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Read for Pleasure
Using saturation approach in teaching reading involves encouraging students to read a wide variety of materials for pleasure, as well as for information, such as books, magazines, and poems, for both pleasure and information. This approach emphasizes comprehensive exposure to reading material in a target language and aims to improve vocabulary acquisition and comprehension (Acquavita, 2016). By reading a diverse range of texts, students can develop and maintain reading interests.

Show and Tell
In the "show and tell" method, the teacher assigns a topic and students independently read related texts, then share their findings in class. This approach is commonly used in elementary schools to boost reading confidence, fluency, and comprehension, and it encourages participation from shy students (Lom, 2012), which also helps to build classroom into a community, and to know students' diverse thought in reading.

Pre-reading Strategy and Real Life Connection
The pre-reading strategy involves the teacher posing questions and giving students time to answer through independent reading. Students can work in pairs to compare and exchange ideas, and present their group's responses to the class. This collaborative approach eases the pressure on individual students and is beneficial for shy or introverted students (Lom, 2012). The teacher can also use the KWL strategy, which asks students about their prior knowledge, what they want to know, and what they have learned, to connect reading to students' real-life experiences(Mansaray, 2013).

references:
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.

Lom, B. (2012). Classroom Activities:  Simple Strategies to Incorporate Student-Centered Activities.  Journal of Undergraduate Neuroscience Education.

Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3592730/.

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.

rsvpdocs. (2013, February 15). Pre-reading activities. YouTube. Retrieved February 9, 2023, from https://www.youtube.com/watch?v=bXT0L604jpc&ab_channel=rsvpdocs

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Student Centered Learning by Mia MacMeekin

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Peer assessment that is effective is linked to well-defined standards and is facilitated by a positive evaluation process. The Student-Centered Assessment Resources (2022) provide a straightforward explanation and steps for successful implementation of peer assessment in the classroom. Through this process, we create a collaborative and communicative community in the classroom.

In my own classroom, I often have students evaluate each other's quizzes in pairs. This allows for the exchange of feedback and identification of common mistakes, making students more focused on improving their peers' work rather than just their own. However, for younger students, some may struggle to grade their peers objectively, or may not want to share their work with others. To address these challenges, I believe that clearly establishing the expectations for peer assessment before assigning tasks will lead to better outcomes.

* To give feedback in peer assessment, the Ladder of Feedback(Perkins, 2023) is a good principal to follow. Please check the attached image below.

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Ladder of feedback guide - making learning visible

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Ladder of feedback guide - making learning visible

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Collecting students' work visually demonstrates their progress and efforts, which can also serve as evidence of their skills beyond the classroom. The Student-Centered Assessment Resources (2022) highlight that successful process portfolios involve students in their creation, such as setting goals, selecting work to be included, and reflecting on how each piece demonstrates progress towards those goals. This guide provides clear guidance on implementing effective process portfolios in the classroom.

I have not yet incorporated portfolios in my teaching, however, during my graduate studies I created a portfolio as a final project. Presenting this portfolio to my school faculty as a closure of my learning journey was a rewarding experience. Additionally, having a portfolio proved to be beneficial in my job search as it served as a standout factor.

References:
JobsForTheFuture. (2013, August 22). Student-Centered Assessment jeopardy. YouTube. Retrieved February 9, 2023, from https://www.youtube.com/watch?v=1i5JimVj3Go&t=2s

Perkins, D. (n.d.). Ladder of feedback guide - making learning visible. Retrieved February 9, 2023, from http://www.makinglearningvisibleresources.org/uploads/3/4/1/9/3419723/ladder_of_feedbackguide.pdf

Student-Centered Assessment Resources. Students at the Center. (2022, June 3). Retrieved February 9, 2023, from https://studentsatthecenterhub.org/resource/assessment/

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Many student-centered approaches seem to naturally include some physical movement, especially when compared to more traditional teacher driven learning.  For example, if students are doing an activity, which involves Station Rotation, they are moving around in between activities.   Similarly with Jigsaw learning, where students break up different parts of a project, they will organically move around the classroom as they begin to work on their own.  Then, when they need to reconvene, they will venture back to the group to share their work.

Using a Flipped Classroom sometimes also allows for a good deal of movement.  Anytime learning is taken outside the classroom, physical movement is often required.  Students might need to walk to a different location for the purposes of the flipped classroom.

References:

MOVEMENT IN THE CLASSROOM: EASY 21ST CENTURY IDEAS TO USE TOMORROW

https://www.studentcenteredworld.com/movement-in-the-classroom/

13 Active Learning Strategies and Energizers

https://www.fusd1.org/cms/lib/AZ01001113/Centricity/Domain/1385/TRIBE%20strategies%20200.pdf

Student-Centered Learning Strategies

https://www.teachhub.com/teaching-strategies/2020/07/student-centered-learning-strategies/

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Student-Centered World: A Student-Centered Learning Resource

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

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

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

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

Movement in the Classroom

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

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

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

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

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

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

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

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

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

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

It's legitimately a vicious cycle.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Preschool and Kindergarten

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

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

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

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

Elementary School

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

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

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

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

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

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

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

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

Middle School

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

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

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

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

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

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

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

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

High School and Beyond

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

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

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

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

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

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

Movement in the Classroom and the 4 Keys

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

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

After moving from a teacher-dominated classroom to a truly student-centered one, Jenn found herself helping colleagues who wanted to follow her lead. In 2018 she decided to expand outside of her school walls and help those out there who were also trying to figure out this fantastic method of instruction to ignite intrinsic motivation in their students. Read more about her journey with Student-Centered World at studentcenteredworld.com/about

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

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

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Student-centered approaches allow students to be self-guided to an extent in their learning.  By using some student-centered approaches, we can address differentiation, not necessarily in terms of instruction, but in the way the students are engaging with their work in the classroom, what they’re studying, and what they produce.

Teachers could allow for flexible grouping.  If students are allowed to choose whether to work alone, with a partner, or a larger group, the ways in which they are learning are more self-guided.  The process of their learning has been changed, and they could be allowed to choose their final product as a group as well.

Another student-centered learning strategy that teachers could employ is Choice Boards.  If you give students a choice of which activities they would like to complete, it can help them become more engaged and motivated to do the work, and they can also choose something that suits their learning style.  The teacher doesn’t have to consciously differentiate the lesson; they can let the Choice Board do it for them.

Teachers could also use Constructivism, or Inquiry based learning.  In this method, students are encouraged to ask questions, and seek answers on their own.  In a way, they are developing their own content, and it is very student centered.  They will, again, choose their own preferred method for researching and finding answers, thus differentiating the type of learning for themselves.

References:

Choice Boards for Differentiation -- https://www.youtube.com/watch?v=tIT5d-klYmU

The power of student-driven learning: Shelley Wright at TEDxWestVancouverED

https://www.youtube.com/watch?v=3fMC-z7K0r4

Student-Centered Learning: In Principle and in Practice

https://michiganvirtual.org/research/publications/student-centered-learning-in-principle-and-in-practice/

Student-Centered Learning: It Starts With the Teacher

https://www.edutopia.org/blog/student-centered-learning-starts-with-teacher-john-mccarthy

Student-Centered Learning Strategies

https://www.teachhub.com/teaching-strategies/2020/07/student-centered-learning-strategies/

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Assessment can certainly help in Student Centered Learning.  Ideally, if the use of a Learning Management System (LMS) is implemented, it would allow teachers to track students’ progress throughout the year, and modify lessons in order to better serve students in need.   An LMS would make assessment more formative, as opposed to summative.  This would give students feedback throughout the year.  If the student is aware of what they need to improve upon, they can strive to do better in that area.  This is a great way to make the student’s learning more personal.

Students also should be provided some manner of choice in how they are assessed.  If there are different ways or timelines for the student to show they’ve mastered a skill or topic, they once again are included in the process.  They could be more motivated to learn something if they know there isn’t a big test at the end.  They can move at their own pace, and play to their strengths.

References

A Look at Student-Centered Assessments --

https://examsoft.com/resources/a-look-at-student-centered-assessments/#:~:text=Student%2Dcentered%20assessments%20help%20ensure,sustainable%2C%20self%2Dregulated%20learning.

Student-Centered Learning: In Principle and in Practice

https://michiganvirtual.org/research/publications/student-centered-learning-in-principle-and-in-practice/

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Student-centered assessments (SCAs) can be a valuable tool for educational institutions and classrooms, enabling students to identify their own strengths and weaknesses, while moving toward goals mutually agreed upon by teacher and learner. Setting objective standards for learning performance - beyond grades - is an effective way to empower students to take ownership in their own academic growth.

Features Define Student-Centered Assessments

Student-centered assessments help ensure that students are actively engaged in their learning trajectories by encouraging them to critique their own work and identify areas of progress and areas needing improvement. Putting this ownership on students promotes sustainable, self-regulated learning. Students who are highly involved in their development and accountable to agreed-upon objectives tend to learn more and perform better in school than students who do not (Zimmerman & Schunk 2011).

SCAs allow teachers to customize goals to different groups of students, factoring in what types of objectives will work best to foster motivation, meaningful learning, and retention. The process of coming to a mutual agreement and putting specific learning outcomes in course syllabi and assignments also helps to ensure that goals are consistent across the class.

3 Steps for Creating Effective Student-Centered Assessments:

1. Set clear goals: Teachers and students mutually agree to performance goals and how they will be defined and measured for each task. Action verbs like "define," "create," "argue," or "solve" are often incorporated. Goals go beyond objective right and wrong answers. Students should be able to explain a process or apply what they have learned. In algebra, for example, students may be required to not only provide the right answers but to show and explain their process. Rubrics can be an effective assessment mechanism in support of setting concrete, comprehensive goals while helping students understand the standards and expectations.

