assessment practices that provide opportunities for open-ended responses and that enable youngsters to play to their strengths fly in the face of assumptions about uniformity. . . . The good school . . . does not diminish individual differences; it increases them. It raises the mean and increases the variance.” (1)
Student centered assessment allows for further expression of individual talents by way of various student demonstrations.  This type of assessment seeks the necessary and specific challenges that will appropriately help a student with developmental learning targets. Increased enhanced feedback for all parties of education including students, teachers parents etc. is another key aspect.   This increase allows for the possibility of a more engaging educational experience for students.  The nature of this assessment strategy is "valid and reliable for the given context" as "well as  practicable and
efficient"  (2).
This kind of assessment is strongly supported by the Constructivist school of educational theory.  In this the student is expected to engage in active exploration.  The student is active and the teacher more passive, present in the role of a guide, not director.  Individuals are thought to learn best when they are personally motivated to seek out new knowledge and skill.  It's goal is to make every task of of the student, including assessment, something they want to do, not what they have to do.
This idea of student centered assessment stands in sharp contrast to traditional assessment.  Traditional assessment, particularly standardized assessment is not directed in any way by the individual learner.  It does not account for the individuals motivation, input or methods of learning.  In short, where student centered assessments approach is bottom up, traditional assessment is top down. (5)

Student based assessment can follow a set of guiding principles as outlined by Stiggins. (4)
1: Assessments require clear thinking and effective communication.
-Anyone creates the assessments must clearly understand them in order to communicate those results to others.
2. Classroom assessment is the key.
- Teachers direct many of the assessments students will use, even if they are simply guiding a student when they create one on their own.

3. Students are assessment users.
- The most important user of an assessment in the student.

4. Clear and appropriate targets are essential.
-Any assessment must have high clarity and relevance to it's goals.

5. High quality assessment is a must.

- 5 Quality Standards must be met:  1) clear targets;       2) focused purpose; 3) proper method; 4)     sound sampling; and 5) accurate
assessment free of bias and distortion.

6. Understand the personal implications .
- Assessments have interpersonal dimension in the sense that teachers and students may like or dislike each other.  Everyone will have there own opinions about an assessment.

7. Assessment as teaching and learning
- Assessment and instruction can be the same thing

References:

1.  Elliot W. Eisner. (1999). The Uses and Limits of Performance Assessment. The Phi Delta Kappa, 80(9), 658-659.

2. James H McMillan. (1988). Assessing Student's Learning. New Directions For Teaching and Learning, 34.

3. ELT General Supervision School Year 2015 - 2016. (2015). Student – Centered Classroom Assessment. وزارة التربية دولة الكويت (Ministry of Education Kuwait). https://www.moe.edu.kw/teacher/Documents/learner%20centered%20teaching/5-Assessment.pdf

4 Stiggins, R. J. (1997). Student-centered classroom assessment. Prentice Hall. https://d1wqtxts1xzle7.cloudfront.net/52102993/Student-Centered-Classroom-Assessment_Stiggins-with-cover-page-v2.pdf

5.Duncan, T., & Buskirk-Cohen, A. (2011). Exploring Learner-Centered Assessment: A Cross-Disciplinary Approach. International Journal of Teaching and Learning in Higher Education, 23(2), 246-259. http://www.isetl.org/ijtlhe/

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

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

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-  Susan Lee, Yu Li (Mandy)

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How can you implement assessment so that it enhances student-centered learning? -Ethan Kopiecki, Tom Webster, Craig Ravenscroft

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How can you implement assessment so that it enhances student-centered learning? -Ethan Kopiecki, Tom Webster, Craig Ravenscroft

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