# data[].attributes.headline
A student centered approaches to address differentiation 

# data[].attributes.subject
A student centered approaches to address differentiation 

# data[].attributes.body
Differentiation should mainly concern around student's ability, motivation, readiness and learning profile.

Differentiation is not necessarily IEP or less work for the students, but individually instructed curriculum that can help the student to learn better with group and individual instructions.

# data[].attributes.headline
A DEFINITION OF STUDENT-CENTERED ASSESSMENT

# data[].attributes.subject
A DEFINITION OF STUDENT-CENTERED ASSESSMENT

# data[].attributes.body
Carol Tomlinson said, “Assessment is today’s means of modifying tomorrow’s instruction.”  Data such as test scores can give us a window into better serving our students, but it's not the whole window. (Andrew Miller, 2015). So by assessing students' passions, learning styles, success skills, and levels of rigor, teachers can create a student-centered classroom.

Student-centered assessments generally focus more on “formative assessment” which assesses during the process of learning, rather than “summative assessment” which is the outcome of the program, such as a midterm or end of term exam.

More specifically, formative assessment can help students identify their strengths and weaknesses and target areas that need work. Also, it helps the faculty to recognize where students are struggling and address problems immediately

Moreover, student-centered assessments have several additional defining qualities such as being: (1)Individualised; (2)Focused on learning and growth; (3)Motivating; (4)Amenable to actively engaging students in the regulation of their own learning; and (5)Informative and useful to a variety of audiences. (Heidi Andrade, Kristen Huff, and Georgia Brooke, 2012. p2)

# data[].attributes.body
2. Peer Assessment

The purpose of peer assessment is for learners to provide feedback to one another on the quality of a product or performance (Topping 2010). Students engaged in peer assessment help one another identify strengths, weaknesses, and target areas for improvement. Peer assessment can improve the quality and effectiveness of learning across grade levels, particularly in writing. Furthermore, both the assessee and the assessor benefit from peer assessment. (Heidi Andrade, Kristen Huff, Georgia Brooke, 2012, p8)

Topping (2010) argues that effective peer assessment involves the following steps:

1. Students and teachers co-create assessment criteria.

2. Peers are placed into pairs or small groups based on similar ability levels.

3. The teacher provides training by modeling how to assess a piece of work using explicit criteria.

4. Students get a checklist with peer assessment guidelines.

5. The activity to be assessed and timeline is specified.

6. The teacher monitors the progress of the peer assessment groups.

7. The quality of the feedback is examined.

8. Reliability is checked by comparing teacher- and peer-generated feedback.

9. The teacher provides feedback to the students about the effectiveness of their assessments.

# data[].attributes.attachment_link.title
How to get ACTIONABLE peer feedback in 20 minutes

# data[].attributes.headline
Below are 4 ways that teachers can implement the student-centered assessment.

# data[].attributes.subject
Below are 4 ways that teachers can implement the student-centered assessment.

# data[].attributes.body
1. Self-Assessment
The purpose of self-assessment is to identify areas of strengths and weaknesses in one’s work in order to make improvements and promote learning, achievement, and self-regulation (Andrade & Valtcheva 2009). Effective self-assessment involves students comparing their work to clear standards and generating feedback for themselves about where they need to make improvements.

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

There are 3 ways for self-assessment (Georgia Brooke & Heidi Andrade, 2013):
(1)Using a checklist to guide self-assessment.
(2) Using colored pencils and a rubric.
(3)Co-creating a rubric with students.

# data[].attributes.body
"A good one is jigsaw method and there are so many ways to adapt it!" -leia

# data[].attributes.headline
"Teachers encourage student-centered learning by allowing students to share in decisions, believing in their capacity to lead, and remembering how it feels to learn" (McCarthy, J. 2015)

# data[].attributes.subject
"Teachers encourage student-centered learning by allowing students to share in decisions, believing in their capacity to lead, and remembering how it feels to learn" (McCarthy, J. 2015)

# data[].attributes.body
A student-centered learning model has four main characteristics:

voice,

choice,

competency-based progression, and

continuous monitoring of student needs (Harrington & DeBruler, 2019).