2. Monitor and measure progress: Students monitor their progress and performance on assignments by objectively comparing their work to expectations and asking themselves tough questions: Am I able to argue for x, or solve for y? Even if I have the right answer, did I reach it using a reliable process? In this stage, students make notes about what is necessary for their own continued improvement.

3. Revise: At this point, the student and instructor meet to discuss paths toward completing the agreed-upon objectives, taking into account student progress and what learning methods have been most and least effective. This step integrates assessing performance, evaluating learning methods, and gauging motivation.

The Differences Between Student-Centered and Traditional Assessments

Student-centered assessments allow the learner to practice skills and review concepts as they move through the course or program. For educators, institutions, and states, SCAs provide feedback summative assessments sometimes miss. Used over time, SCAs provide a clearer picture of knowledge gaps, which teaching methods are most effective, and how to optimize teaching approaches for different types of learners. This is why student-centered assessments often help to improve attainment gaps in lower-performing schools. When used in combination with a digital assessment platform, these assessments can help educators monitor performance through categorical analysis, while also providing the learner with helpful understanding of their own progress.

Formal tests, final exams, final projects, and term papers are examples of summative assessments. SCAs differ from these traditional assessments, which summarize the development of learners at a specific time, by considering progress at various intervals. Summative assessments are usually compared to an established standard and graded against that standard; whereas student-centered assessments measure capabilities against a comprehensive set of established goals. SCAs also tend to capture the student's thought process, such as how a problem is approached, rather than just the answer. That differentiator makes student-centered assessments effective for developing reliable methods of learning and promote higher-order thinking.

3 Types of Student-Centered Assessments

Peer assessments - Peer assessment methods allow students to give feedback to one another, supported by set expectations and a standard of constructive criticism. This type of assessment harnesses the student's desire to meet the expectations of their peers and allows them to hold one another accountable for shared success. In this way, peer assessments improve engagement and retention.

According to Dr. Alexander W. Astin's 1996 study, "Involvement in Learning Revisited: Lessons We Have Learned", factors that influence college students' learning: "The strongest single source of influence on cognitive and affective development is the student's peer group ... it has the capacity to involve the student more intensely..."

Process portfolios - Portfolios collected throughout a semester or program demonstrate progress in learning, from novice to master. A single assignment or test only shows a snapshot of learning. The process of continuous work, progress, and learning also increases student engagement and self-discipline. This works through reflection on how successfully completed assignments contribute to attaining performance goals.

Exhibitions - This method raises the anticipation for a culminating academic moment. The exhibition itself, such as a presentation, is usually a summative assessment, but the work leading up to it includes ongoing assessment, feedback, and revision. Having a climactic goal enhances the motivational effects of SCAs.

Are Certain Subjects More Suitable to Student-Centered Assessment?

The nature of student-centered assessments helps to make assignment and test instructions clearer, since students are not only told what they are expected to deliver, but how and why it matters. For this reason, SCAs are equally adaptable to all subjects and all types of learning environments, no matter if a course's content is more focused on subjective or objective learning.

From writing poetry to solving equations, as long as assessments test the knowledge and skills educators want students to master and all stakeholders are focused on learning and growth, there is value in implementing student-centered assessment.
Learn more about ExamSoft: Request a demo.
Sources:
Students at the Center Hub: Student-Centered Assessment Resources University of Waterloo: Learner-Centred Assessment University of Waterloo: Rubrics: Useful Assessment Tools Moe.edu.kw: Student-Centered Classroom Assessment
Astin. "'Involvement in Learning' Revisited: Lessons We Have Learned." Journal of College Student Development., vol. 40, no. 5, American College Personnel Association, pp. 587-34, doi:info:doi/.

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A Look at Student-Centered Assessments - ExamSoft

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Student-centered assessments (SCAs) can be a valuable tool for educational institutions and classrooms, enabling students to identify their own strengths and weaknesses, while moving toward goals mutually agreed upon by teacher and learner. Setting objective standards for learning performance - beyond grades - is an effective way to empower students to take ownership in their own academic growth.

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Student-centered Physical Environment in the Classroom

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Student-centered Physical Environment in the Classroom

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To create a student-centered physical environment in the classroom, I am implementing the following three strategies and aim to improve upon them in the future:

- Cozy and Collaborative Area:
Design areas specifically for team collaboration, like table setups or cozy seating(bean bag, yoga ball ...) arrangements that inspire students to cooperate and exchange thoughts. Allow the students to have a say in the layout and appearance of their classroom, including the placement of desks and utilization of wall space, in order to facilitate teamwork, conversations, and solitary work. This kind of setting promotes a sense of community and makes students feel esteemed, capable, and secure (ASCDInservice, 2019).

- Technology:
Incorporating technology to inspire, captivate, and monitor their learning. We utilize Google Classroom to release weekly assignments, making it simple for students and their families to keep track of their work. I also convert some written assignments into interactive games, such as Kahoot or Blooket. By using game-based education, teachers can present lessons through interactive games. This involves games with specific educational goals that typically blend subject matter with gameplay and player ability to comprehend and apply the material in real-life situations (EdTechReview, 2013).

- Display Wall:
We have an area in the classroom to show students’ projects and works, which helps me to motivate students and cultivate a sense of achievement in learning. Displaying students' work provides them with recognition and validation for their efforts, boosting their self-esteem and confidence. This serves as encouragement for students, motivating them to continue putting in effort and striving for excellence.

references:
ASCDInservice. (2019, October 1). Five Elements of a Positive Classroom Environment for Students Living with Adversity. Retrieved October 15, 2019, fromhttp://inservice.ascd.org/five-elements-of-a-positive-classroom-environment-for-students-living-with-adversity/.

EdTechReview. (2013, April 23). What is GBL (Game-Based Learning)? Retrieved October 15, 2019, fromhttps://edtechreview.in/dictionary/298-what-is-game-based-learning.

Knaub, A. V, Foote, K. T., Henderson, C., Dancy, M., & Beichner, R. J. (2016). Get a room: The role of classroom space in sustained implementation of studio style instruction. International Journal of STEM Education, 3(8), 1–22. https://doi.org/10.1186/s40594-016-0042-3.

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Centering Reading Acquisition and Comprehension Approaches Around the Student

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Centering Reading Acquisition and Comprehension Approaches Around the Student

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

What are some student learning approaches for reading?

create spaces in the classroom specifically for reading

have students create their own reading goals

students choose what kind of books and topics they'd like to read

give students the opportunity to discover their own pace for reading

have students collaborate with others

encouraging discussions about the text

(TEAL, 2010)

How do we create effective readers?

Use the Seven Strategies of Skilled Readers! (McEwan, 2017)

1. Activating : recalling prior knowledge and personal experiences relevant to the topic.

2. Inferring: thinking about what the text says, what it doesn't say, and what you personally know to get a better understanding of the context

3. Monitoring - Clarifying: checking if the students understood the text, if they had struggles, how could they solve them?

4. Visualizing and Organizing: creating mental images of the text.

5. Searching and Selecting: gathering information to answer questions, define key words and solve problems.

6. Questioning: making questions about the text on their own, answering questions from classmates and the teacher

7. Summarizing: finding the purpose and meaning of the text using their own words

Reference:

TEAL. (2010). Student Centered Learning. Retrieved June 10, 2021, from https://lincs.ed.gov/sites/default/files/6_TEAL_Student-Centered.pdf

Team XQ. (2020, August 25). What is Student-Centered Learning and Why is it Important? Retrieved June 10, 2021, from  https://xqsuperschool.org/rethinktogether/what-is-student-centered-learning/

McEwan, E. K. (2007). Instructional Aid 1.1: Seven Strategies of Highly Effective Readers. Retrieved June 11, 2021, from http://www.adlit.org/pdfs/articles/19844_aid1.pdf

Facing History and Ourselves. (n.d.). Teaching Strategies. Retrieved June 11, 2021, from https://www.facinghistory.org/resource-library/teaching-strategies

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

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As has been made clear, I teach choir and music theory. This involves a LOT of singing. Effective and healthy singing is all about the redistribution and release of tension. Also, in ensemble singing, matching of vowel shapes are of paramount importance. A very common way choir directors encourage their choristers to match vowels is through kinesthetics.

"There is a growing body of research indicating gestures and Kinesthetic Symbols used by teachers are powerful symbol systems that promote learning, retention, and transfer of learning. Gesturing is extremely important in cognition, problem solving, and cognitive development. Students who are taught to gesture as they learn, learn more. Merely observing the teacher gesturing during instruction increases achievement. Dr. Spencer Kagan"

Reference:

https://choralnet.org/archives/572183

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

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

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Student-centered learning, also known as learner-centered education, is an approach to learning that includes methods of teaching that shift the focus of learning and instruction from the teacher to the student. In other words, students get the opportunity to take ownership of their own learning.

My personal favorite approach to this particular methodology is when assigning projects I usually give a choice of three. My most recent project assignment was to:

1: Create and notate a percussion performance, submit your notation, and perform the piece for the class.

2: Create a presentation or paper about a culture or genre of music, present the presentation to the class, or submit the paper privately to the Google Classroom. (This one goes out to my introverts!)

3. Write and record a song in Garageband under 3 minutes in length and play that song for the class, and submit the Garageband project to the Google Classroom.

What I've done here is covered every base I can think of. A broad swathe of personality types can find their niche in these choices.

