# data[].attributes.body
One technique is letting students choose how they demonstrate their understanding. Some students may be comfortable making a class presentation, but some learners may be more comfortable designing a poster or writing a report. Students take charge of their own project and use their strengths instead of showing the whole class their weaknesses.

# data[].attributes.body
Using exit tickets after lessons that may address important or new content can help with differentiation in the classroom. You can use the exit tickets to get an idea of were students are in the lesson and how they are feeling about the content. You can then use the responses to group students for future lessons on the topic to make sure those who are ready are getting extension work and those who need support are getting the reinforcements they need.

# data[].attributes.body
The class can have round tables or desks that can be easily arranged. This way, students can form groups and collaborate easily.

We can also incorporate a lot of charging ports or desks that come with chargers in the classroom. This allows students to do independent research and collaborate with other students, as well as quickly look up information to contribute to group discussions.

# data[].attributes.body
Project-based learning is requires collaboration from not just students but also teachers. Project-based learning can be multidisciplinary, so teachers from different areas assist students to help them solve an issue. Students are also encouraged to work with other classmates and utilize their strengths to solve problems together. An example of this is making a film about a book they read or designing a business.

# data[].attributes.body
I think self-assessment is good for student-centered education. Students would be asked to assess their progress and consider any learning goals they haven't met yet (but want to). The teacher can assist them in reaching those goals. This lets students take responsibility for their own learning as well as encouraging a growth mindset.

# data[].attributes.body
Experiments can include physical movement. Students are asked to design an experiment to answer a problem. Together with their group, they'll perform it, which usually requires physical movement. They are also asked to walk around and learn about other teams' experiments.

# data[].attributes.body
Socratic seminar is a technique used in a lot of reading classes. Instead of the teacher telling about the reading, students discuss with each other. They are asked an open-ended question and discuss with their group. This lets students bounce ideas off of each other and reflect for better understanding of the text.

# data[].attributes.body
Lippman, P. C. (2013, February 13). Designing Collaborative Spaces for Schools -. THE Journal. https://thejournal.com/articles/2013/02/13/designing-collaborative-spaces-for-schools.aspx

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

New South Wales Centre for Education. (n.d.). Socratic Seminar. https://education.nsw.gov.au/teaching-and-learning/learning-from-home/teaching-at-home/models-of-teaching/contemporary-learning-and-teaching-from-home/learning-from-home--teaching-strategies/socratic-seminar

O’Brien, M. (n.d.). What is Project Based Learning? Defined Learning. https://blog.definedlearning.com/blog/what-is-project-based-learning

Cornell University Center for Teaching Innovation. (n.d.). Self-Assessment. Cornell University. https://teaching.cornell.edu/teaching-resources/assessment-evaluation/self-assessment

# data[].attributes.body
Flexible Seating is a great way to run a student centered classroom. We all work and learn differently and offering a variety of seating allows students a chance to work in an environment that fits them best. “There’s also a lot research showing a correlation between the subtle movements that flexible seating allows and an increase in student focus and engagement,” says Joe Russell, principal at Washington Elementary School in Wauwatosa, Wisconsin. “It makes classrooms more accessible for students, increases student engagement, and opens the room to a variety of learning styles.”

This also lends itself to self-directed learners. Students will begin to learn how to advocate for themselves and their learning. This may mean that sitting at a wobble seat next to my friend may not be the best choice for todays activities and I can make a positive choice for myself.

# data[].attributes.body
Having students lead book clubs they will learn a variety of reading skills. Not only will they learn from the freedoms given, which lead to a deeper understanding of their reading, developing deeper understanding of other people through their conversations, and providing opportunities to safely fail and celebrate success.

# data[].attributes.body
Inquiry based learning is a student centered learning approach that builds off of a students curiosities. By using these curiosities and creating almost a scientific method for learning and discovery you can create more critical thinkers.

Inquiry based learning lends itself to peer collaborations at all steps. Letting students converse and discuss their curiosities or exchanging information makes the process and the interest in the inquiry project grow even stronger. Also, working with peers can make the inquiry process less scary. A lot of inquiry is just experimentations, so by letting students experiment together the upsets don't feel as scary or big.

# data[].attributes.body
Brain breaks can be used in a classroom to incorporate physical movement. Brain Breaks are small mental breaks designed to help students focus. They typically get students moving and allow blood and oxygen to flow to the brain. These breaks allow students a small reset in the day and enhance energy and relaxation.

If you have a student who often fidgets or gets more restless as the lesson goes on having a specified brain break for them when they get that feeling can also help them reset and come back to their learning space with the right mindset.

