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

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

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Physical movement is very important to all learners as it makes the brain function more as more oxygen goes there. All subjects teachers should use any kind of movement in order to enhance the learning.

There are some techniques that can be used in any subject that includes physical movement like:

Role play
Field trips
Debates
Stations

References :

PBWORKS. (2015, September 28). 5) Student-centered approaches or techniques that include physical movement as a central element. http://teachnowaug15c4.pbworks.com/w/page-revisions/100890727/5%29%20Student-centered%20approaches%20or%20techniques%20that%20include%20physical%20movement%20as%20a%20central%20element.

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

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

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Incorporating physical movement into lessons can help students stay engaged in learning, as well as a way of teaching children that are bodily-kinesthetic learners based on Gardener's theory of multiple intelligences. Bodily-kinesthetic learners are people who "learn using the body effectively. They possess a keen sense of body awareness and they like movement, making things, touching.

There are multiple ways to get students moving in class. Teachers should not expect students to sit quietly at their desk during the entire lesson. Finding ways to keep students moving while focusing on the task presents a challenge but there are many ways to do this effectively.

Some new ways of tackling this include using taller "standing" desks so students stand while they work instead of sitting. This has shown a lot of promise in limiting some behavior issues in class. Some teachers also use stability balls as desks for the same answer. Some studies have shown remarkable success in increasing productivity in classrooms with teachers using these stability balls as seats.

Some teachers use an "organized chaos" method of allowing students break times to jump and moving about the class, albeit in an organized manner. With set rules and guidelines, these activities can allow younger students especially time to burn some energy and focus on the lesson in short bursts. Teachers can find creative ways to incorporate movement into math or English lessons for example.

Some other examples:

Using yoga in class to calm students down.

Allowing students to work on the floor in their own work spaces.

Take a dance break to lighten the mood.

References:

Lane, C. (n.d.). Gardner's Multiple Intelligences. Retrieved September 25, 2015, from http://www.tecweb.org/styles/gardner.html

Lynch, K. (2014). How Sitting on a Ball Helps Kids Focus and Do Better In School. Retrieved September 25, 2015, from http://life.gaiam.com/article/how-sitting-ball-helps-kids-focus-and-do-better-school

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1. One Space - Many Possibilities - The modern classroom environment requires a flexible and agile physical setup that will accommodate both independent and group work; a place where students can learn in ways that make them feel comfortable and help them focus.

2. Learning In Motion - It’s no secret that movement is good for people. Adults and students alike benefit from regular physical activity.

Designing the classroom to embrace this mentality helps students focus and engage more effectively in the classroom. Instead of chastising students for fidgeting or wiggling too much, schools can encourage increased movement in a controlled manner.

3. Freeing Teachers From Their Desks - Many classrooms are still arranged with the teacher as the focus up front. In the modern school environment, attention is given to the students as learners – they are the focus.

If teachers can free themselves from their desks, suddenly opportunities for different forms of teaching and learning are increased.

4. Digital Learning - 21st century classrooms use a combination of technology and personal instruction in a blended learning environment.

Technology, whether it is laptops, tablets, or mobile devices, puts information at students’ fingertips and motivates them to research and make discoveries.

Student centered classrooms use technology as a tool to stimulate curiosity and inspire students’ desire to learn.

Reference:
CDI Spaces. (n.d.). Designing For Student Centered Learning: Classroom Furniture. Retrieved August 12, 2020, from https://cdispaces.ca/school-classroom-design/k-12/classrooms/

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An Introduction to Technology Integration

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Students are no longer strictly facing the front of the classroom - Classrooms are beginning to incorporate softer furniture like couches and chairs, as well as reading nook-style areas where students can work on their devices both individually or in groups. Additionally, desks and chairs with wheels are becoming more popular because they provide flexibility. If the class is participating as a whole in a lesson, students can face forward and they can quickly rearrange their desks for group work on the fly.

Reference:
Design classrooms for student-centered learning. (2017, November 29). edCircuit.   https://www.edcircuit.com/designing-classroom-student-centered-learning/

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Flexible Classrooms: Making Space for Personalized Learning

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The Class Environment as the Third Teacher

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The Class Environment as the Third Teacher

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This concept, brought into awareness through the schools of Reggio Emilia, connotes something that has always lived within early childhood—a particular care and attention to the settings in which children learn. The Reggianni have taken the examination and articulation of the environment to a new level.

This concept of the environment as a participant in the educational experience opens up the possibility for students to engage the environment with their peers and respond to thoughtful decisions made by the educators in an effort to support student engagement. This calls on the adults to render the environment a living space that actively participates in the educative process.

Reference:
How the environment inspires curriculum. (n.d.). communityplaythings.com - Community Playthings - Childcare Furniture for over 60 years. https://www.communityplaythings.com/resources/articles/2009/how-the-environment-inspires-curriculum

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A Student-Driven Approach to Experiential Learning

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The Harkness Philosophy aims to democratize learning by empowering student voice and student ownership over the material. As it works best with older students, in this philosophy, students sit around a table with their teacher and engage in conversation about a given topic. Instead of the class being teacher-centric, the table (or students seated in a circle) allows all students equal access to engage with one another as they work to develop a deeper understanding. It de-elevates the teacher and equalizes all participants. This allows learning to be student-centered and student-driven.

References
Harkness. (n.d.). Phillips Exeter Academy. https://www.exeter.edu/exeter-difference/how-youll-learn

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How can teachers implement assessments that enhance student-centered learning?

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How can teachers implement assessments that enhance student-centered learning?

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Student-centered assessments articulate appropriately challenging and developmentally appropriate learning targets. They provide authentic feedback to students, teachers, districts, and states about how to deepen learning.

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*Key Components of Student-Centered Assessment

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*Key Components of Student-Centered Assessment

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Individualized-  Individualizing assessment involves differentiating learning targets, assignments, tasks, providing focused feedback on students’ learning and development and adjusting teaching and learning processes to best fit the needs of each individual student.