Reference:

https://youtu.be/WvzVAQkuSqU

https://www.avid.org/site/default.aspx?PageType=3&ModuleInstanceID=6506&ViewID=DEDCCD34-7C24-4AF2-812A-33C0075398BC&RenderLoc=0&FlexDataID=6197&PageID=3300&Tag=&Comments=true

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Student Centered Learning: Why, How, & What

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Effective assessment, put simply, is assessment that is used as a reference, a springboard, for future learning. In my classroom, for example, grading is based on individual progress rather than an arbitrary set of standards. Is the student lacking in rhythm dictation, and excelling at sight-singing? Let's use the grading process as a means of attacking that missing of the mark, rather than recording a meaningless value to their entire musical ability based upon one lacking skillset.

Reference:

https://www.pwcs.edu/academics___programs/student_learning/grading/index

https://youtu.be/MWFunAFDLj8

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessing-student-work/grading-and-feedback/learner-centred-assessment

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15 Approaches to Student Centered Learning

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15 Approaches to Student Centered Learning

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Blended Learning:  Basing your instruction on a mastery of standards rather than being preoccupied with their age/grade level. For example, in my music curriculum there is a focus on the acquisition and mastery of certain skillsets (rhythm training, sight-singing, etc), and in the event that a student has mastered one of those requisite skillsets, they're encouraged to move on - and students that haven't keep working on honing that skillset.

Flexible Seating:  It's basically is what it says on the tin. Giving the students agency in where and how they take in the material. In my classroom, being in Japan, lots of kids like to sit on the floor with their shoes off. Suits me. Whatever makes them more comfortable so the instruction can happen effectively.

Interactive Lessons:  Let the kids drive every once in a while! I'd be interested in trying this one out myself, as I've never done it before.

Maker Movement: Stop treating libraries and other spaces as mausoleums where print materials and old Time Life books go to die. Turn them into spaces with the resources to facilitate collaborative research and projects...I mean, the books are already there!

Place-Based Learning: "Focused on anthropological and field-based studies, students immerse themselves completely in the “web” of what it means to address issues specific to a particular location."

Problem-Based Learning:  "As “PBL” can revolve around creating a “tangible product, performance, or event,” that end-goal can also be to solve a problem, whether real or simulated by the teacher."

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."

Relational Teaching:  "Relational learning provides opportunities for authentic connection between student and teacher and uses the knowledge gained from those relationships to push individual understanding."

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."

Station Learning: "Station Learning provides students the opportunity to work with peers at similar academic levels or with similar learning needs while rotating through different stations." My music classroom is definitely constructed in this way.

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.”

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 students. 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."

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

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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 >>

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15 Approaches to Student-Centered Learning - Atlas

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There are a multitude of ways to apply student-centered learning in the classroom, and all these approaches can be mixed and matched.

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My classroom situation is fairly unique. I have a HUGE room as I have to accommodate 75 high schoolers for HS Choir. During choir, I use Logic Pro X to record our rehearsals and mirror the display of my Macbook on the smart board, so they can see the waveform of what they're doing (it's helpful for making sure they observe dynamics/volumes in their singing). However, most of the time my room is only occupied by fewer than 20 students, so there's a lot of room to play with for my music theory classes. There are instruments everywhere, boomwhackers (PVC pipes that are cut to pitches for rhythm training), MIDI keyboards (Musical Instrument Digital Interface) set up in the corner for them to use for their harmonic analysis, drums in another corner, a marimba, vibraphone, grand piano, two full size keyboards, and a looping station (that's mostly for me, I'll be honest). All of these things are set up in stations on the walls of the room in a pseudo-Montessori kind of way. Depending on what the focus of my day is in theory class any number of these stations may be used, and often are used in tandem with each other.

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My classroom situation is fairly unique. I have a HUGE room as I have to accommodate 75 high schoolers for HS Choir. During choir, I use Logic Pro X to record our rehearsals and mirror the display of my Macbook on the smart board, so they can see the waveform of what they're doing (it's helpful for making sure they observe dynamics/volumes in their singing). However, most of the time my room is only occupied by fewer than 20 students, so there's a lot of room to play with for my music theory classes. There are instruments everywhere, boomwhackers (PVC pipes that are cut to pitches for rhythm training), MIDI keyboards (Musical Instrument Digital Interface) set up in the corner for them to use for their harmonic analysis, drums in another corner, a marimba, vibraphone, grand piano, two full size keyboards, and a looping station (that's mostly for me, I'll be honest). All of these things are set up in stations on the walls of the room in a pseudo-Montessori kind of way. Depending on what the focus of my day is in theory class any number of these stations may be used, and often are used in tandem with each other.

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Assessment to enhance student-centered learning!

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Assessment to enhance student-centered learning!

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This blog by Andrew Miller, Director of Teaching and Learning, Singapore American School re-frames assessment in student-centered learning, as an approach that can provide information on students passions, their interests and their future instructional needs:

1.     Assessing student passions and interests through surveys, 1-1 conversations, graphic organizers, allows us to differentiate appropriately.

2.     Assessing students for 21 century skills and getting them to reflect on their progress, can help with goal setting for the future.

3.     Formative assessments with student choice, can help to inform future instruction, lesson design.

According to Amanda Adams, feedback for growth can drive student centered learning because the feedback is unique to the individual. An effective approach for giving feedback is called Third Point feedback, where the feedback is focused on a specific skill, or goal with immediate target steps. The focus point should be a physical thing that is being assessed such as a rubric of the assignment or a sticky note, a graph drawn by the student or an essay written by the student.

For example:

Instead of “Good job!” say “Wow! You did [enter skill here]!”

Instead of “I like the way you worked so hard,” say “You made a lot of progress on that assignment. What helped?”

References:
https://www.edutopia.org/blog/assessment-create-student-centered-learning-andrew-miller
https://www.edutopia.org/article/ensuring-productive-students-feedback

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

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Student centered approaches to reading - relating it to learning theories

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Student centered approaches to reading - relating it to learning theories

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There are 5 main theories of learning that provide ways for us to explore and design various approaches to growing reading skills with the student at the center.
In, Terry Heick's blog, "15 Examples of Student Centered Teaching", the  Founder & Director of TeachThought, provides several examples of student-centered teaching methods. Three of these directly relate to reading.

1. Modelling for students how to “think” when they read text. Cognitive learning theory underpins this approach because the students learns how the thought process around reading works.

2. Student choice when selecting the form of media appropriate for the purpose of the reading task. When students have the opportunity and access to choice making, they are building a base of experience, which will be activated in the future for future choices of media. This process is an example of how constructivism learning theory can be applied.

3. Lit circles with a mix of various abilities provides greater opportunities for struggling readers to hear oral fluency and reading speed being modeled. For struggling readers, the teachers should give them an authentic role in which they can experience success.

https://www.wgu.edu/blog/five-educational-learning-theories2005.html#close
https://www.teachthought.com/pedagogy/student-centered-teaching

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No two students are alike, and the way every person learns will vary. Our brains are all unique, and our experiences all contribute to the different ways we learn. Psychologists have spent countless hours performing tests to better understand how students learn.

Current and aspiring teachers need tobe educated to be prepared for teaching students every day, and an important part of teacher education is understanding different ways of learning. There are many solidified learning theories that teachers can learn from as they prepare to help students in the classroom. Teachers who understand learning theories can use different techniques in their classrooms to cater to different kinds of learning. This can help all students find success in learning.

There are five main educational learning theories that educators can utilize to help them enhance their classrooms and make them better learning environments for all students.

Cognitive learning theory looks at the way people think. Mental processes are an important part in understanding how we learn. The cognitive theory understands that learners can be influenced by both internal and external elements.

Plato and Descartes are two of the first philosophers that focused on cognition and how we as human beings think. Many other researchers looked deeper into the idea of how we think, spurring more research. Jean Piaget is a highly important figure in the field of cognitive psychology, and his work focuses on environments and internal structures and how they impact learning.

Cognitive theory has developed over time, breaking off into sub-theories that focus on unique elements of learning and understanding. At the most basic level, the cognitive theory suggests that internal thoughts and external forces are both an important part of the cognitive process. And as students understand how their thinking impacts their learning and behavior, they are able to have more control over it.

Cognitive learning theory impacts students because their understanding of their thought process can help them learn. Teachers can give students opportunities to ask questions, to fail, and think out loud. These strategies can help students understand how their thought process works, and utilize this knowledge to construct better learning opportunities.

Behaviorism learning theory is the idea that how a student behaves is based on their interaction with their environment. It suggests that behaviors are influenced and learned from external forces rather than internal forces.

Psychologists have been developing the idea of behaviorism since the 19th century. Behavioral learning theory is the basis for psychology that can be observed and quantified. Positive reinforcement is a popular element of behaviorism-classical conditioning observed in Pavlov's dog experiments suggests that behaviors are directly motivated by the reward that can be obtained.

Teachers in a classroom can utilize positive reinforcement to help students better learn a concept. Students who receive positive reinforcement are more likely to retain information moving forward, a direct result of the behaviorism theory.

Constructivism learning theory is based on the idea that students actually create their own learning based on their previous experiences. Students take what they're being taught and add it to their previous knowledge and experiences, creating a reality that's unique to them. This learning theory focuses on learning as an active process, which is personal and individual for each student.

Teachers can utilize constructivism to help understand that each student will bring their own past to the classroom every day. Teachers in constructivist classrooms act as more of a guide to helping students create their own learning and understanding. They help them create their own process and reality based on their own past. This is crucial to helping many kinds of students take their own experiences and include them in their learning.