# data[].attributes.headline
Potential Challenges of the Student-Centered Approach (How to Solve Them)

# data[].attributes.subject
Potential Challenges of the Student-Centered Approach (How to Solve Them)

# data[].attributes.body
Noisier learning space- When students are productive and competitive, noise is an acceptable and manageable reward.
Time and classroom management- Establish rules so that students assume responsibility for managing their projects and activities in the classroom.
Uneven distribution of knowledge among students: Empower students to mentor their peers, provide students with enough time to learn at their own pace
Adopting techniques od centered learning gradually rather than all at once so students will adapt easily

# data[].attributes.attachment_link.title
Education in the 21st Century - Student Centered Learning

# data[].attributes.body
McCarthy,J. 2015.

Student-Centered Learning: It Starts With the Teacher. https://www.edutopia.org/blog/student-centered-learning-starts-with-teacher-john-mccarthy

Sudderth, A(2022).

What Is Student Centered Learning and Why Is It Important?. https://xqsuperschool.org/rethinktogether/what-is-student-centered-learning/

Green, C. & Harrington, C. (2020). Student-centered learning: In principle and in practice. Lansing, MI: Michigan Virtual University. Available from https://michiganvirtual.org/research/publications/student-centered-learning-in-principle-and-in-practice/

# data[].attributes.attachment_link.title
Student-Centered Learning: It Starts With the Teacher

# data[].attributes.attachment_link.description
Teachers encourage student-centered learning by allowing students to share in decisions, believing in their capacity to lead, and remembering how it feels to learn.

# data[].attributes.headline
A student-centered literacy classroom that focus on choice, collaboration, and ownership in order to increase student engagement and improve literacy outcomes.

# data[].attributes.subject
A student-centered literacy classroom that focus on choice, collaboration, and ownership in order to increase student engagement and improve literacy outcomes.

# data[].attributes.attachment_link.title
Learner Centered Literacy:  Owning Their Own Reading

# data[].attributes.headline
The overall objective of student centered learning for reading:

# data[].attributes.subject
The overall objective of student centered learning for reading:

# data[].attributes.body
1. To give students some control over their learning thus keeping them interested.
2. For students to reflect on what they are learning and why they are learning it.
3.When students know the instructional objectives and desired outcome of their learning; they become stakeholders in their learning.
4. To encourage increased collaboration in the classroom by creating a small community of learners.

# data[].attributes.headline
Benefits of student centered learning for reading:

# data[].attributes.subject
Benefits of student centered learning for reading:

# data[].attributes.body
1.  Through increased group work and team work students are able to enhance their communication and collaboration skills.

2. Students learn how to manage and take control of their own learning by completing task independently and at their own pace.

3. Students are more interesting in learning when they're able interact and collaborate with their peers.

# data[].attributes.headline
Some instructional methods for student centered learning in reading: Learning Centers

# data[].attributes.subject
Some instructional methods for student centered learning in reading: Learning Centers

# data[].attributes.body
Break students into groups, giving each member a different task. Bring the group back together and share

# data[].attributes.body
*sight word uno,
*phonics jenga
*roll and read

# data[].attributes.body
Problem based learning seek to solve problems, learners find a solution while teacher facilitates.

# data[].attributes.headline
Plan units that are product driven with an essential question learners seek to answer.

# data[].attributes.subject
Plan units that are product driven with an essential question learners seek to answer.

# data[].attributes.body
Pre reading strategies which increase comprehension
KWL chart
picture walk
preview text
set a purpose
make predictions

# data[].attributes.body
Is a form of active learning that starts by posing questions, problems or scenarios

# data[].attributes.body
Is an educational approach which aims to organize classroom activities into academic and social learning experiences

# data[].attributes.headline
How the "The Jigsaw Method" can help collaboration

# data[].attributes.subject
How the "The Jigsaw Method" can help collaboration

# data[].attributes.body
The idea is simple- each student is supposed to research a piece of information that relates to a whole topic before they all come together and connect it. This allows a variety of students to collaborate and work together to share information.

First, you have to put your students into small or medium sized groups.
Next, divide the lesson into parts. For example, if you're learning about the rain forest then you can break it into animals, plants, human interaction, etc. You should assign each group to research one part.
Last, have students visit the other groups to share their information and "piece" it all together.

The overall goal not only requires students to work in their own small groups, but also interact with other groups acting as a representative. This allows them not only research on a small-scale, but also be directly responsible for each other's learning.