Focused on Learning & Growing- Student-centered assessment promotes learning and growth by providing useful feedback so students can progress toward the learning target. It is a moment of learning not just grading!

Motivating & Engaging - Although research has shown that grades can be connected to lower achievement and motivation, recent studies have shown that formative assessments, which provide detailed and specific feedback on student work, can actually result in greater student interest and improved performances.

Useful and Informative for Multiple Audiences - Student-centered assessments provide valuable information that can be used to support learning for students, teachers, parents, administration, districts, provinces and states.

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Authentic Assessment is key to creating successful student-centered classrooms. Assessment does not mean just grading, or test scores! There are multiple ways teachers can assess information that encompasses the whole child.

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Authentic Assessment is key to creating successful student-centered classrooms. Assessment does not mean just grading, or test scores! There are multiple ways teachers can assess information that encompasses the whole child.

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1. Formative-( assessment for learning) formative assessment should be used to alter our instruction and guide us toward discovering what students need more of. Formative assessment transforms thinking about grades or points to thinking about progress or acquisition of the language. Not usually intended for grading.

2. Summative- ( assessment of learning) Takes place at the end of a unit of study to determine the level of student understanding or skill . This assessment is usually graded, and sometimes compared to a standard.

3. Student Passions and Learning Styles-We can use a variety of assessment tools like one-on-one conversations, journals, and graphic organizers to learn more about our students and what drives them to learn. This helps to create a more personalized classroom.

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1. Peer Assessment – This form of assessment shares some similarities to self-assessment but is instead designed for students to examine each other’s work and provide individualized feedback. Students can identify and share the perceived strengths, weaknesses, and areas requiring improvement in the work of their peers.

Through peer feedback, students are then able to grow, revise their own work, and make improvements. This type of assessment is useful for all members of a peer feedback group since each member can both give and receive feedback on in-progress work.

Effective peer assessment requires the following steps:

a) Clear Work Expectations and Performance Targets

b) Students Placed into Groups or Pairs

c) Teacher Demonstrates Assessment for Students (using explicit criteria/checklist/guidelines)

d) Students Assess Peers and Give Feedback

e) Teacher Monitors and Examines Peer Assessment Progress

f) Teacher Provides Feedback to Students on their Assessment’s Effectiveness

g) Students Revise and Improve Work

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Peer Assessment: Reflections from Students and Teachers

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Student portfolios are a collection of a student’s work over a period of time. The portfolio allows students to reflect on their learning, the progress they have made, and considerations for future planning and progress. The creation of a portfolio in student-centered classrooms should incorporate active student engagement in terms of what goals they set, what works they include, and how students reflect on the learning and progress they have made and/or will make in the future. Portfolios can be physical collections of work, or electronic collections (ePortfolio). Since students are able to have a great deal of agency and control over their portfolios, this promotes student motivation and a greater engagement in their learning.

Belgrad, S., Burke, K., & Fogarty, R. J. (2008). The portfolio connection: Student work linked to standards. Corwin Press.

Brooke, G., & Andrade, H. (2013, April). Student-Centered Assessment - Process Portfolio. Retrieved from
https://studentsatthecenterhub.org/wpcontent/legacyimg/3_SATC_AssessTools_ProcessPortfolio_042413.pdf
Here is a link for more information and examples of Process Portfolios.

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This type of assessment is intended for students to reflect on their work and identify its proficiencies and deficiencies. Through a self-reflective process of identification and revision, students can grow and improve in an individualized way. Effective self-assessment involves 3 main steps:

a) Clear Expectations and Performance Targets: Students clearly understand and agree on what is expected (or even better, have participated in creating the expectations).

b) Monitoring Target Progress: Students compare their in-progress work to the agreed expectations. They then determine their work’s strengths and weaknesses.

c) Revision: Students use the feedback from their self-assessments to guide revision and improve their work.

This process can be motivating for students because they are actively engaged and able to see progress in real-time. This process can be repeated as needed or until mastery is achieved. It is paramount

that self-assessment be recognized as formative and used with in-progress work, as self-assessment is not about students simply deciding their own grades. Findings suggest that student self-assessment can facilitate both higher learner achievement and autonomy.

Ministry of Education Kuwait. (n.d.). Student-Centered Classroom Assessment. Retrieved from

https://www.moe.edu.kw/teacher/Documents/%D8%A7%D9%84%D9%84%D8%BA%D8%A9%20%D8%A7%D9%84%D8%A7%D9%86%D8%AC%D9%84%D9%8A%D8%B2%D9%8A%D8%A9/learner%20centered%20teaching/5-Assessment%20in%20LCT%20.pdf

Student-centered assessment resources. (n.d.). Retrieved from

https://studentsatthecenterhub.org/resource/assessment/?resource-filters-s=assessment+guides

Self-Assessment: Reflections from Students and Teachers

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Self-Assessment: Reflections from Students and Teachers

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Exhibitions - An exhibition is a high-stakes display of expertise typically occurring at a culminating academic moment (end of the semester, end of the school year, graduation). Although exhibitions are summative assessments, the process of building up to a student’s final exhibition includes ongoing feedback, assessment, and revision. It provides evidence that students have mastered specific content and standards. The individual or collective topics of these exhibitions may be chosen based on the interests of the students. Exhibitions are typically open to the public with friends, family, and other members of the community invited. Exhibitions may be contained to a single class, an entire school, or multiple schools in a district or community.