Humanism is very closely related to constructivism. Humanism directly focuses on the idea of self-actualization. Everyone functions under a hierarchy of needs. Self-actualization is at the top of the hierarchy of needs-it's the brief moments where a person feels all of their needs are met and that they're the best possible version of themselves. Everyone is striving for this, and learning environments can either move toward meeting needs or away from meeting needs.

Teachers can create classroom environments that help students get closer to their self-actualization. Educators can help fulfill students' emotional and physical needs, giving them a safe and comfortable place to learn, plenty of food, and the support they need to succeed. This kind of environment is the most conducive to helping students learn.

Connectivism is one of the newest educational learning theories. It focuses on the idea that people learn and grow when they form connections. This can be connections with each other or connections with their roles and obligations in their lives. Hobbies, goals, and people can all be connections that influence learning.

Teachers can utilize connectivism in their classrooms to help students make connections to things that excite them, helping them learn. Teachers can use digital media to make good, positive connections to learning. They can help create connections and relationships with their students and with their peer groups to help students feel motivated about learning.

While these five learning theories are the main educational learning theories for teachers who want to support their students' learning, there are additional theories they may want to understand. Some may work as good supplemental theories for teachers to bolster their educational support with a new approach.

Transformative learning theory is a great approach for adult education and young adult learning. Also referred to as transformation learning, transformative learning theory focuses on the idea that learners can adjust their thinking based on new information.

This learning theory was founded by Jack Mezirow, who discovered it after doing studies on adult women who went back to school. His initial research found that adults don't apply their old understanding to new situations and that having a new perspective helped them gain a new understanding of things as they change. Mezirow also believed that students had important teaching and learning opportunities connected to their past experiences and that critical reflection and review could lead to a transformation of their understanding.

This approach works well for adult students, as children don't have the same kind of transformation with their learning experiences-and with life experience. Adult students could draw on childhood experiences and transforming those beliefs and understandings using critical reflection, leading them to an understanding of what they should believe and understand as adults.

Overall, the theory states that our worldview is changed the more we learn, which helps us grasp new concepts and ideas. By getting new information that helps evaluate past ideas, students are able to make a dramatic educational shift beyond standard learning. Teachers can employ this learning theory by encouraging their students to learn new perspectives while questioning their assumptions and open the floor for discourse to cement their new train of thought.

Using social learning theory can be a valuable tool for dealing with difficult students who like to disrupt the classroom and cause trouble. This theory focuses on the concept of children learning from observing others by acting on or not acting on what they see exhibited by their classmates. For example, they may see a classmate politely asking for a treat and getting one, or maybe they hear another classmate talking about something new they've learned, which teaches the student something new even if it's not something they try themselves.

This learning theory was founded by Albert Bandura. He conducted an experiment called the Bobo doll experiment in the early '60s, during which he studied children's behavior after they watched an adult act aggressively with a doll-like toy. He noted how the children reacted when the adult got rewarded, punished, or suffered no consequences after they attacked the doll. Bandura wrote about his findings in 1977, detailing social learning theory and how it affected the behavioral development of students.

There are four elements to social learning theory:

Attention, which calls upon different or unique lessons or activities to help children focus.

Retention, focusing on how the student will internalize information and recall it later on.

Reproduction, drawing on previously learned behavior and when it's appropriate to use it.

Motivation, which can extend from seeing other classmates being rewarded or punished for their actions.

By using social modeling based on these elements, teachers have a very powerful tool in their arsenal that can effectively guide their students to be more active in their learning, pay more attention, and channel their energy into their schooling.

Experiential learning theory focuses on learning by doing. Using this theory, students are encouraged to learn through experiences that can help them retain information and recall facts.

Experiential learning theory, or ELT, was identified by David Kolb in 1984. Though his influence came from other theorists such as John Dewey, Kurt Lewin, and Jean Piaget, Kolb was able to identify four stages of ELT. The first two stages, concrete learning and reflective observation, focus on grasping an experience. The latter two, abstract conceptualization and active experimentation are about transforming an experience. To Kolb, effective learning is seen as the learner goes through the cycle of experiential learning theory. Students can enter the cycle in any way and at any point.

Some examples of this form of learning include taking students to the zoo to learn about animals instead of just reading about them or growing a garden to learn about photosynthesis instead of watching a video about it. By creating environments where students can learn and experience at the same time, teachers offer students the opportunity to immediately apply their knowledge and get real-world experiences. This approach also encourages teamwork and is shown to improve motivation.

Teachers can create specific strategies and techniques to apply these learning theories in their classrooms. Teachers need to first focus on getting a well-rounded education to learn about all kinds of techniques for teaching and classroom management. Teachers need to understand learning theories to be prepared to utilize them in their classrooms.

An understanding of learning theories helps teachers connect to all different kinds of students. Teachers can focus on different learning styles to reach different students, creating teaching that focuses directly on student needs and aptitudes.

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When considering the best approach to helping students learn, teachers may call upon learning theories to support their educational pursuits. Read on to discover the five main educational theories and three supplemental theories that can make a big difference in how students learn.

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DESK21 - Modern classroom - A perfect for the modern classroom environment, in which the interaction amongst students and the collaborative work are valued

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Physical Setup of a Student-Centered Classroom.

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Physical Setup of a Student-Centered Classroom.

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In a student-centered classroom or learning environment, the emphasis of instruction is shifted from the teacher to the student with the aim of nurturing students who are autonomous and independent by giving them control over their own learning (SU LMS, n.d.).

The physical space is critical for giving students control over their own learning. The flexibility of the student desk arrangement is critical when experimenting with the physical space of the classroom. The video above shows how unique table designs can allow for different sorts of student-centered collaborative learning depending on where the desks are placed.

Though it may appear to be an expensive option, workstations with individually installed iPads that can be turned as needed will also allow students to readily search for information online.

Aside from the smartboard, various whiteboards that can be readily converted to a corkboard for classroom display must be provided for group work and brainstorming sessions throughout the classroom.

For the grade level I teach, a reading nook with an open library where kids can fill it with books they own and want to share with their classmates will be really beneficial. Students' enthusiasm and collaboration in the classroom will be boosted by freedom and announcement walls where they can post about what's on their mind, how they feel, or what they want to learn.

Despite the fact that technology provides several chances for various types of communication, the design of the learning environment has the greatest influence on the quality of the learning experience.

Erenler (n.d.) suggested the following design guidelines for designers and developers in creating quality of online learning environments:

Determining the instructional problems and clarifying program targets,

Reviewing students’ qualities during the planning process,

Determining the content and analyzing the detailed tasks related to the goals,

Indicating clearly instructional goals for student,

Arranging the content items in each instructional unit for logical learning,

Designing instructional strategies to enable each student to achieve

competency in the goals

Planning how to present content during the teaching-learning process,

Developing measurement and evaluation tools to determine to what degree the performance goals are achieved,

Choosing the resources that support the teaching-learning activities.

This is tough in my case because the publishing of modules, submissions, and grading of assignments are all done on Canvas (as required by the school), but I like my online classroom to reflect the learning approaches and strategies I use in my physical classroom by using Class Dojo.

ClassDojo is the primary online classroom where all participants (teachers, parents, and students) can see, post, comment on, and participate in conversations.

SU LMS. (n.d.). Lms.su.edu.pk. https://lms.su.edu.pk/lesson/342/physical-set-up-of-a-student-centered-classroom

Erenler, H. H. T. (n.d.). Designing Student-Centered Online Learning Environments: Framework, Principles, and Guidelines. SSRN Electronic Journal. Retrieved February 7, 2023, from https://www.academia.edu/45531089/Designing_Student_Centered_Online_Learning_Environments_Framework_Principles_and_Guideline

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Differentiation, according to Tomlinson (2019), is "a teacher reacting responsively to a learner's needs."

It is simply addressing a student's or a small group of students' specific learning needs as opposed to the more prevalent pattern of instructing the class as if every student were essentially the same. Since there are a wide variety of pupils in our classrooms from various backgrounds, our teachers must be well-versed in the knowledge and abilities required to meet the requirements of these students.

Though it may come in variety and forms, it can be divided into 4 components, assessment, content, process, and products, all which can be technology-based (4 EdTech Ways to Differentiate in a Student-Centered Classroom, 2018).

1. Assessment
When done properly, assessment may give teachers a wealth of useful information that can help them assess where students are in their learning and where they need to go with their lessons (4 EdTech Ways to Differentiate in a Student-Centered Classroom, 2018).

Some of the differentiated assessments using technology can be Flipgrid, Quizizz, Kahoot, Wakelet and Padlet.

2. Content
This is what the students will learn as well as how they will access the knowledge, understanding, and skills (Digital Promise, n.d.).

The methods through which students obtain the main lessons in the classroom can be differentiated by teachers through the use of technology like videos, podcast, digital lessons, etc.

3. Process -
A classic method through which teachers give pupils alternative learning routes is by differentiating the ways in which they learn. The instructional methods are out-of-date and inadequate for many kids. Beyond traditional pedagogy, we must meet kids where they are and in the ways they want to learn if we are to establish a learning environment where every student, regardless of learning profile, can succeed (4 EdTech Ways to Differentiate in a Student-Centered Classroom, 2018)..

The advent of online mapping tools and reading books like Epic makes differentiation of the process easier and more enjoyable.

4. Products -
A product is typically taken on as a final project or as summative assessment at the end of a larger unit. Students must apply their knowledge, deepen their comprehension, and employ both critical and creative thinking in order to produce effective products (Digital Promise, n.d.).

Some of the technologies that support differentiation in this area: digital rubrics and digital presentation platforms.