# data[].attributes.body
There are many student-centered approaches we can use to address differentiation, but the first thing the teachers must do is to get to know your students better.

Finding out what the students need from surveys, or from direct observation, teachers can have a better understanding of what motivates the student.

Here are some crucial techniques one can use to address differentiation.

1. Blended learning
Instead of giving absolute deadline or goals, be flexible in terms of workload or time frame.

2. Interactive classes
Allow student participation in class with class discussions where students can voice their opinion. Allow shy students to write down their opinion as well.

3. Menus
Give options for students in assignments ( students are allowed to choose how they want a project to be done). This way students can learn the materials voluntarily.

4. Relational Teaching
Relate class materials into student life. Connect what they've learned with a funny story, or to a real world problem. This way students can memorize better.

5. RTI & MTSS
Personalized learning approaches can help students who do not understand the class material in the very beginning. If a student's struggling too hard, use these methods.

# data[].attributes.attachment_link.readable_text
Rachelle Dene Poth, teacher Riverview School District, writes: "When students have choices in how to show what they have learned, they are more likely to be engaged and excited for learning. They will feel valued​, ​ and the lesson and learning will be more meaningful because it has been made person​​al to them." Read her full article here.

There are a multitude of ways to apply student-centered learning in the classroom, and all these approaches can be mixed and matched. Peruse the library below and uncover learning tactics for hands-on and student-centered learning.

Blended Learning

Blended learning means that student s don't necessarily have to be taught in the traditional setting based on their grade level or age. When basing instruction on mastery of standards, such as in standards-referenced grading, if a student has proven mastery on a particular standard, they are encouraged and challenged to move on, and student s who need extra time to master a standard are given just that... more time.

Make blended learning a reality in your classroom >>

Concpet-Based Curriculum

Concept-based curriculum(CBC) is an approach to curriculum design that moves away from subject-specific content and instead emphasizes "big ideas" that span multiple subject areas or disciplines. For example, in a CBC classroom, student s may study the big idea of "change" in a variety of areas, from patterns in mathematics, to civilizations in social studies, to life cycles in science.
Learn how one school fostered a hands-on concept-based curriculum >>

Flexible Seating

More and more classrooms are beginning to resemble Starbucks, rather than something from 100 years ago. Through flexible seating, students are taking control of their time at school. Despite the initial challenges of setting up the expectations, students thrive in collaborative open spaces. On a global level, student s sit for an average of 8.5 hours a day.

There is a small but enthusiastic group of teachers and administrators who believe that kids are destined to do more than just spend their school days sitting still with their knees tucked under a desk. The flexible seating movement allows students to choose their view and seating at school. Through choice and flexibility student s take ownership of their learning and experiences at school.
Read more about flexible seating and other classroom strategies >>

Interactive Lessons

In developing student-led classroom lesson, a teacher explains: "I stepped back and had the students lead our classroom. It was a really good way to learn a lot more about the students, to better understand what their needs were in terms of the content material, and for the students to learn about each other. Giving student s the control and the opportunity to become the creators and leaders in the class has tremendous benefits and it has been something that we have enjoyed."
Buildstudent-led lessons >>

Maker Movement

With the help of the school and larger community, Mount Lebanon School District built Makerspaces to revamp libraries and boost student engagement and hands-on learning. Their Principal writes:
What began as a challenge to reimagine our elementary school libraries has evolved into the establishment of a collaborative, creative makerspace in each of our seven elementary schools. This initiative was a natural response to the changes in how libraries are used and how research is done. School libraries are no longer quiet places to warehouse print materials or an area where students read articles and books. Libraries are lively hubs of activity where students meet to collaborate on many interdisciplinary projects and to use the amazing resources and technology available there to create and innovate. Read how a district built makerspaces across its schools >>

Multiple Intelligences

Each studentcomes to a classroom as an individual who has developed a different type of intelligence. This means that each studenthas their own intelligence superiorities and weaknesses. Called a learning style, these intelligence domains determine how easily or difficultly a student can learn through a specific teaching method.

There can be more than one learning style present in a classroom. To balance learning styles and subject matter, a teacher should show student s how to understand a subject which addresses one of their weak intelligence domains by applying their most developed intelligence domain.