Brooke, G., & Andrade, H. (n.d.). Student-Centered Assessment - Exhibitions. Retrieved from https://studentsatthecenterhub.org/wp-content/legacyimg/1_SATC_AssessTools_Exhibitions_042913.pdf
Davidson, J. (2009). Exhibitions: Connecting classroom assessment with culminating demonstrations of mastery. Theory into Practice, 48(1), 36-43.
Ministry of Education Kuwait. (n.d.). Student-Centered Classroom Assessment. Retrieved from https://www.moe.edu.kw/teacher/Documents/%D8%A7%D9%84%D9%84%D8%BA%D8%A9%20%D8%A7%D9%84%D8%A7%D9%86%D8%AC%D9%84%D9%8A%D8%B2%D9%8A%D8%A9/learner%20centered%20teaching/5-Assessment%20in%20LCT%20.pdf
Example of student exhibitions with student and teacher perspectives:

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Coalition of Essential Schools - National Exhibition Month

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5  Digital Assessment Tools for the 21st Century

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5  Digital Assessment Tools for the 21st Century

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Pear Deck- Plan and build interactive presentations that students can participate in via their smart device. It offers unique question types.

Nearpod -This tool is nice in that you can not only gather evidence of student learning, like an all-student response system, but you can also create differentiated lessons based on the data you collected.

Flipgrid This tool lets students use 15-second to 5-minute videos to respond to prompts. Teachers and peers can provide feedback

myON - is a student-centered, personalized literacy platform that offers unlimited access to thousands of enhanced digital books.

Renaissance- is the leader in Pre-K—12 assessment and practice software.Their programs include STAR Math, Reading,and Accelerated Reader

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Differentiate instruction is student centered 

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Differentiate instruction is student centered 

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Differentiation is students centered. The reason is that differentiate classroom operate on the premise that learning experiences are most effective when they are engaging, relevant, and interesting to students.  Learning experience keeps students focused, challenged and most importantly learner builds on knowledge of previously existing knowledge. Therefore, educators who differentiate should understand the need to help students develop agency as learners. Also, in the differentiated classroom, it is essential for students to be active in making and evaluating decisions that benefit their growth (Carol Ann Tomlinson, 2017).

Carol Ann Tomlinson. (2017). How to differentiate instruction in academically diverse classrooms. Alexandria, Va Ascd.

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Carol Tomlinson on Differentiation: Responsive Teaching

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

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

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1. Role Play

Roleplay is a very interactive way for students to learn about concepts being taught in class. Students will have to research the character in order to become experts to act and make decisions according to the role of the character. for example,  a teacher can give a current scenario with different roles that students will have to act out and make decisions. One example in the greater recession that started in the United States.  Students can be given a number of characters to choose from ( CEO of a financial company, an employee of a manufacturing company, finance minister, etc). Ask the students to act out their role and make decisions based on scenarios given and explain their answers.  This will type of activity will require some time to research and some time to develop the character. It will also require the student to understand the scenario and context that are related to the content being taught in class.

Reference:
mrdiegojaque. (2015, April 10). Student-Centered Techniques. Retrieved August 10, 2020, from Diego Jaque website: https://mrdiegojaque.wordpress.com/2015/04/10/student-centered-techniques/

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

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

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2. Scaffolding

Scaffolding means breaking up material in small, more manageable parts while providing some sort of technology. This can be used with all the students in the classroom based on their prior academic level. For example, if you have an ELL student, it may be a good idea to break learning into smaller pieces with a direct set of instructions in order to avoid losing the child while trying to engage him in high order level of thinking. An example given by Ms. Rebecca Alber in her blog post found in Edutopia, states an example that can be used when requiring students to read the material, “When reading…you may give a child an entirely different piece of text to read, you might shorten the text or alter it, and you may give a child an entirely different piece of text to read, you might shorten the text or alter it, and you may modify the writing assignment that follows”
Reference:
mrdiegojaque. (2015, April 10). Student-Centered Techniques. Retrieved August 10, 2020, from Diego Jaque website: https://mrdiegojaque.wordpress.com/2015/04/10/student-centered-techniques/

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What is Student Centered Techniques for Reading?
Student-centered literacy instruction is a skills-rich and text-robust approach to teaching literacy that emphasizes student choice and ownership of their reading, writing, speaking, and listening at all grade levels and subject areas. A student-centered approach to literacy instruction includes opportunities for students to read complex texts through exposure to a variety topics and to demonstrate their understanding of the texts or topics. It also supports students to acquire the skills to analyze texts in writing.

Why It's Important
Literacy instruction across disciplines and grade levels is critically important. Student-centered approach for literacy focuses on student choice, collaboration, and student ownership which improves students' engagement in literary activities.

References
Student-centered literacy. (n.d.). BetterLesson. https://betterlesson.com/browse/learning-domain/17/student-centered-literacy

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1.Gallery Walk
Gallery Walks promote reading comprehension after the reading activity.  It is a type of discussion technique that allows students to be actively engaged as they walk throughout the classroom. They work together in small groups to share ideas and respond to meaningful questions, documents, images, problem-solving situations or texts. A Gallery Walk ensures equitable participation and is structured so that students have time to think about their responses and respond to their classmates.

When to Use  Gallery Walks:
-Use a Gallery Walk at any point in the lesson to engage students in conversation:
-After reading a story to discuss ideas, themes, and characters
-After completing a lab to discuss findings and implications
-To examine historical documents or images
-Before introducing a new topic to determine students’ prior knowledge
-After students have created a poster or any other type of display project
-To generate ideas or pre-writes

References:
Search | BetterLesson coaching. (n.d.). BetterLesson | Professional Learning, Reimagined. https://betterlesson.com/search?types=strategy&focusAreas=17&from=individual_learning_domain

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Student Centered Techniques for Reading 

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Student Centered Techniques for Reading 

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2. Fishbowl
Fishbowl is reading comprehension activity that takes place after the reading activity.  It is a strategy for organizing medium- to large-group discussions. Students are separated into an inner and outer circle. In the inner circle, or fishbowl, students have a discussion; students in the outer circle listen to the discussion and take notes.

Fishbowl is an engaging and student-centered strategy that builds comprehension by discussing the text. In addition, it develops group discussion skills. In the inner circle—or “fishbowl”—students is given the opportunity to multiple viewpoints. The students on the outer circle listen, take notes, and observe. After a given time, the conversation is open to the class. The fishbowl technique is an effective way to engage students with various levels and to teach students to listen, to take turns, and to share different viewpoints.