References:
4 EdTech Ways to Differentiate in a Student-Centered Classroom. (2018, February 5). Shaelynn Farnsworth. https://shaelynnfarnsworth.com/2018/02/05/4-edtech-ways-to-differentiate-in-a-student-centered-classroom/

Digital Promise. (n.d.). Microcredentials.digitalpromise.org. https://microcredentials.digitalpromise.org/explore/technology-for-differentiation

Tomlinson, C. A. (2019). Differentiation of Instruction in the Elementary Grades. ERIC Digest. Ed.gov; For full text: http://ericece.org. https://eric.ed.gov/?id=ED443572

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Think, Pair, Share - This video shows a classroom teacher using the think, pair, share (turn and talk)  technique during a math lesson

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1. Think-Pair-Share

Students use the collaborative learning approach known as think-pair-share (TPS) to work together to solve a problem or respond to a question regarding a given reading. Students must think independently about a subject or response to a question; and share ideas with classmates as part of this method. Partner discussions increase engagement, concentrate attention, and get pupils interested in understanding the reading material (Think-Pair-Share | Classroom Strategy, 2013).

2. Jigsaw Technique

A group of students is asked to become "experts" on a particular text or body of knowledge as part of the Jigsaw technique, and then they are asked to share their expertise with another group of students. With the use of this technique, students can learn to comprehend and remember material while honing their collaborative abilities (Jigsaw: Developing Community and Disseminating Knowledge | Facing History and Ourselves, n.d.)..

Students frequently feel more accountable for learning the information since they are aware that they will be expected to teach the new material to their peers. The Jigsaw method works best when students are aware that they will use the knowledge they have gained from one another to produce a final product, take part in a class discussion, or learn facts for an exam

3. Fishbowl

A technique for managing talks in medium- to large-sized groups is called "fishbowl." A circle with an inner and outer section separates the students. Students converse in the fishbowl or inner circle while those in the outside circle observe and take notes (FISH BOWL STRATEGY, n.d.).

This fun, student-centered approach improves group discussion abilities while helping students understand complex texts and ideas. Students practice responding to various points of view in the "fishbowl." Students in the outer circle make observations about what makes for productive small-group discussions.

4. Project-Based Learning

The goal of project-based learning (PBL), also known as project-based education, is to provide students with the chance to acquire knowledge and skills through engaging projects that are based on issues and obstacles they may encounter in the real world (Project-Based Learning: Benefits, Examples, and Resources, 2021).

PBL is a learning-by-doing technique where  students are required  to explore and respond to a problem or challenge.

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References:
FISH BOWL STRATEGY. (n.d.). https://www.csuchico.edu/cbms/_assets/documents/fish-bowl-strategy.pdf

Jigsaw: Developing Community and Disseminating Knowledge | Facing History and Ourselves. (n.d.). Www.facinghistory.org. https://www.facinghistory.org/resource-library/jigsaw-developing-community-and-disseminating-knowledge#:~:text=The%20Jigsaw%20strategy%20asks%20a

Project-Based Learning: Benefits, Examples, and Resources. (2021, June 14). Powerschool.com. https://www.powerschool.com/blog/project-based-learning-benefits-examples-and-resources/

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Think-Pair-Share | Classroom Strategy. (2013, March 19). Reading Rockets. https://www.readingrockets.org/strategies/think-pair-share#:~:text=Think%2Dpair%2Dshare%20(TPS

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Student-centred teaching that require collaboration 

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Student-centred teaching that require collaboration 

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Benefits

A student-centred approach varies greatly from the traditional teacher-centred instructional model. In a student-centred approach to learning, classrooms move from direct instruction to a more community-driven environment, one which supports student empowerment, conversations, critical thinking skills, independence, and problem-solving techniques. In student-centred classrooms, the change begins with the teacher. Student-centred learning strategies do require and involve students in the overall planning process, implementation, and assessments.

Approaches/techniques:

Flipped Classroom - A flipped classroom requires that some or all content-related instruction is given outside of class time. By assigning videos, exploratory assignments, and/or reading as homework, class time can be used for student-led discussion, clarification, hands-on activities, group projects, and more! A flipped classroom can be flexible to suit almost any classrooms needs.

Think - Pair - Share - a tried-and-true approach to collaboration. All grade levels and subjects can benefit from implementing this approach.

Project-Based Learning - is an effective approach to student collaboration. A challenging or multi-part task is assigned which requires students to research, use knowledge from different subjects, and think critically. A variety of open-ended questions can be given to stimulate student choice.

Peer Editing - After students have completed a pre-writing plan or a first draft, they can exchange their work with a classmate or classmates in a small group. Each person can examine the work closely, find and fix minor mistakes, ask follow-up questions and make suggestions for larger changes or modifications. This can be done with the help of an editing checklist, but the teacher’s role should be minimized as much as possible to allow students to rely on each other for assistance and guidance.

Roleplay - Students can act out a hypothetical situation, a writing assignment they have just completed, a reading passage or a response to a video clip they just watched. These can be scaled to fit the needs of any classroom environment: improvisational or scripted, silly or serious, physical or virtual classroom. Students can record their roleplays with audio or video or make presentations to other students. Make sure to encourage creativity, flexibility and variety as much as possible in the initial stages to allow students to collaborate in a low-stress environment before moving on to more stressful situations.

Hot Seat/Interview/Ask Me Anything - Split the class into at least two groups. Assign one person in each group to answer questions for a set amount of time while everyone else in the group asks questions and takes notes or records responses. This can be adapted to reading comprehension activities, project feedback, pre- or post-debate information gathering, simple student icebreakers, trivia or memory testing, or whatever else your students have been doing. It’s a good idea to model this behaviour first with the teacher as the person answering questions first for 30 seconds or a minute and then as a person asking questions to someone else. Then, the teacher can remove themselves from the activity and observe how well the students can provide and extract useful information in small groups.

Two-Team Debates/Group Presentation - Provide each team or group with a problem that needs to be solved or a question that can be answered. Set aside some physical or virtual space for each group to brainstorm, discuss, explain, illustrate or build together.  Students can put together scrambled sentences or story fragments. They can use building blocks to assemble specific structures. They can write or record the telling of a story that has only been shown in pictures or draw a story that has only been shown in words. Students can plan a short class field trip, explain the rules of a sport or game, and illustrate the best way to cook a certain dish or take care of themselves or loved ones. Multiple questions or problems could be set up at different stations. Student teams can move to each station together, or groups can be split up and assembled in new configurations with each activity, depending on the lesson objectives.

References:
https://www.teachhub.com/teaching-strategies/2020/07/student-centered-learning-strategies/

https://wakelet.com/wake/m6pkJILL_FRsYtgcBt2h_

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Benefits & reasons:

Brain researcher David Sousa claims that physical activity increases the amount of oxygen in our blood, and this oxygen is related to enhanced learning and memory.

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

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

Some students learn best with kinesthetic methods of instruction.

For learning purposes, it’s better to have multiple modes of instruction at once.

People’s memory better encodes and separates memories when there’s a physical location change.

Approaches/Techniques:

Gallery Walks/Chalk Talks

Post texts on the walls, and have students rotate through them in small groups.
Gallery walks can also feature student-created texts, even digital ones. Chalk Talks are gallery walks where students are asked to respond to texts.

White Board Meetings

Students will investigate a situation (often using a data set). Students will then make sense of the problem in a group. They will display their findings on a mini-whiteboard. Usually, students are required to show information in graphs, pictures, mathematics, and writing.  Once students post their information on whiteboards, they present their findings. Students can then receive feedback and answer questions about their information.

North Pole-South Pole/Continuum

This strategy is great for formative assessment or assessing background knowledge. Essentially, one side of the room represents one idea, and the other represents an opposing idea.

Musical Mingle

This strategy works along the same lines as Musical Chairs, but you ask students to stand. You could develop a series of questions that you want to ask students before the lesson begins (to assess background knowledge) or after the lesson (to assess learning). You ask all of the students to stand. When you play the music, they will meander around. When the music stops, you announce a question and they will discuss responses with a person close to them. Once students have had the opportunity to talk, we then repeat the process.

Stations

Stations can be utilized for differentiation. For example, based upon students’ current writing trends, a teacher could place students at stations based upon areas they need to practice. Activities can be on paper, or they can be embedded digitally using QR Codes. Other stations may be rotational, such as short writing prompts, differing math problems, selected poems to analyze, or different activities for new vocabulary or concepts.

Learning your shapes!

You can have students create things with their bodies like phonics letters or shapes (Staff, 2017).

Games

Use tools like a child tunnel or bounce and catch ball games to give students a quick physical reward for answering a question (Shawley, 2014).

Take a brain break!

After explaining a new concept or vocabulary to your students, you can set up a brain break
For a brain break, you can use an activity like dancing to music or throwing a ball for a set amount of time like 2 minutes. When you stop the activity, you ask a quick question. After the question is answered, the activity resumes.

References:
https://www.teachthought.com/pedagogy/much-sitting-five-movement-strategies-get-students-thinking/

https://www.studentcenteredworld.com/movement-in-the-classroom/#Movement_in_the_Classroom

https://travelinginasia.company/2018/03/03/how-can-i-incorporate-physical-activity-into-student-centered-learning-module-3-unit-2-activity/

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Overall objective:

Students become stakeholders.

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

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

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

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

Benefits:

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

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

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

Approaches/Techniques:

Questioning –  ask purposeful questions before, during, and after reading to determine meaning or further understanding.

Imaging (Visualizing) - use a variety of sensory and conceptual processes (mental mapping) to understand texts.