# data[].attributes.headline
Use Apps and Software with Individual Accounts!

# data[].attributes.subject
Use Apps and Software with Individual Accounts!

# data[].attributes.body
Using interactive learning apps or software that allows students to create accounts that the teacher controls, so both you and the student can get instant feedback on progress and also allows them to proceed at their own pace. These include apps such as RAZ-KIDS reading which track reading level, or Kahoot! which tracks in class learning and question answering.
This is a good way to to tap into behaviorist theory,
as students will usually get instant positive feedback or rewards on the software. This also allows reflection and problem solving to
get to new activities or levels and is thus in line with cognitive theory.

# data[].attributes.body
Peer-to-peer learning is a proven way improve students understanding of material. Furthermore, this way of
learning also gives students skills in organizing and collaboration, and allows them to develop their own sense of how we learn by seeing how others learn. One way to do this is letting students partner up/form partnerships
in their learning to mentor and discuss content together. This applies to social learning theory that shows students making connections within their social sphere can help complement their learning to achieve a deeper understanding
of a topic.

# data[].attributes.body
There is a growing body of evidence that shows allowing students to do some sort of self-grading based on a rubric is a way for students to have a say and feel accomplished within the classroom.
This student-centered practice is in line with constructivism theory where students are always building
upon their their previous knowledge.
"A growing body of empirical evidence also suggests that
self-grading improves class attendance, makes the classroom
experience a friendlier, more productive, and cooperative
environment, reduces student-teacher conflict, decreases
student anxiety, and provides a shared sense of ownership
for the learning process" (Simkin, Mark 2015)

# data[].attributes.body
Allowing students to make a learning contract for what they want to learn outlines actions the learner promises to take to achieve academic success. The primary benefit to this is that it is a physical way for students to become self-directed and self motivated.
It will allow them to decide:

What they will learn

How they will learn it

How long they learn it for

How they will be evaluated on how they learned it or not

# data[].attributes.headline
Incorporate Structured Exercise throughout the Day

# data[].attributes.subject
Incorporate Structured Exercise throughout the Day

# data[].attributes.body
Include exercise in the morning, afternoon, and at the end of the day! This increases focus, attention, and memory, because exercise:

Increases oxygen to the brain that may enhance its ability to learn

Makes alterations to neurotransmitters

Introduces structural changes in the central nervous system

# data[].attributes.headline
Grouping by specific reading skills, not level/ability.

# data[].attributes.subject
Grouping by specific reading skills, not level/ability.

# data[].attributes.body
Research has proven that grouping students based on reading level alone hasn't been proven to be beneficial, a great way to make it student centered is to find relevant, interesting, complex texts and
do differentiation of these texts based on skills (such as vocabulary or decoding) instead of by reading level.

# data[].attributes.body
Boud, D. (2002). What is Peer Learning and Why is it Important? | Tomorrow’s Professor Postings. Stanford Education Blog: Tomorrow’s Professor Postings. https://tomprof.stanford.edu/posting/418

Self-Directed Learning: Learning Contracts. (2020, June 12). University of Waterloo Centre for Teaching Excellence. https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-learning-contracts

Shanahan, T. S. (2017, May 14). New Evidence on Teaching Reading at Frustration Levels. Shanahan on Literacy. https://shanahanonliteracy.com/blog/new-evidence-on-teaching-reading-at-frustration-levels

Simkin, M. G. (2015). Should you Allow your Students to Grade their own Homework? Journal of Information Systems Education, 26(2), 1–3. https://jise.org/Volume26/n2/JISEv26n2p147.pdf

Student-centered learning | ISTE. (2021). International Society for Technology in Education (ISTE). https://www.iste.org/standards/essential-conditions/student-centered-learning

Wilson, D. W. (2014, March 12). Move Your Body, Grow Your Brain. Edutopia. https://www.edutopia.org/blog/move-body-grow-brain-donna-wilson

# data[].attributes.body
Something that I have noticed in my experience at University, and have heard from fellow teachers, is that there is the power to change classroom dynamics in socratic seminars. This practice typically includes a "round table" or "horseshoe" arrangement of the desks or tables in the classroom to allow each student to be able to see everyone. This change in physical environment can be helpful to incite participation and a sense of unity and ownership within a class when it comes to the particular lesson.

# data[].attributes.body
With this class style, the instructor takes a brief moment to "set the stage" for a class discussion or debate. The role of the instructor would be to facilitate the discussion by stimulating the conversation with questions, and guide the class towards staying on track. This supportive role puts the students in charge of the discussion, and can generate great participation and insight from the majority of types of students. Oftentimes, students may generate very insightful and rousing discussions as a result of the teacher taking an "equal" place in the room and taking the role of mediator rather than as lecturer.