References:
Student-centered literacy. (n.d.). BetterLesson. https://betterlesson.com/browse/learning-domain/17/student-centered-literacy

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Student Centered Techniques for Reading 

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Student Centered Techniques for Reading 

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3. Notice and Wonder
The Notice and Wonder technique supports students to read the content and activate prior knowledge. During the technique, students first read about a new concept and write about what they notice about that the text and what they wonder about that text. By engaging in this activity, students may become engaged with the content before diving deeper into the content.
References:
Search | BetterLesson coaching. (n.d.). BetterLesson | Professional Learning, Reimagined. https://betterlesson.com/search?types=strategy&focusAreas=17&from=individual_learning_domain

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4. Literature circles
Literature Circles are strategies that support student-led facilitated discussion in small groups. By creating various discussion points or tasks to accomplish during their discussion,  students are given the opportunity to engage in and lead deep conversations on the text they are reading.

References:
How to create a classroom literature circle. (2009, November 23). Edutopia. https://www.edutopia.org/literature-circles-classroom-book-discussion-how-to

Literature circles. (n.d.). Teaching. Learning. Effecting. https://klumbcomprehensionstrategies.weebly.com/literature-circles.html

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Student Centered Techniques for Reading                                                                                                                                                                                                                                                5. Stop Being the ExpertWhile teachers must know the content well in order to teach it, they do not always need to act like the expert. For example, a teacher utilizing the student-centered approach might stop answering all of the students’ questions and doing things for students that they could do or figure out for themselves. Although it can be easier to tell students the answers or do a task for them to save time, it isn’t always what’s best for them. The goal is for students to learn and grow, and since self-discovery is a large part of that process, try prompting and guiding them rather than telling them.                        

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Student Centered Techniques for Reading                                                                                                                                                                                                                                                5. Stop Being the ExpertWhile teachers must know the content well in order to teach it, they do not always need to act like the expert. For example, a teacher utilizing the student-centered approach might stop answering all of the students’ questions and doing things for students that they could do or figure out for themselves. Although it can be easier to tell students the answers or do a task for them to save time, it isn’t always what’s best for them. The goal is for students to learn and grow, and since self-discovery is a large part of that process, try prompting and guiding them rather than telling them.                        

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Teacher uses questioning techniques to engage students - Example 19

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     6. Let Students ExploreTeachers can make lessons come alive by introducing the topic and having students explore it through a hands-on task, problem-solving activity or any other collaborative project where students explore, think and communicate with their classmates.Once the activity is done, have students share their ideas, answers and processes; facilitate a class discussion through questioning. During this discussion, the teacher should also help students connect the dots to the big idea of the lesson. Perhaps this involves using visuals and some interactive lecturing. The key here is that the teacher’s input comes after the students have a chance to explore, think and discuss their ideas. This is a powerful way to help the content stick. One poignant saying said it best: “Teaching is telling; told isn’t taught.”

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     6. Let Students ExploreTeachers can make lessons come alive by introducing the topic and having students explore it through a hands-on task, problem-solving activity or any other collaborative project where students explore, think and communicate with their classmates.Once the activity is done, have students share their ideas, answers and processes; facilitate a class discussion through questioning. During this discussion, the teacher should also help students connect the dots to the big idea of the lesson. Perhaps this involves using visuals and some interactive lecturing. The key here is that the teacher’s input comes after the students have a chance to explore, think and discuss their ideas. This is a powerful way to help the content stick. One poignant saying said it best: “Teaching is telling; told isn’t taught.”

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7.Plan Strategic QuestionsPlanning strategic questions prior to lessons can be a game-changer. As mentioned previously, teachers do not have to give students as much information as traditional lessons often encourage. Instead, teachers should try prompting and guiding students to self-discovery through strategic questions. One of the best ways to plan strategic questions that help students move towards mastery of the lesson objective is to identify misconceptions they might have related to the objective. From there, develop questions that help students think through those misconceptions and move past them. This is empowering for students and helps develop their self-esteem since they are able to navigate challenges themselves, rather than being told the answers or remaining stuck.

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7.Plan Strategic QuestionsPlanning strategic questions prior to lessons can be a game-changer. As mentioned previously, teachers do not have to give students as much information as traditional lessons often encourage. Instead, teachers should try prompting and guiding students to self-discovery through strategic questions. One of the best ways to plan strategic questions that help students move towards mastery of the lesson objective is to identify misconceptions they might have related to the objective. From there, develop questions that help students think through those misconceptions and move past them. This is empowering for students and helps develop their self-esteem since they are able to navigate challenges themselves, rather than being told the answers or remaining stuck.

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Question Chart: Improving Reading Comprehension through Questioning

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8. Use Cooperative Learning StructuresBy using structures like Think-Pair-Share, Quiz-Quiz-Trade, Round Robin and Numbered Heads Together, groups of students are able to develop all of these skills while engaging in the lesson content.   The structured component of this teaching strategy allows all students to participate in non-threatening ways and encourages them to stay on task. Overall, cooperative learning structures are an effective way to get students thinking and talking more.

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8. Use Cooperative Learning StructuresBy using structures like Think-Pair-Share, Quiz-Quiz-Trade, Round Robin and Numbered Heads Together, groups of students are able to develop all of these skills while engaging in the lesson content.   The structured component of this teaching strategy allows all students to participate in non-threatening ways and encourages them to stay on task. Overall, cooperative learning structures are an effective way to get students thinking and talking more.