Predicting –  involves the use of text clues and the students’ prior knowledge as they make logical forecasts about what will occur next in the text.

Inferring - separates good readers from poor readers.

Making Connections – use schema or prior knowledge to help the reader understand the text.

Monitoring – keeping track of comprehension is what monitoring is all about.

Summarizing –  separate the important parts of the text from the unimportant details as they tell the text in sequence.

Evaluating – evaluate whether they liked the text or not and how they did as readers before, during, and after reading.

References:
https://sites.google.com/view/student-centered-learning/question-6-student-centered-reading-writing-listening
http://tnjune17cohort3.pbworks.com/w/page/119008734/Student-Centered%20Approaches%20and%20Techniques%20for%20Reading

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Flexible movement in a student centered classroom

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Movement in the classroom is essential to learning for Gen Z. IT is said that the average attention span of Gen Z is 7 seconds, compared with 20 minutes by the generations preceeding. Incorporating movement in the classroom where it is central to learning, and not just ad add-on or a treat for students, will vary based on grades and ages. Physical movement in the classroom connects to the Behaviorism Learning Theory, where there is a focus on the interaction between how the student behaves and their environment. Here are some intentional strategies when planning for movement in student 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/

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In high school, using mind breaks helps students to move around the classroom, be involved in quick short games of movement.

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8 Easy, Awesome Brain Break Games for High School Students

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Brain break games for high school are easy to play (especially when they’re activities your students will buy into) and more necessary than you think.

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Flexible seating puts the student choice at the heart of the environment so that they can select seating arrangements and movement while they work individually or collaboratively.
https://www.studentcenteredworld.com/movement-in-the-classroom/

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Classroom design that incorporates movement

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Movement in the classroom is essential to learning for Gen Z. It is said that the average attention span of Gen Z is 7 seconds, compared with 20 minutes by the generations preceding. Incorporating movement in the classroom where it is central to learning, and not just ab add-on or a treat for students, will vary based on grades and ages. Here are some intention strategies when planning for movement in student learning:

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Work Stations in the classroom. Provide student with different sections such as a reading station, listening station, and maybe a visual station. They get a certain amount of time at each station. This way they can experience different styles of learning and working together. Students learn in different  ways and this is a way to keep their attention on the same subject plus interact with their fellow classmates in a productive way.

Game Creation. Having students create their own educational games that can be used multiple times. Example, have students play word hide and seek with words or the sentences they have created.  Hide words that are missing from sentences or find the words meaning. This allows student to move and become active during class.

McKee, K. (2017, July 23). Five movement strategies in the high school classroom. Retrieved September 25, 2017 from http://kennycmckee.com/five-movement-strategies-in-the-high-school-classroom

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Using Muddiest point . This has  students identify tough area of the class and work through it together.  This helps student have more control on their environment and how things should be handled without to much of influence from the instructor.

A Standard Peer evaluation. When  students evaluate each other, they are able to give feedback in real-time situations that will not only help the person being evaluated but also it forces the evaluator to pay attention and focus on their peers.

https://www.iowacentral.edu/ie/documents/planning/StudentCenteredLearning.pdf

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Using CANVAS as an online interactive platform. Student are given a topic and they use a platform to interact with each other no matter where they are.

Online Tools for Teaching & Learning. Designed by students in EDUC 390D, 592A, & 692D at the University of Massachusetts Amherst, https://blogs.umass.edu/onlinetools/learner-centered-tools/

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Set up 3-4 stations where they use the topics they learned in a game and they have to create their own rules for their game while another station uses computer or tablet resources for them to complete their tasks.

McKee, K. (2017, July 23). Five movement strategies in the high school classroom. Retrieved September 25, 2017 from http://kennycmckee.com/five-movement-strategies-in-the-high-school-classroom

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How can a classroom teacher differentiate?
First, create an environment (both in the physical layout of the classroom and in instructional design) that facilitates a multilevel community. A multilevel community reflects the belief that student autonomy and student values are central to learning.
Second, modeling independent learning skills and strategies by using technology specific for each student will facilitate independent learning.
Third, thinking about and planning uses of technology in the classroom (e.g., emails, blogs, and websites) is essential for building an efficient classroom environment. Time is an important resource for teachers.

How to get started?
Remember curriculum comes first. As with all good teaching, knowing the students and curriculum is central to successful teaching. Using technology must start with knowledge of what types of technology are available and how these might connect to the curriculum. Technology for technology’s sake is not effective teaching.

Practical tools
In teaching mathematics, teachers can use Excel to teach basic graphing and statistics skills. Conveniently, this software is available in most classrooms. In addition, there are also many websites designed to be “kid-friendly.” For example,“funbrain,” http://www.funbrain.com allows students to practice skills within the context of a computer. The teacher can use websites like “epals,” (http://www.epals.com) to connect with diverse cultures and students fromtheglobalcommunity . .
For teachers, there are websites such as: (http://cte.udel.edu/TAbook/question.html, http://www.fno.org/toolbox.html, and http://changingminds.org/techniques/question ing/socratic_questions.htm) that help teachers vary their question-asking strategies. The use of such websites may allow for differentiating the difficulty of each question based on the needs of the individual students.

“The potential for using technology is limited only by the imagination and creativity of its users.”

Reference
viewcontent.cgi.pdf

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1. Structured Team Learning
Student Teams-Achievement Division (STAD)
STAD is appropriate to use in a wide variety of subjects including mathematics, language arts and social studies. It is most appropriate for teaching well-defined objectives, such as mathematical computations and applications, language usage and mechanics, geography and map skills, and science facts and concepts. STAD consists of four steps:
1) Whole-class presentation
2) Group discussion
3) Test
4) Group recognition

Teams-Games-Tournament (TGT)
TGT uses the same teacher presentations and teamwork as in STAD, but replaces the test with weekly tournament game which does not use the system of improvement score.
Teams-Games-Tournament has 4 steps:
1) Whole-class presentation
) Group discussion
3) Tournament
4) Group recognition

Cooperative Integrated Reading and Composition (CIRC)
Developed by Slavin, CIRC is designed for use with specific materials for teaching reading and writing in the upper elementary grades.
CIRC comprises three major language activities:
1) Basal-related activities
2) Direct instruction in reading comprehension, and
3) Integrated language arts/writing

2. Informal Group Learning Methods
Jigsaw II
Jigsaw was originally designed by Elliot Aronson and his colleagues in1978. Slavin (1994) developed a modification of Jigsaw by adapting Elliot Aronson’s technique. It is appropriate to use in subjects like language, literature and social studies in which the learning materials are in the written narrative mode.
Jigsaw II has 5 steps:
1) Reading
2) Expert group discussion
3) Home group reporting
4) Testing, and
5) Group recognition

Learning Together
David Johnson and Roger Johnson developed the Learning Together models of cooperative learning (Johnson and Johnson, 1998).
The model is characterized by the 5 elements of cooperative learning:
1) Positive interdependence
2) Individual and group accountability
3) Face-to-face promotive interaction
4) Interpersonal and small group skills
5) Group processing

Reference:
cooperativelearning.pdf (eduhk.hk)

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Picture 3. iPad Apps for Learners with Complex Additional Support Needs

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Picture 3. iPad Apps for Learners with Complex Additional Support Needs

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ipad apps for learners with complex additional support needs

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Picture 2. E-Learning Tools to Develop Language Skills in Blended Learning 

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Picture 2. E-Learning Tools to Develop Language Skills in Blended Learning 

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Picture 1. The Tools to Organize the Educational Process in Online Learning Environment 

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Picture 1. The Tools to Organize the Educational Process in Online Learning Environment 

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How would I design the learning tool kit of my students' online learning environment?

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How would I design the learning tool kit of my students' online learning environment?

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1. Why is it important for teachers to know how to create an excellent online environment?
What makes you a good instructor in the classroom – does not necessarily translate to good pedagogy in an online learning environment. Online Learning Environments are becoming increasingly available for learners in all areas of education from primary grades right through to higher education. They require key considerations to be cultivated to promote success.

2. A few steps to create an efficient online space.

●Make sure you have high speed Internet service, antivirus and malware protection software to protect your system(s).

●Clear your virtual desktop. Get all those icons off the startup menu that make your system run slower.

●Use clear file names so you can easily retrieve them later. Alphabetize file names and be consistent in your filing system.

●Get the folders set up and organized as soon as possible.

●Create bookmarks for frequently-visited websites.

●Use a calendar with deadlines and note priorities.

3. Practical tools recommendation.
Picture 1. The Tools to Organize the Educational Process in Online Learning Environment
Picture 2. E-Learning Tools to Develop Language Skills in Blended Learning
Picture 3. iPad Apps for Learners with Complex Additional Support Needs

Online Learning is an evolving craft that requires sound pedagogy. We are on a journey of discovery as we practice and hone in on and I am also on a journey of discovery and learning to find the best pedagogical practices for the learners that we work with. Differentiation is always key, in addition to being respectful of the different cultures, experiences, and ideas that each person brings to the Online Learning Environment.

5. References
6 Important Components Of A Successful Online Learning Environment - eLearning Industry
How to Create a Successful Online Learning Environment (pltw.org)
Proceedings Template - WORD

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6 Important Components Of A Successful Online Learning Environment

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What are The Components Of A Successful Online Learning Environment? Check the 6 Important Components Of A Successful Online Learning Environment.

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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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Not one student is the same, they have different needs and different ways of learning. Differentiation is simply, offering a range of tasks and options to cater for a range of learning needs. Catering for the different ways students think, learn and apply knowledge. So how is this achieved through student centered learning?