Moreover, student s who apply their strong fields of intelligences in learning activities can learn a subject that they used to hate with joy and without pressure.
Learn more about the Multiple Intelligences Theory and how to integrate it into instruction >>

Place-Based Learning

Place-based learning (sometimes referred to as "PBE," "Place-Based Education") focuses the opportunity for learning on the cultural, economic, environmental, geographical, and community aspects derived from a specific location. Focused on anthropological and field-based studies, student s immerse themselves completely in the "web" of what it means to address issues specific to a particular location. While place-based learning can focus on solving a community problem or proposing a solution, it can also be used to achieve a deeper understanding of our people.
Integrate place-based learning in your classroom >>

Project-Based Learning

Project-Based Learning("PBL") involves designing student learning around a sustained, real-world project. This usually includes an interdisciplinary approach, one that might involve research, mathematical computation, scientific exploration, writing, multimedia production, and other mediums of learning and expression. Potentially the most confusing part about PBL is that Project-Based Learning is different from "Projects."
Use project-based learning to increasestudentengagement >>

Project-Based Learning

Project-Based Learning("PBL") involves designing student learning around a sustained, real-world project. This usually includes an interdisciplinary approach, one that might involve research, mathematical computation, scientific exploration, writing, multimedia production, and other mediums of learning and expression. Potentially the most confusing part about PBL is that Project-Based Learning is different from "Projects."
Use project-based learning to increasestudentengagement >>

Relational Teaching

Relational learning provides opportunities for authentic connection between studentand teacher and uses the knowledge gained from those relationships to push individual understanding. Examples used in the classroom revolve around studentinterests or maybe funny stories that happened to the teacher. Classes provide opportunities for student s to share about themselves and the teacher to share their experiences as well.
Guidestudent-centered learning with the relational teaching framework >>

RTI & MTSS

Response to Intervention is a personalized learning approach that provides supplemental instruction for students who don't grasp material when it's initially taught. Interventions are targeted based on the student 's need.

Multi-Tiered System of Supports (MTSS) relate to RtI and reflect the systems of supports built in to intervention approaches.
Personalize teaching with RtI to MTSS >>

Station Learning

Station Learning provides student s the opportunity to work with peers at similar academic levels or with similar learning needs while rotating through different stations.

A school in California is taking station rotationmodel for differentiated and personalized instruction. In this model, the teacher uses three to four stations that are rotated on a fixed schedule. One station is a teacher directed-instruction group; another station is a technology station that utilizes adaptive software such as IXL; and the other two stations can be independent work, task cards, or collaborative group work. The station rotation model of HET can allow the teacher to differentiate groups and tailor activities according to student needs.
A great resource for station is learning is StemJobs "A Beginner's-Guide to Station-Based Learning" >>

Tiered-Assignments

"Much like flexible grouping-or differentiated instruction as a whole, really-tiered assignments do not lock students into ability boxes. Instead, particular student clusters are assigned specific tasks within each group according to their readiness and comprehension-without making them feel completely compartmentalized away from peers at different achievement levels."
Read more in this Teach Hub article >>

Universal Design for Learning

UDL is an approach to designing curriculum and instruction that prioritizes accessibility and inclusivity. At the heart of UDL is a belief that a classroom designed for students at the margins is better for all student s. As opposed to what we typically see with differentiated instruction-with curriculum being retro-fitted to accommodate learners as their needs arise-UDL takes all learners' needs and abilities into consideration from the beginning.

The first thing we have to do is look at studentproduct. Do the choices we give student s truly represent different ways to interpret what you've learned to build a product, or are we asking them to create one of a few versions of essentially the same thing?

We also need to go all the way back to, "What did the instructor, the educator, what did they intentionally design? How did they consciously examine and deliberately design for the known facets that are going to come up, whether it be resource, curricular, technological, accessibility, or language issues?"
Create the ultimate personalized learning environment with Universal Design for Learning >>

# data[].attributes.attachment_link.title
15 Approaches to Student-Centered Learning - Atlas

# data[].attributes.attachment_link.description
There are a multitude of ways to apply student-centered learning in the classroom, and all these approaches can be mixed and matched.

# data[].attributes.attachment_link.title
Student Centered Learning: Why, How, & What

# data[].attributes.body
There are three main ways to address differentiation.

1. Differentiation by Skill
Teachers can differentiate students based on their ability to complete challenging task or reviewing assignments. Teachers need to collaborate with students in order to find places for improvements.