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4 strategies for a student-centered classroom. (2020, February 3). GCU. https://www.gcu.edu/blog/teaching-school-administration/student-centered-strategies

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Student-centered approaches or techniques that are based on or require collaboration

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Student-centered approaches or techniques that are based on or require collaboration

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In classrooms today, it is not uncommon to see students working together in small groups with their peers or even working in stations around the room and interacting with their teacher. Collaborative learning is not something new, teachers have been using this method in classrooms for many years. The changes, however, come in the types of activities used as well as the different tools available for having students collaborate. Lee Vygotsky, a Russian teacher, and psychologist is credited with first stating that we learn through interactions with our peers and teachers. Social learning theory explains how people can learn in different social contexts and how creating a more active learning community can positively impact a learner’s ability and help meet individual learner goals.
In order to create the best opportunities for students to collaborate, teachers need to consider what the purpose is of designing a more collaborative and interactive learning environment. Part of the consideration should be on how we can help students to build their social-emotional learning skills, to develop communicative abilities as well as to work as part of a collaborative team, that promotes discussion, interaction and problem-solving. There are many ways to create different activities in the classroom that can help students to practice in more authentic ways, and also build confidence and social networks for learning.
Collaboration: Bringing students together to promote learning. (2018, October 14). Getting Smart. https://www.gettingsmart.com/2018/10/collaboration-bringing-students-together-to-promote-learning-can-move/

Link to an article:
Deeper learning: A collaborative classroom is key. (2012, December 31). Edutopia. https://www.edutopia.org/blog/deeper-learning-collaboration-key-rebecca-alber

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Cooperative Learning Model: Strategies & Examples

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Tech tools mix productivity and creativity, getting students to share and collaborate on projects, give and take feedback, annotate, brainstorm, make media, or just hang out. No matter the use, techology provides means to show students how collaboration leads to better knowledge building as well as the development of social and emotional skills like teamwork.

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Increasing Student Collaboration Using Tech Tools

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Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.
https://www.schoology.com/blog/project-based-learning-pbl-benefits-examples-and-resources
The main components of PBL are:

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What are approaches that can help make group work effective?

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What are approaches that can help make group work effective?

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link to article here:

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Cite this guide: Brame, C.J. and Biel, R. (2015). Setting up and facilitating group work:
Using cooperative learning groups effectively. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/.

Many instructors from disciplines across the university use group work to enhance their students' learning. Whether the goal is to increase student understanding of content, to build particular transferable skills, or some combination of the two, instructors often turn to small group work to capitalize on the benefits of peer-to-peer instruction. This type of group work is formally termed cooperative learning, and is defined as the instructional use of small groups to promote students working together to maximize their own and each other's learning (Johnson, et al., 2008).

Cooperative learning is characterized by positive interdependence, where students perceive that better performance by individuals produces better performance by the entire group (Johnson, et al., 2014). It can be formal or informal, but often involves specific instructor intervention to maximize student interaction and learning. It is infinitely adaptable, working in small and large classes and across disciplines, and can be one of the most effective teaching approaches available to college instructors.

What can it look like?

Informal cooperative learning groups
In informal cooperative learning, small, temporary, ad-hoc groups of two to four students work together for brief periods in a class, typically up to one class period, to answer questions or respond to prompts posed by the instructor.

This video shows an example of informal cooperative learning in a large class taught by Tessa Andrews at the University of Georgia:

Additional examples of ways to structure informal group work
Think-pair-share
The instructor asks a discussion question. Students are instructed to think or write about an answer to the question before turning to a peer to discuss their responses. Groups then share their responses with the class.
Peer Instruction
This modification of the think-pair-share involves personal responses devices (e.g. clickers). The question posted is typically a conceptually based multiple-choice question. Students think about their answer and vote on a response before turning to a neighbor to discuss. Students can change their answers after discussion, and "sharing" is accomplished by the instructor revealing the graph of student response and using this as a stimulus for large class discussion. This approach is particularly well-adapted for large classes.
Jigsaw
In this approach, groups of students work in a team of four to become experts on one segment of new material, while other "expert teams" in the class work on other segments of new material. The class then rearranges, forming new groups that have one member from each expert team. The members of the new team then take turns teaching each other the material on which they are experts.
Formal cooperative learning groups
In formal cooperative learning students work together for one or more class periods to complete a joint task or assignment (Johnson et al., 2014). There are several features that can help these groups work well:

The instructor defines the learning objectives for the activity and assigns students to groups.

The groups are typically heterogeneous, with particular attention to the skills that are needed for success in the task.

Within the groups, students may be assigned specific roles, with the instructor communicating the criteria for success and the types of social skills that will be needed.

Importantly, the instructor continues to play an active role during the groups' work, monitoring the work and evaluating group and individual performance.

Instructors also encourage groups to reflect on their interactions to identify potential improvements for future group work.

This video shows an example of formal cooperative learning groups in David Matthes' class at the University of Minnesota:

There are many more specific types of group work that fall under the general descriptions given here, including team-based learning, problem-based learning, and process-oriented guided inquiry learning.

What's the theoretical underpinning?

The use of cooperative learning groups in instruction is based on the principle of constructivism, with particular attention to the contribution that social interaction can make. In essence, constructivism rests on the idea that individuals learn through building their own knowledge, connecting new ideas and experiences to existing knowledge and experiences to form new or enhanced understanding (Bransford, et al., 1999). The consideration of the role that groups can play in this process is based in social interdependence theory, which grew out of Kurt Koffka's and Kurt Lewin's identification of groups as dynamic entities that could exhibit varied interdependence among members, with group members motivated to achieve common goals. Morton Deutsch conceptualized varied types of interdependence, with positive correlation among group members' goal achievements promoting cooperation.

Lev Vygotsky extended this work by examining the relationship between cognitive processes and social activities, developing the sociocultural theory of development. The sociocultural theory of development suggests that learning takes place when students solve problems beyond their current developmental level with the support of their instructor or their peers. Thus both the idea of a zone of proximal development, supported by positive group interdependence, is the basis of cooperative learning (Davidson and Major, 2014; Johnson, et al., 2014).

Cooperative learning follows this idea as groups work together to learn or solve a problem, with each individual responsible for understanding all aspects. The small groups are essential to this process because students are able to both be heard and to hear their peers, while in a traditional classroom setting students may spend more time listening to what the instructor says.