The Six Thinking Hats.
The Six Thinking Hats is a systematic method of to help students think in a new and different way, exposing learners to six different styles of thinking, allows them to look at a problem from six different perspectives. These colourful, visual cues can be used to address almost any problem-solving activity and by assigning the different hats students can easily recognise which thinking skill they are using.

Activities can be created based on the hats for groups or individuals. The students can choose different options depending on their ability. In this way a creative, yet dyslexia child, for example, can also be appreciated for their strengths. Grouping children and allowing them to choose from a range of activities and collaborate working towards their strengths and then teaching and supporting each other to learn and develop their weaker areas.

Tic Tac Toe or Think Tac Toe
Tic Tac Toe or Think Tac Toe is a fun strategy that allows students to have choice about they way the want to learn or how they want to present their learnings. The teacher can create a simple tic tac toe chart allocating each square with a different avenue to present their work.  If the subject is “planets” for instance the tic tac toe could show the following.

Differentiation is achieved as the students are given a chance to present their findings in a strength of their choice, addressing multiple learning styles. The students can also choose just one tile from the tic tac toe board or can complete three in a row to earn extra credit. The Tic Tac Toe board can be designed according to lesson content, it can also be used at an early finisher activity. The board can be designed with assignments that are below level, on level and above. It can also provide activities that encompass all subjects.  The middle tile could even be left blank as a free choice option.

Think-Pair-Share

https://youtu.be/vxMOl2Vnw54

Think-pair-share is a technique that allows students to think independently, work together, and share their ideas. It’s broken into three steps:

Think - Students think independently about a question or topic.
Pair - Students pair up and discuss their ideas with a partner.
Share - Pairs present their ideas to a small group of the whole class.
Differentiation can happen at any of the three steps. Students who need a boost in the thought portion can be given materials to help them form their thoughts. Teachers can also give consideration to student needs and strengths when making pairs for the second step. A Reading Rockets post suggests being “sensitive to learners' needs (reading skill, attentional skills, language skill) when creating pairs” (Think-Pair-Share, n.d.). Finally, students can be given a choice in how they share their thinking. Some may choose the traditional oral method while others could make slides or a poster. The Think-pair-share activity offers vocal students a chance to present to the class and shier students the chance to have their voices heard in pairs or small groups. “Even a student who is uncomfortable discussing his or her ideas with the whole class still has an audience in this step” (Think, Pair, Share Cooperative Learning Strategy, n.d.).

Personalized Learning
https://youtu.be/6oLNLCO0vfI
Personalized learning is designed to meet each individual student’s needs. It is a fairly new technique that often takes place in flexible learning environments and incorporates technology in planning and implementation (Cavanagh, 2014). Tasks are often presented in “playlists,” and students are involved in their own assessment and lesson planning (Vargo, 2017). Technology can be used in researching, presenting, and keeping track of progress on the playlists of tasks, all while giving students agency to tailor their learning to their needs. Teachers use technology to monitor students' progress and alter learning plans as needed. The personalized learning approach also gives teachers more time and opportunity to address individual needs in person. While students are working on their lessons in class, teachers can circulate and give one-on-one attention to those who need it most.

Reference:
Neal, M. Mandy Neil, Teaching with Simplicity. Differentiated Instruction with Think-Tac-Toe. Retrieved on October 20, 2019 from https://www.teachingwithsimplicity.com/2014/01/differentiated-instruction-with-think-tac-toe.html
Think-Pair-Share. (n.d.). Retrieved October 21, 2019, from Reading Rockets website: https://www.readingrockets.org/strategies/think-pair-share
Think, Pair, Share Cooperative Learning Strategy. (n.d.). Retrieved October 21, 2019, from TeacherVision website: https://www.teachervision.com/group-work/think-pair-share-cooperative-learning-strategy
Webster, J. (2019). ThoughtCo. Think-Tac-Toe: A Strategy for Differentiation. Retrieved on October 20, 2019 from https://www.thoughtco.com/think-tac-toe-strategy-for-differentiation-3110424
Vargo, J. (2017). Six Examples of What Personalized Learning Looks Like. Retrieved October 22, 2019, from Education Elements website: https://www.edelements.com/blog/six-examples-of-what-personalized-learning-looks-like
Dyck, B. (2004). Education world, Put on Your (Six) Thinking Hats. Retrieved October 19, 2019 from https://www.educationworld.com/a_curr/voice/voice102.shtml
Warfield, A. Storyboard That, Six Thinking Hats in the Classroom. Retrieved October 19, 2019 from https://www.storyboardthat.com/blog/e/six-thinking-hats-in-the-classroom

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

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

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Student-centered collaborative learning is an amazing strategy that helps learners to learn more effectively. Collaborative learning has many benefits for the learners that can be divided into three categories: psychological benefits, social benefits, and academic benefits (Laal & Ghodsi, 2012).

Psychological benefits for collaborative learning:

Reduces anxiety in students

Increases self-esteem

Helps develop a positive attitude toward teachers

Social benefits for collaborative learning:

Helps to develop communities

Helps to develop a support system for learners

Promotes diversity

Academic benefits for collaborative learning:

Students learn more actively

Models appropriate problem-solving for students

Helps develop critical thinking skills (Laal & Ghodsi, 2012)

Some tips and strategies for collaborative learning:

Establish Clear Goals: Before beginning a task, the students should have clear and defined goals and objectives for their groups. This will keep the group on task and help to establish an unambiguous purpose for the group.

Use real-world problems: Real world problems can be used as tasks for collaborative learning experiences. These projects make for very engaging and authentic projects.

Consider Demographics and Diversity: When putting students into groups for collaborative learning, it is very important to consider the diversity of talents, skills, ideas, backgrounds, and experiences.

(It's also very important to consider gender when assigning groups).

Use Scaffolding: Give more directions in the beginning of a project than at the end. Allow groups to gain more responsibility as they progress in class.

Be wary of "groupthink:" Groups may be susceptible to groupthink and not challenge their ideas while working on their tasks and activities. Changing groups occasionally can help combat groupthink.

Assign group roles for larger tasks, especially with Project-Based Learning (which in and of itself is great for collaboration): Giving students set roles in their group can help break a large task into more manageable pieces. Group roles could include a resource manager, facilitator, task manager, fact-checker, reporter, recorder, and team/group leader.

Resource Managers (Secretaries) get necessary supplies and materials for the team and make sure that the team has cleaned up its area at the end of the day. They keep written documentation of all activities and help prepare print materials. They also manage the non-material resources for the team, seeking input from each person and then calling the teacher over to ask a team question.

Facilitators (Directors) help their teams get started by having someone in the team read the task orally. They make sure each person understands the task and that the team helps everyone know how to get started. Before anyone moves on, the facilitator asks to make sure each team member understands the team’s answer.

Typically, a teacher could expect to hear a facilitator asking:

“Who wants to read?” “What does the first question mean?” “Do we all agree?” “I’m not sure I get it yet – can someone explain?”

Recorder/Reporters (Recorders) share the team’s results with the class (as appropriate) and serve as a liaison with the teacher when s/he has additional information to share with the class and calls for a “huddle” with all of the recorder/reporters. In some activities, a recorder/reporter may make sure that each team member understands what information s/he needs to record personally. Recorder/reporters may also take responsibility for organizing their team members’ contributions as they prepare presentations.

Typically, a teacher could expect to hear a recorder/reporter asking:

“Does everyone understand what to write?” “How should we show our answer on this poster?” “Can we show this in a different way?” “What does each person want to explain in the presentation?”

The Task Manager (Time Keeper) keeps the team focused on the assignment of the day. He or she works to keep the team discussing the matter at hand and monitors if anyone is talking outside of her/his team. Additionally, a task manager helps the team focus on articulating/explaining in detail the reasons for the science projects (outcomes, findings, answers).

Typically, a teacher could expect to hear a task manager saying:

“Ok, let’s get back to work!” “Let’s keep working.” “What does the next question say?” “Explain how you know that.” “Can you prove that?” “Tell me why!”

Team Leaders Keep the group on task, assure work is done by all, gets needed materials and is the liaison between their group and other groups and between their group and the instructor.  The leader should manage the project. Make sure your group understands and follows the rubric. Develop deadlines and timelines for your group. Monitor the group and keep members on task and issue warnings to those misbehaving or not contributing to the group. Delegate and organize equal responsibilities to members.  Be a motivator, and keep track of all group member work (Mccullough, 2014)

Consider using different approaches, techniques, and activities such as:
Think, Pair, Share:
https://youtu.be/-9AWNl-A-34

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

Jigsaw:

https://youtu.be/euhtXUgBEts

In a Jigsaw activity, students "master" and become "experts" on specific learning topics. They then share that with their classmates in smaller groups or even for the whole class.  This teaches students interdependence, status, equalization, empathy,   students will feel like experts and  get to share information about what they know! They become teachers!

Steps :

1. First, the class is broken down into smaller groups (can be done according to something the have in common) and

2. Each group is assigned a section of the larger task.

3. Students in the group all "master" the topic and information.

4. Each student on the team becomes an "expert" on one topic after they have shared with members from the other teams assigned the corresponding expert topic.

5. Then, they return to their original teams, and each student takes a turn to teach their group and the topic they have just learned.

6. Optional: each group might share or present their overall findings to the class via a medium of presentation.

Fishbowl

https://youtu.be/xkWl9b0FZSE

This activity is great for classroom discussions, for presenting different ideas in an interesting way and for observing collaboration. Students should sit in two concentric circles with a small group in the middle. The inner circle of students hold a discussion on a topic while the outer circle observes.