2. Differentiation by Choice
Teachers can give options and choice to students. It can be what they want to learn about, or what methods they'll be using to complete projects.

3. Differentiation by Learning Style
Teachers can provide multiple tools to learn the same class materials such as interviews, art project, presentation, essay and others.

# data[].attributes.body
Macarthy John (2019, April 10th). Student-Centered Learning: It Starts With the Teacher. https://www.edutopia.org/blog/student-centered-learning-starts-with-teacher-john-mccarthy

Student Centered Learning: Why, How, & What

https://www.youtube.com/watch?v=WvzVAQkuSqU

Usher K, (2019, April 10th). Differentiating by Offering Choices. https://www.edutopia.org/article/differentiating-offering-choices

15 Approaches to Student-Centered Learning

https://www.onatlas.com/blog/student-centered-learning

# data[].attributes.body
3. Portfolios

An academic portfolio is a purposeful collection of student work that includes student involvement in its construction and student reflection on its contents (Belgrad, Burke, & Fogarty 2008). For portfolios to be successful and student-centered, students must be actively engaged in their creation, especially by setting goals for the learning and achievement, selecting the pieces to include in the portfolio, and reflecting on what

those pieces communicate about their own progress toward their goals.

(1)Process portfolio: It is designed to show the progression from novice to mastery, and demonstrate growth and learning over time.

(2)Showcase portfolios: It showcases a student’s best work.

Both portfolios can be useful and informative to students, parents, teachers, and sometimes, administrators. However, research on the effectiveness of portfolios suggests they are best used formatively for classroom assessment purposes, rather than summatively as large-scale evaluations. (Brookhart 2008; Herman & Winters 1994)

(3)Electronic portfolios use computers and/or the Internet as a container, allowing students to collect and organize their portfolio materials in audio, video, graphics, and text.

# data[].attributes.attachment_link.title
Student Portfolios for Classroom Assessment

# data[].attributes.body
4. Exhibitions

Exhibitions are typically presented to an audience that includes practising experts, they provide an authentic, real-world task that can increase student motivation.

Successful exhibitions (Davidson,2009):

> Provide multiple opportunities for revision based on frequent feedback;

> Are open to the public;

> Involve school-wide participation;

> Are high stakes (e.g., associated with graduation requirements);

> Occur at culminating moments; and

> Are demonstrations of mastery

Four supportive conditions that facilitate the effective implementation of exhibitions:

> School-wide, exhibitions-aligned instructional and assessment processes;

> Structures that support sustained collaboration and inquiry among students and teachers;

> Strong connections with the community outside the school;

> Active participation in a system or network of other exhibitions-driven schools.

# data[].attributes.body
Assessing learning students at the center by Heidi Andrade, Kristen Huff, Georgia Brooke, 2012.

Andrade, H.L. & Valtcheva, A. 2009. “Promoting Learning and Achievement through Self-assessment.” Theory Into Practice. Vol. 48, No. 1

Brookhart, S. 2008. “Portfolio Assessment.” In T.L. Good,ed. 21st Century Education: A Reference Handbook, Vol. 1. Thousand Oaks, CA: SAGE

Belgrad, S., Burke, K., & Fogarty, R. 2008. The Portfoli Connection: Student Work Linked to Standards, 3rd ed.Thousand Oaks, CA: Corwin Press

Davidson, J. 2009. “Exhibitions: Connecting Classroom Assessment with Culminating Demonstrations of Mastery.” Theory Into Practice. Vol. 48, No. 1.

Heidi Andrade, Kristen Huff, and Georgia Brooke, 2012. “Assessment in the Context of Student-centered Learning: The Students at the Center Series.”

Student- centred assessment by Georgia Brooke & Heidi Andrade, 2013.

Topping, K.L. 2010. “Peers as a Source of Formative Assessment.” In H.L. Andrade & G.J. Cizek, eds. Handbook of Formative Assessment. New York, NY: Routledge.

What is the difference between formative and summative assessment?

# data[].attributes.body
Students are meant to take a piece of paper and divide it in half. The teacher asks a questions (generally with many options or answers or even opinions) and on one side the students respond to it.
Next, students are required to go from student-to-student, giving their information they wrote while getting the new information from each student.