Cooperative learning uses both goal interdependence and resource interdependence to ensure interaction and communication among group members. Changing the role of the instructor from lecturing to facilitating the groups helps foster this social environment for students to learn through interaction.

Is there evidence that it works?

David Johnson, Roger Johnson, and Karl Smith performed a meta-analysis of 168 studies comparing cooperative learning to competitive learning and individualistic learning in college students (Johnson et al., 2006). They found that cooperative learning produced greater academic achievement than both competitive learning and individualistic learning across the studies, exhibiting a mean weighted effect size of 0.54 when comparing cooperation and competition and 0.51 when comparing cooperation and individualistic learning. In essence, these results indicate that cooperative learning increases student academic performance by approximately one-half of a standard deviation when compared to non-cooperative learning models, an effect that is considered moderate. Importantly, the academic achievement measures were defined in each study, and ranged from lower-level cognitive tasks (e.g., knowledge acquisition and retention) to higher level cognitive activity (e.g., creative problem solving), and from verbal tasks to mathematical tasks to procedural tasks. The meta-analysis also showed substantial effects on other metrics, including self-esteem and positive attitudes about learning. George Kuh and colleagues also conclude that cooperative group learning promotes student engagement and academic performance (Kuh et al., 2007).

Springer, Stanne, and Donovan (1999) confirmed these results in their meta-analysis of 39 studies in university STEM classrooms. They found that students who participated in various types of small-group learning, ranging from extended formal interactions to brief informal interactions, had greater academic achievement, exhibited more favorable attitudes towards learning, and had increased persistence through STEM courses than students who did not participate in STEM small-group learning.

The box below summarizes three individual studies examining the effects of cooperative learning groups.

What are approaches that can help make group work effective?
Preparation Articulate your goals for the group work, including both the academic objectives you want the students to achieve and the social skills you want them to develop. Determine the group conformation that will help meet your goals.
In informal group learning, groups often form ad hoc from near neighbors in a class.

In formal group learning, it is helpful for the instructor to form groups that are heterogeneous with regard to particular skills or abilities relevant to group tasks. For example, groups may be heterogeneous with regard to academic skill in the discipline or with regard to other skills related to the group task (e.g., design capabilities, programming skills, writing skills, organizational skills) (Johnson et al, 2006).

Groups from 2-6 are generally recommended, with groups that consist of three members exhibiting the best performance in some problem-solving tasks (Johnson et al., 2006; Heller and Hollabaugh, 1992).

To avoid common problems in group work, such as dominance by a single student or conflict avoidance, it can be useful to assign roles to group members (e.g., manager, skeptic, educator, conciliator) and to rotate them on a regular basis (Heller and Hollabaugh, 1992). Assigning these roles is not necessary in well-functioning groups, but can be useful for students who are unfamiliar with or unskilled at group work.
Choose an assessment method that will promote positive group interdependence as well as individual accountability.
In team-based learning, two approaches promote positive interdependence and individual accountability. First, students take an individual readiness assessment test, and then immediately take the same test again as a group. Their grade is a composite of the two scores. Second, students complete a group project together, and receive a group score on the project. They also, however, distribute points among their group partners, allowing student assessment of members' contributions to contribute to the final score.

Heller and Hollabaugh (1992) describe an approach in which they incorporated group problem-solving into a class. Students regularly solved problems in small groups, turning in a single solution. In addition, tests were structured such that 25% of the points derived from a group problem, where only those individuals who attended the group problem-solving sessions could participate in the group test problem. This approach can help prevent the "free rider" problem that can plague group work.

The University of New South Wales describes a variety of ways to assess group work, ranging from shared group grades, to grades that are averages of individual grades, to strictly individual grades, to a combination of these. They also suggest ways to assess not only the product of the group work but also the process. Again, having a portion of a grade that derives from individual contribution helps combat the free rider problem.
Helping groups get started Explain the group's task, including your goals for their academic achievement and social interaction. Explain how the task involves both positive interdependence and individual accountability, and how you will be assessing each.
Assign group roles or give groups prompts to help them articulate effective ways for interaction. The University of New South Wales provides a valuable set of tools to help groups establish good practices when first meeting. The site also provides some exercises for building group dynamics; these may be particularly valuable for groups that will be working on larger projects.

Regularly observe group interactions and progress, either by circulating during group work, collecting in-process documents, or both. When you observe problems, intervene to help students move forward on the task and work together effectively. The University of New South Wales provides handouts that instructors can use to promote effective group interactions, such as a handout to help students listen reflectively or give constructive feedback, or to help groups identify particular problems that they may be encountering.

Assessing and reflecting

In addition to providing feedback on group and individual performance (link to preparation section above), it is also useful to provide a structure for groups to reflect on what worked well in their group and what could be improved. Graham Gibbs (1994) suggests using the checklists shown below.

The University of New South Wales provides other reflective activities that may help students identify effective group practices and avoid ineffective practices in future cooperative learning experiences.

References

Bransford, J.D., Brown, A.L., and Cocking, R.R. (Eds.) (1999). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Bruffee, K. A. (1993). Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore, MD: Johns Hopkins University Press.

Cabrera, A. F., Crissman, J. L., Bernal, E. M., Nora, A., Terenzini, P. T., & Pascarella, E. T. (2002). Collaborative learning: Its impact on college students' development and diversity. Journal of College Student Development, 43(1), 20-34.

Davidson, N., & Major, C. H. (2014). Boundary crossing: Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching, 25 (3&4), 7-55.

Dees, R. L. (1991). The role of cooperative leaning in increasing problem-solving ability in a college remedial course. Journal for Research in Mathematics Education, 22(5), 409-21.

Gokhale, A. A. (1995). Collaborative Learning enhances critical thinking. Journal of Technology Education, 7(1).

Heller, P., and Hollabaugh, M. (1992) Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. American Journal of Physics 60, 637-644.

Johnson, D.W., Johnson, R.T., and Smith, K.A. (2006). Active learning: Cooperation in the university classroom (3 rd edition). Edina, MN: Interaction.