Steps :

1. Selecting a topic for the fishbowl

2.  Setting up the room

3.  Preparation

4.  Discussing norms and rules of the discussion

5.  Debriefing the fishbowl discussion

Project Based Learning

https://youtu.be/08D0dBGIzYQ

Project-Based Learning can be used in multiple ways - one of the main ways being collaboration in learning. Students are generally given a task or problem that needs to be solved in a creative and innovative way using the resources provided, following a previously learned design process, and within a specific time frame. Students must work in a group, generally, to complete the task and they are responsible for how the work gets completed just as long as the objectives are met. At the end, students are usually checked for their understanding in several "thinking skills" - like reasoning, context perspective and synthesis - as well as several "collaborative skills" - communication and teamwork.

Steps :

1. Identify the problem and define it. Make sure the students understand the problem (try to keep it relevant to the students' lives and possibly a real-world issue).

2. Brainstorm possible solutions (ie. divergent thinking).

3. Design possible solutions and generally have students start with a blueprint before they start with the actual materials being used.

4. Build a prototype. Have students begin to work with their groups to assemble to real-life solution to the problem.

5. Test and Evaluate the solution to see if it will work in accomplishing what the supposed it would do and look for unintended consequences.

6. Share Solution and Get Feedback from the teacher and classmates. Have students present their findings in multiple ways from video recordings, short videos to presentations and standard sharing.

7. Redesign. Have students perfect their solution!

References:

[DavidLeeEdTech]. (2015, May 12). Introduction to Project Based Learning (PBL) Process [Video File]. Retrieved from https://www.youtube.com/watch?v=08D0dBGIzYQ

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and Behavioral Sciences, 31, 486-490. doi:10.1016/j.sbspro.2011.12.091

Mccullough, J. (2014, June 9). PBL Role Descriptions For Beginners. Retrieved from https://joanmccullough.com/2014/06/09/project-based-learning-group-roles/

[Reading Rockets]. (2013, January 29). Think-Pair-Share [Video File]. Retrieved from https://www.youtube.com/watch?v=-9AWNl-A-34

[TeachLikeThis]. (2013, November 14). How to do a Fishbowl - TeachLikeThis [Video File]. Retrieved from https://www.youtube.com/watch?v=xkWl9b0FZSE

TeachThought. (2018, June 28). 20 collaborative learning tips and strategies for teachers. Retrieved October 22, 2019, from https://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/

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Student Centered Approaches/Techniques for Reading: 

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Student Centered Approaches/Techniques for Reading: 

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Questioning - To clarify or deepen their grasp of what they have read, good readers ask specific questions before, during, and after each passage.

Imaging (Visualizing) - Reading involves a number of sensory and intellectual processes (mental mapping), which readers utilize to image (visualize) texts. They create significant methods to deepen their learning by imagining the sights, sounds, and scents, as well as by seeing motion and hearing speech.

Predicting – Making rational predictions about what will happen next in the text requires students to use text cues and their existing knowledge.

Inferring - Using inference to distinguish between good and bad readers is a challenging method known as inference. When students utilize textual cues and prior information to make inferences about past and current occurrences, high-level thinking is required.

Making Connections - Good readers make connections between the text and their schema or past knowledge. They draw connections between the text, their experiences, or general knowledge as they read.

Monitoring - The goal of monitoring is to keep track of comprehension. Students evaluate their picturing skills, pay attention to unfamiliar terms, and recognize when they do not comprehend material or are even not paying attention to what they are reading when they assess their understanding.

Summarizing - For many pupils, summarizing is a challenging and sophisticated method. As they recount the text in order, they must distinguish between the crucial passages and the little details. The broad picture, the author's message, the topic, and the major concept are all included in a summary.

Evaluating- Good readers weigh and assess what they have read before, during, and after it has been finished. They assess their reading performance and if they enjoyed the content.

References: https://www.teachthought.com/pedagogy/student-centered-teaching

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Learner Centered Literacy:  Owning Their Own Reading

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Engaging: Have students value the subject, in this case, reading. Encourage collaboration, and set up fun, captivating activities that make reading fun and not trying one.

Diverse tools/resources: Inquire about the type of stories, subjects, and themes that garner the students' attention. Set up a library or a station to allow students access to those books or resources.

Peer Learning Activities: Schedule regular peer learning activities every week, which have students work together in pairs and small groups and have the freedom to move around without any restrictions and read where they please in the classroom. If using technology, create breakout rooms for students to develop and foster peer learning.

Self-Monitoring: Keeping track of comprehension is what monitoring is all about. When students monitor their comprehension, they check to make sure they are visualizing, pay attention to unknown words, and notice when they do not understand the text or are even not paying attention to what they are reading.

Peer assessment: Have students assess each other on different reading skills, such as sound, clarity, and comprehension.

One educational learning theory that is student/child-centered and utilizes some of the methods mentioned above is the Montessori method of education. The Montessori reading curriculum has three essential components: A strong foundation in phonics, comprehension based on visualization, and whole language, or learning to read for meaning and using context clues. However, the teacher is just a link to the student's environment, facilitating growth and self-initiated study.

Reference

A. Z. (n.d.). Elite 8 Reading Strategies. Palatine English. Retrieved February 3, 2023, from https://palatineenglish.weebly.com/elite-8-reading-strategies.html

A. Z. (n.d.). Elite 8 Reading Strategies. Retrieved February 3, 2023, from https://www.leportschools.com/blog/five-montessori-secrets-literacy/

Educational Video Publishing. (2014, April 8). Introduction to Montessori Philosophy HD [Video]. YouTube. https://youtu.be/HYgH5AeaaqU

Guide Post Montessori (n.d.). Teaching Reading and Writing with Montessori. Retrieved February 3, 2023, from https://www.guidepostmontessori.com/blog/teaching-reading-writing-montessori

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Introduction to Montessori Philosophy HD

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To differentiate instruction, a teacher can implement Howard Gardner’s theory of multiple intelligence, which proposes that intelligence is constructed from a series of modalities rather than one element. The eight modalities independent of one another are musical, logical-mathematical, intrapersonal, interpersonal, naturalistic, linguistic, bodily-kinesthetic, and spatial. Empowering students to learn through multiple modalities fosters a collaborative classroom where students are comfortable experimenting and letting others experiment.  In my special education class, I have several learners who learn differently. What I might do, for example, is keep the subject or the content the same but differentiate the activities based on how the learner learns. If Juan, for instance, learns math best through bodily-kinesthetic, I would use blocks for him to manipulate. If Ruben learns best through visual-spatial intelligence, I might use a memory-based game where I ask him to find the missing numbers. In a non-special education class, where student-centered learning has more leverage, you would do the same thing, but rather than the teacher, you would allow the students to choose the modality that helps them learn the best.

Another technique or strategy to address differentiation is to change the learning environment, such as the seating order, arranging tables, grouping students, and improving mobility within the class. However, instead of you, the teacher changing the learning environment, you change the setting with your students.

Reference:

Edutopia. (2010, July 9). Howard Gardner on Multiple Intelligences [Video]. YouTube. https://youtu.be/iYgO8jZTFuQ

A. Z. (2018, June 11). Differentiation and Multiple Intelligences. Artfully Learning. Retrieved February 3, 2023, from https://theartsandeducation.wordpress.com/2018/06/11/differentiation-and-multiple-intelligences/

Borek, J. (2003). Inclusion and the multiple intelligences: Creating a student-centered curriculum. QUARTERLY-NATIONAL WRITING PROJECT, 25(4), 24-28.
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Howard Gardner on Multiple Intelligences

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                                     Michael Okcu

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                                     Michael Okcu

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Student-centered learning allows students and teachers to have a symbiotic relationship in which students share the focus, planning, and assessments in the classroom. To implement evaluations, teachers and students should set performance goals, then define those goals and agree on how those goals will be measured for each assignment or task. One way to set goals is to use rubrics, which help to steer students toward their goals while making expectations and standards conspicuous. Student-centered learning is closely aligned with social constructivism learning theory, which views that human learning and knowledge are constructed best through social interaction.  One type of common assessment in social-centered learning theory is peer review, which I’ve used in teaching non-special education classes. This type of assessment allows peers to critique one another and offer feedback. To implement this assessment, students can use the ladder of feedback model developed by Daniel Perkins and Daniel Gray Wilson at Harvard University. The ladder of feedback four stages (clarity, value, concerns, and suggestions) can be used as a student-centered feedback strategy where students would give and receive meaningful feedback that can be used to revise work or help inform the direction of their learning. Another option to enhance assessment would be to use Glow and feedback strategy that can be easily adapted for peer-review feedback. Feedback is given in the form of glows (positive feedback) and grows (areas for improvement).

Reference:

Miller, A. (2015, September 2). Using Assessment to Create Student-Centered Learning. Edutopia. Retrieved February 1, 2023, from https://www.edutopia.org/blog/assessment-create-student-centered-learning-andrew-miller

Lynch, M. (2016, November 19). Social Constructivism in Education. The Edvocate. Retrieved February 1, 2016, from https://www.theedadvocate.org/social-constructivism-in-education/

Bankston, K. (n.d.). How to Create a Classroom Focused on Student-Centered Assessment and Feedback. Better Lesson. https://betterlesson.com/blog/student-centered-assessment-feedback/

Students at the Center Hub (2013, August 21). Student-Centered Assessment Resources. Retrieved February 2, 2023, from https://studentsatthecenterhub.org/resource/assessment/

The Power of Making Thinking Visible. (2019, November 5). Ladder of feedback [Video]. YouTube. https://youtu.be/c3SB3BFcTK4