This is a great collaborative strategy as every student is needed to go and interact with others. It also allows for hearing a large variety of answers from others and can give many different points of view.

# data[].attributes.body
While the previous two focus on larger-scale collaboration, there are options for smaller scale as well.
People's assembly, which would more-so be the Congress if you're in America, has medium-sized groups. You put students together and designate a facilitator and note-taker. Students mainly have to use hand signs in order to get a chance to speak up, so it requires them to listen well to the peers. They then discuss a topic you've already learned about and the note-taker shares the information with the class.
This collaboration focuses more on a smaller continuous group than the others, but still gives the opportunity to show off information at the end to compare how each group did.

# data[].attributes.body
“Give One, Get One Teaching Strategy.” 2 Peas and a Dog, 11 Nov. 2021, https://www.2peasandadog.com/2021/05/give-one-get-one-teaching-strategy.html.

“Give One, Get One.” Facing History and Ourselves, https://www.facinghistory.org/resource-library/teaching-strategies/give-one-get-one.

“Jigsaw in 10 Easy Steps.” The Jigsaw Classroom, https://www.jigsaw.org/.

“People's Assembly.” Facing History and Ourselves, https://www.facinghistory.org/resource-library/teaching-strategies/peoples-assembly.

# data[].attributes.headline
The advantageous characteristics of online learning tools in student-centered education

# data[].attributes.subject
The advantageous characteristics of online learning tools in student-centered education

# data[].attributes.body
While today there are a plethora of digital/online tools than can enhance student-centered learning, most (if not all) of them share a set of common characteristics.

1. Technology turns students into active learners, teaching them to independently conduct research, formulate and organize their ideas, and package them in an intentional way for themselves, but more importantly, for other people. When students take charge of the development and presentation of their work, they become, in essence, teachers, in that they are communicating their ideas with intention, and this is one of the most effective ways to ensure long-term retention and learning. This idea is explained in the video on the "Learning Pyramid", at the bottom of this column on the Padlet.

2. They allow for both synchronous and asynchronous learning. Synchronous learning, where students respond in real time to a lesson or work on a project with others simultaneously, creates fantastic opportunities for collaboration and exchange. On the other hand, asynchronous learning permits students to work at their own pace, which benefits those with special learning needs or students who need time and space for research and reflection.

3. They permit differentiation of content and multiple ways of accessing and expressing ideas and information. Learners who respond better to alternative means of acquiring or demonstrating knowledge are given agency how they choose to complete assignments and steer their learning.

4. They are ideal for project-based learning (PBL). PBL harnesses students’ interests to motivate them in the process of student-led research around a set of tasks or questions that they must address. Due to the inherently collaborative and dynamic quality of online learning, students engaged in PBL will learn critical skills such as locating necessary information, analyzing online content, and sharing/collaborating with others.

# data[].attributes.headline
What student-centered approaches or techniques include physical movement as a central element?

# data[].attributes.subject
What student-centered approaches or techniques include physical movement as a central element?

# data[].attributes.body
This familiar game from our childhood is also a great discussion tool to use in the classroom that brings about movement and energy. It feels like a game (because it really is!)

This activity is used in situations that revolve around opinions, as no one wants to be in the wrong place of the room if there is one correct answer, it is more so one's stance or position on a topic. For example, the four positions around the room could be I agree, I slightly agree, I slightly disagree and I disagree .

This activity could also be done with only two sides, agree or disagree, and each student on each side may have a different reason why they agree or disagree and you would facilitate this discussion.

# data[].attributes.body
Not all activities will be accessible to all students. Students who are unable to stand for long periods of time will need modifications to these activities, as well as students in wheelchairs or have other walking disabilities. But all students can benefit from a slight change in scenery in their learning.

# data[].attributes.body
Students can use this approach to move around the classroom and make observations. This can be used to look at examples of pervious work that they will soon complete, photos of models, a diagram or chain of images that need to be arranged to create a pattern or timeline, or even used to explore the definitions of vocabulary.

This activity could be expanded upon and used as an exam where the entire class has to work together to solve a mystery and place the "clues" or correct definitions together with the matching vocabulary or ideas.

This could also be a useful study strategy as moving around increases blood flow.