Johnson, D.W., Johnson, R.T., and Holubec, E.J. (2008). Cooperation in the classroom (8 th edition). Edina, MN: Interaction.

Johnson, D.W., Johnson, R.T., and Smith, K.A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journl on Excellence in College Teaching 25, 85-118.

Jones, D. J., & Brickner, D. (1996). Implementation of cooperative learning in a large-enrollment basic mechanics course. American Society for Engineering Education Annual Conference Proceedings.

Kuh, G.D., Kinzie, J., Buckley, J., Bridges, B., and Hayek, J.C. (2007). Piecing together the student success puzzle: Research, propositions, and recommendations (ASHE Higher Education Report, No. 32). San Francisco, CA: Jossey-Bass.

Love, A. G., Dietrich, A., Fitzgerald, J., & Gordon, D. (2014). Integrating collaborative learning inside and outside the classroom. Journal on Excellence in College Teaching, 25(3&4), 177-196.

Smith, M. E., Hinckley, C. C., & Volk, G. L. (1991). Cooperative learning in the undergraduate laboratory. Journal of Chemical Education 68(5), 413-415.

Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 96(1), 21-51.

Uribe, D., Klein, J. D., & Sullivan, H. (2003). The effect of computer-mediated collaborative learning on solving ill-defined problems. Educational Technology Research and Development, 51(1), 5-19.

Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA: MIT Press.

Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Cite this guide:
Brame, C.J. and Biel, R. (2015). Setting up and facilitating group work: Using cooperative learning groups effectively. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Group work: Using cooperative learning groups effectively

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by Cynthia J. Brame, CFT Assistant Director and Rachel Biel, CFT undergraduate intern Print Version Cite this guide: Brame, C.J. and Biel, R. (2015). Setting up and facilitating group work: Using cooperative learning groups effectively. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/. Many instructors from disciplines across the university use group work to enhance their students' learning....

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Encourage student collaboration and group projects

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Encourage student collaboration and group projects

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"When students work with each other they are learning a great deal more than just the lesson content. They are gaining an appreciation for the diversity that exists in our schools and communities. They are also learning to have respect for what may sometimes be very differing points of view. And finally, they are able to bounce their ideas back and forth with each other, creating a much greater opportunity to grow these ideas into something great."

Reference
7 ways to create a student centered classroom. (2019, September 4). Retrieved from https://www.hindustantimes.com/education/7-ways-to-create-a-student-centered-classroom/story-tdXg0obXV5ixsaSx7ZeubN.html

Full article is here:

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It just sort of sounds good as it rolls of the tongue, student-centered classroom. We've all heard the phrase coined before, yet most educators would agree that developing a student centered classroom is becoming more of a necessity and norm these days than a luxury or innovative new approach to teaching.

Representative(AFP)

The traditional classroom where students sit quietly and attentively in their seats, while the teacher pours vast amounts of wisdom and knowledge into their sponge like brains is over (assuming it ever existed.) This is especially true for middle school and high school classes where "teaching" can be a constant battle.

Hindustan Times - your fastest source for breaking news! Read now.

So what exactly is a student-centered classroom? In short, a student-centered classroom, or student-centered learning environment, is one where the focus of instruction is shifted from the teacher to the student, with the end goal of developing students who are autonomous and independent, by placing the responsibility of learning in the hands of the students. Many proponents of student-centered learning would argue that it's one of the most effective ways to help students develop the skills required for independent problem-solving and lifelong learning.

In the more traditional "teacher-centered learning" environment, the teacher is center of the learning experience and takes the "active" role of teaching, while the students assume a more "passive" or receptive role. In contrast, in the student-centered learning environment, the interests of the students' take center stage and the teacher gives students choice and voice, finding ways to provide learning experiences that focus on what students value. In the student-centered classroom, students take a more "active" role in the education experience.

It doesn't matter if you're a kindergarten teacher, high school instructor or college professor, developing a student-centered learning environment will help your students become independent learners who will ultimately take charge of their own education-students who are curious, eager to learn, and willing to do whatever it takes to be successful.

Unfortunately, developing a student-centered learning environment isn't always easy, especially if your experience frames learning in a more traditional way. For many, implementing a student-centered learning environment sounds great in theory, but putting it into practice is a different story. Below we'll explore some strategies, principles and offer some proven tips that can make the student-centered learning environment a reality, and success, in your classroom.

In a traditional classroom, the teacher speaks, the students listen. In a student-centered classroom, the students speak, the teacher listens, interjects and facilitates conversation when needed, and then thanks the students for their participation. By involving students directly in the education process, and by enabling them to interact with one another, students begin to feel a sense of community. More importantly they are shown that what they feel, what they value, and what they think are what matter most. In the student-centered classroom, the teacher acts not only as educator, but as both facilitator and activator.

In more traditional approaches, the teacher stands in the front of the room lecturing while the students sit passively watching and (hopefully) listening. Students work individually, while cooperative learning is often discouraged. Thankfully, student centered instruction breaks through many of these boundaries, as this method of instruction focuses on the process of learning.

Student centered teaching shifts the focus from the teacher to the student. It encourages active participation on the part of the students and requires that they monitor their own thinking. Students are also expected to not only be conscious of their learning but to also assume responsibility. Student motivation generally increases with student centered learning, as does student achievement and overall satisfaction with the school experience.