This could also become a first day getting to know you activity where students write their name and fun facts about them selves and the students have to guess who is who all while getting to know each other's names and interests.

# data[].attributes.body
Another way to incorporate movement in the classroom is to allow freedom of choice to students who work best standing up, or laying down, or sitting on the floor.

You can incorporate this into an activity as well. When writing about the article for the day students will sit, when playing a game about the article topic they will sit on the floor in a circle playing the game. When placing clues about the topic in the correct order they will stand at the board and work together. Creating different options for movement while at different tasks while also circling around the classroom in different areas.

# data[].attributes.body
Facing History and Ourselves. 2022. Teaching Strategies. [online] Available at: <https://www.facinghistory.org/resource-library/teaching-strategies> [Accessed 16 May 2022].

Fusd1.org. 2022. Active Learning Strategies and Energizers. [online] Available at: <https://www.fusd1.org/cms/lib/AZ01001113/Centricity/Domain/1385/TRIBE%20strategies%20200.pdf> [Accessed 16 May 2022].

# data[].attributes.attachment_link.readable_text
Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students.

We are grateful to The Hammer Family Foundation for supporting the development of our on-demand learning and teaching resources.

# data[].attributes.attachment_link.description
Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students. We are grateful to The Hammer Family Foundation for supporting the development of our on-demand learning and teaching resources.

# data[].attributes.headline
Further potential directions in which student centered teaching could be developed through technology

# data[].attributes.subject
Further potential directions in which student centered teaching could be developed through technology

# data[].attributes.body
1. More sophisticated online educational media. For example, while educational video games have been around in some form for decades (the Oregon Trail is a good example), there is still much room for their development and implementation in the classroom. One stellar example of a game with a lot of potential is Sid Meier's "Civilization", which requires students to choose a civilization (i.e. the Egyptians, the Mayans, etc.) and take them from a Stone Age level of development up to the modern age. In the process, they learn actual history and jargon associated with the civilizations they encounter, diplomacy, the historical progression of science and technology, tactical thinking, and Game Theory, and since the game permits multiple players, it can also allow for teamwork and exchange. Yet, it is uncommon for history curricula today to use video games as a primary teaching tool. But, we in the field of education would do well to ask: why not?

2.  Increasing the proportion of virtual learning and student work. Classrooms today are arguably in a transition phase, where modes of instruction and traditional ways curriculum design and the layout of the class environment are being questioned and altered to better suit the needs of learners in the digital age. However, the overall routine of students arriving in the morning, sitting through lessons, and completing assignments after school is still very much the predominant model of education. Relatively recent concepts like the "flipped classroom", however, are more relevant than ever now that students have access to so much information and content outside of school. This should prompt educators to investigate whether, perhaps, students should sitting through lectures in the classroom at all, when they could be engaged in collaborative activities facilitated by the teacher, or putting new knowledge that they have learned online while at home into practice.

These are only two areas that merit further research and discussion, but in truth, they don't even constitute the tip of the iceberg. Technology and its relationship to student centered learning is a subject that will likely never cease to challenge and stimulate future educators.

# data[].attributes.headline
Some established practices for student-centered online teaching and learning

# data[].attributes.subject
Some established practices for student-centered online teaching and learning

# data[].attributes.body
While no means exhaustive, here are three useful practices that teachers might consider implementing in their own curricula:

Digital Journaling

The practice of “journaling” can take many different forms, be it freewriting, responding to a prompt given by the teacher, notes or reflections on the ‘takeaway’ ideas of lessons from class. More important than the sort of content is that students are given a degree of autonomy in how they express their ideas and the connections they make to what they are learning. The advantage of digital journaling over writing on paper is that students are free to incorporate media that isn’t textual, such as videos, music, or digital illustrations. They are also able to share their entries more freely, including with their peers, to make submissions private, and rescind or redact their work.

Graffiti Boards

These are another great tool for encouraging collaboration and exchange between students on- and off-line. Platforms such as Padlet, Google Docs, etc., provide a space where students can react in real time to prompts given by the teacher, with their ideas and contributions displayed for their peers to learn from and respond to. One effective application is to have students teach their peers about a concept that they are more knowledgeable about, perhaps one that they have a personal interest in or one they have researched more extensively, and then share their knowledge on a graffiti board, making use of both textual and audiovisual media. By teaching others, students will significantly boost their own retention of the subject they are responsible for, and the additional benefits of learning from and reacting to their peers’ submissions further enhance the value of graffiti boards as a teaching tool.

Digital Portfolios

These are a fantastic way for students to showcase their knowledge and its growth over time. They make take the form of blogs, of compilations of audiovisual material created by the student, or simple curated lists of content that engages the student in question. Like other digital tools, one advantage is the ability to customize and personalize their created virtual space and incorporate multimedia in their submissions. More importantly, it helps them develop the ability to critically evaluate their own work, as they must decide what is suitable to include in their own portfolios, and gives teachers valuable insight into how their students think about their progress. It also teaches relevant skills such as research and citation, graphic design, editing, and self-publishing.

# data[].attributes.headline
Why Teaching Others Benefits Student Retention

# data[].attributes.subject
Why Teaching Others Benefits Student Retention

# data[].attributes.attachment_link.title
Games as Lit. 101 - Is Civilization Educational?

# data[].attributes.body
Our collection. (n.d.). Retrieved May 18, 2022, from https://www.facinghistory.org/resource-library/teaching-strategies/

Integrating Technology with Student Centered Learning. Retrieved May 18, 2022 from https://www.edc.org/sites/default/files/uploads/Integrating-Technology-with-Student-Centered-Learning.pdf

# data[].attributes.body
A classroom has so much potential to engage students based on the physical arrangement. From the chairs and desks to the reading corner and placement of the smart board, everything a teacher does and sets up plays a role in student learning. One of the main factors to consider when setting up the classroom for student-centered learning is the number of students in the class. Because student-centered learning requires plenty of group work as well as designated times for students to work alone, the number of students will play a big role in how many groups a teacher creates, how much room there will be with desks, and what sort of supplies and materials will be needed for group/individual work. Overall, the classroom design is one of the most important factors to consider when prepraing for student-centered learning.

# data[].attributes.body
Here are a few creative examples that you can do in the classroom to help conduct student-centered learning:

Big Ideas:

Turn your classroom into a community

Allow student creativity via technology

Replace homework with engaging projects

Give students the opportunity to lead

Have a student feedback center where students can give constructive feedback to their peers

Arrange desks to face smartboard

Creative Practical Ideas:

Face desks towards each other

Use tables instead of desks

Have spaces for students to congregate and work together

Give time and space for individual or group work using technology (iPads, tablets, etc.)

Allow students to stand up in front of the class

Providing a space for students to express opinions or questions

# data[].attributes.body
This video is a bit dated but gives some great insight into how to physically set up a classroom with student-centered learning in mind. This woman goes through many different areas of the classroom that are catered towards the students.

# data[].attributes.attachment_link.authors[].name
Fairfax Network - Fairfax County Public Schools

# data[].attributes.attachment_link.title
Best Practices: Arranging a Classroom for Student Centered Learning

# data[].attributes.body
This is a great image of how a classroom can be designed for student-centered learning. As pictured, there are some students that are sitting on the floor, some on bouncy balls, some at higher chairs, etc. The students are able to work individually or in a group setting in an environment that suits them best.

# data[].attributes.body
Loveless, Becton. Developing Student-Centered Classroom. Education That Matters. https://www.educationcorner.com/developing-a-student-centered-classroom.html

Lisciandrello, Jeff. The 6 Signs of a Student-Centered Classroom. Room to Discover; Serving Educators.

https://roomtodiscover.com/student-centered-classroom/

Best Practices: Arranging a Classroom for Student-Centered Learning. Fairfax County Public Schools.

https://www.youtube.com/watch?v=k6Aaz8JzN3s

# data[].attributes.body
Better lesson: student centered literacy focus area ttps://www.google.com/search?rlz=1C1GYPO_enUS954US955&q=how%20to%20cite%20a%20website%20example&ved=2ahUKEwjdu8a48uz3AhWJTN8KHcHNAn4QmoICKAR6BAgCEA4&biw=1336&bih=547&dpr=1

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

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

Mansaray, H. (2013).  Nine Strategies for Reaching all Learners in English Language Arts. Edutopia.

Retrieved from https://www.edutopia.org/blog/stw-expanded-learning-time-individualized-learning-hassan-mansaray.