There are many ways to incorporate student centered techniques into classroom resources and lessons:
1. Allow for student choice and autonomy
This might mean providing project, classroom and homework assignment options, as well as allowing students to design their own seating arrangements. Providing more types of question types in assessments also gives students the chance to make their own choices. Finally, encourage teachers to give the students a few minutes of downtime to use as they'd like (within reason of course).
2. Use open-ended questioning techniques
This practice encourages critical and creative thinking and enhances problem-solving skills. Open-ended questioning encourages clear communication and provides students with reassurance that their thoughts and ideas matter.
3. Engage in explicit instruction
Explicit instruction moves away from the skill and drill attitude of teaching. It is a much more direct and engaging method of instruction that pulls the students right into the heart of the lesson. Students are active participants in what is going on, rather than bystanders and onlookers.
4. Encourage student collaboration and group projects
When students work with each other they are learning a great deal more than just the lesson content. They are gaining an appreciation for the diversity that exists in our schools and communities. They are also learning to have respect for what may sometimes be very differing points of view. And finally, they are able to bounce their ideas back and forth with each other, creating a much greater opportunity to grow these ideas into something great.
5. Encourage student reflection
Student reflection allows students to slow things down a bit and take a step back to analyze things. It also allows time for their brains to process what they have been learning. Reflection creates space and time for individual and group growth.
6. Create individual self-paced assignments
All students don't work at the same speed and assignments should reflect this. Allowing students to move through material at a rate that best fits their learning styles and needs makes it more likely that they will gain deeper understanding of the subject matter.
7. Get the students involved in community-based activities and service-learning projects
This helps students to see their important role in the larger world. They are given the chance to learn how valuable and fulfilling it can be to give back to others. Learning becomes more organic and less rigid. Students have the opportunity to see firsthand that learning opportunities surround us everywhere where we go.

Creating a more student centered classroom does not have to be hard for teachers

Your role as publisher can be of great help, as you incorporate many of these techniques right into the resources you are creating. See the students as an integral part of the learning process, and you're on your way!
(Author Siddarth Rajgarhia is director of Delhi Public School, Nashik. Views expressed here are personal.)

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student collaboration and group projects

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7 ways to create a student centered classroom

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The traditional classroom where students sit quietly and attentively in their seats, while the teacher pours vast amounts of wisdom and knowledge into their sponge like brains is over (assuming it ever existed.) This is especially true for middle school and high school classes where "teaching" can be a constant battle.

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Sesame Street: Big Bird sings "That's Cooperation"

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When students collaborate, they learn to listen to one another's ideas, become sensitive to how to give feedback, develop strong communication and become very skilled at collaboration.

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Collaboration Learning: Creating a Collaboration Log helps students become aware of the role clear communication plays in working well together.

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Collaboration Learning: Creating a Collaboration Log helps students become aware of the role clear communication plays in working well together.

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Here is an example of a collaboration log:
Erin: You guys had some struggles at the end of the prototyping, right? I noticed on your collaboration log a disagreement about how one of the parts was going to be shaped.

Because we really focus on collaboration at this school, students are more successful in their projects.

Student: I flipped it, so that was my bad.

Erin: When they graduate from here, they're going to be really good at working with people, in the workforce or in college. More than knowledge, collaboration is something that they can carry forward and use in the future.

You feel good about that? Okay.

Our mission is to train future leaders and innovators who can go out into the world and problem solve.

John: I think collaboration really improves your work a lot, because it brings you new ideas that you would not have thought of before.

Ray: You can't just be like, "Hey, my idea's the best and you guys just leave me alone." You have to figure out a way to incorporate everyone so that it can turn out a good product in the end.

Student: I think it goes there.

Erin: So at our school, project based learning really provides authentic opportunities for students to collaborate from grade six through eight. So when they come to eighth grade, they can really analyze their collaboration a little bit more.

Today we're working on our final models. All of you should be done with your prototyping at this point, assembling the parts that you've cut out.

John: My partner and I are modelling where the Indian plate meets the Eurasian plate, and how they collide to form the Himalayas.

Ray: So the Himalayas is a continental convergent. Two continental plates are going towards each other.

Erin: At the beginning of each class, we ask them to fill out the goals and roles chart.

Ray: Okay, so I put that you were going to sketch and cut fabric.

Erin: If the group sets out really clear tasks that each person is going to work on, they're more motivated to get the work done, and it's a lot easier to hold them accountable for doing that work.

John: When you're collaborating, as you move through the project, we kind of learned what each other was good at.

Ray: I'm better at duct taping and he's better at like, the table foam cutter. I'm more of a perfectionist so like, I'll do the small details and he'll do the bigger ones.

John: So yep, I think it goes a lot easier.

We've gone through a lot of like, stages and changes.

Student: And if we can't get it straight, we can just sand it a little bit.

Student: Yeah.

John: But you have to be willing to compromise to make the product better.

Student: Yeah, that's good.

Erin: All right, everyone, it's time to transition to collaboration logs and doing our--

At the end of the period, they're going to reflect on whether they met their goals and fill out their collaboration log.

Ray: I feel like we both had a good attitude towards the project. Then is the next participation?

John: Participation.

So all the group members grade each other on whether we were on task, participating, communicating.

Student: I feel like you should also get a one in communication, because you didn't talk to us, most of the last period.

Student: Do you agree with that?

Ray: You did good on the duct tape. It was your first time trying it and so I feel like you should get a two in that.

Collaboration logs are a great way to communicate to your group members about how they're working, because sometimes your partners don't realize that they're not collaborating that well.

Ray: I like it, because I like to know what I can improve upon, what I could do better.

John: The teacher can also see the collaboration log.

Erin: I think lately you haven't been providing specific evidence, and you haven't been reflecting as much.

I look at the logs on a semi-regular basis and hope the group problem solve.

I've noticed in your collaboration log lately that you've been taking away points for not managing your time very well.

Ray: Yeah.

Erin: Is there something that you've planned to do to kind of make adjustments for that?

Ray: Well, like, the more we do it, I feel like the better we get at it, and so I--

Collaboration, it's a big part of life, because you learn how to work with different types of people, so that later on, when you're in college or your job, you can work with those types of people in the real world.

Erin: I always tell students at the beginning of the project, if you get collaboration skills out of this, I'm going to be happy. You may or may not use your knowledge of plate tectonics in the future, but you will definitely use collaboration.

Student: We came up with the best decisions for what we want to do so far.
Reference
Making teamwork more intentional. (2020, July 10). Retrieved from https://www.edutopia.org/video/making-teamwork-more-intentional