# data[].attributes.attachment_link.title
Instructional Strategy - Socratic Seminar

# data[].attributes.body
Choosing or continuing to choose formative assessments over summative assessments can bolster student confidence, create a love for learning, and create a more fair distribution of grades within the class. "The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:

help students identify their strengths and weaknesses and target areas that need work

help faculty recognize where students are struggling and address problems immediately

Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to:

draw a concept map in class to represent their understanding of a topic

submit one or two sentences identifying the main point of a lecture

turn in a research proposal for early feedback"

(From: https://www.cmu.edu/teaching/assessment/basics/formative-summative.html)

This is an alternative to comparing students based on how much they have learned on an arbitrary or set standard. Types of summative like term papers or final exams tend to be high stakes and evaluate student learning.

# data[].attributes.attachment_link.title
5 Ways to Conduct Formative Assessments Virtually

# data[].attributes.body
Bankston, Krystal. “Interactive, Visual or Language Chunk Word Wall.” BetterLesson, BetterLesson, 10 May 2021, betterlesson.com/strategy/173.

Briggs, Saga, et al. “20 Ideas For A Choose-Your-Own-Adventure Model of Learning.” InformED, 21 Aug. 2020, www.opencolleges.edu.au/informed/features/a-choose-your-own-adventure-model-of-learning/.

Crocker, Mark. “8 Classroom Activities That Are Great for Kinesthetic Learners.” ITTT - International TEFL and TESOL Training, ITTT Tefl, www.teflcourse.net/blog/8-classroom-activities-that-are-great-for-kinesthetic-learners/.

Person. “5 Ways to Conduct Formative Assessments Virtually.” Edutopia, George Lucas Educational Foundation, 29 Jan. 2021, www.edutopia.org/video/5-ways-conduct-formative-assessments-virtually.

University, Carnegie Mellon. Formative vs Summative Assessment - Eberly Center - Carnegie Mellon University, www.cmu.edu/teaching/assessment/basics/formative-summative.html.

# data[].attributes.body
Many apps and websites exists now that put together options and offer students the freedom to choose how to complete a project or assignment. "Passport and Passport Profile are two of six learning apps created by the Purdue Studio project. The apps can be used by instructors or students to enhance the traditional learning experience. 'As students work through each task, they’re working toward an intended learning outcome. This creates a ‘choose your own adventure’ model for education in which students can determine their own paths for how to complete each task based on their own career trajectories or development interests,' says Kyle Bowen, director of Informatics at Purdue."

# data[].attributes.attachment_link.title
Passport by Purdue University: Digital Badges for Learning

# data[].attributes.body
Here are three of the 9 types of Kinesthetic activities that will help students with this type of learning propensity, and also provide student-centered time in the class.

Songs

This activity is generally a winner with young learners since they like to sing songs, however, if you add some movement or miming, they’ll enjoy it even more. In fact, it's tough for most kids to sing songs while sitting all the time. Singing and moving comes naturally to them. So, why not take advantage of this and incorporate various songs with movement? Here are some great songs you can use or adapt to fit your needs: Head, Shoulders, Knees and Toes – A classic song used to teach children the parts of the body. Wheels on the Bus – Have them line up and go around the classroom in a single or double file, or organize their seats so that they resemble a bus.

Role and Action Playing

This activity is more appropriate for adult students. You have to provide each student with a role to act out. Tell the student what scenario he or she should act out, but don’t tell the other student what it is. For example:

Student A – you need to find the closest public toilet and you ask somebody for directions. You can’t speak English well, and only understand some basic expressions.

Student B – you will be stopped in the street by someone who needs directions, however this person can’t speak English well, thus you must interpret the words in gestures to find out where they need to go.

Fly Swat

The Fly Swat game works best for vocabulary review, and is nice to play at the end of a lesson introducing new subject material. Using PowerPoint (or merely write on the board), prepare a slide full of vocabulary words sprawling all over the page. Have a series of definitions and questions about these vocabulary words ready to read to the students. To make it extra fun, write the words on pictures of flies! Split the class in half and be prepared for a good time. Each team sends up one person to the front of the classroom and they are each given a fly swatter. Read the question aloud, and then the first student to swat the answer on the board wins the round! Note: You should declare the rule that you may only hit one word per turn, to prevent students from mindlessly hitting as many words as they can.

# data[].attributes.attachment_link.title
8 ESL Classroom Activities that are Great for Kinesthetic Learners | ITTT | TEFL Blog

# data[].attributes.body
"An interactive word or language chunk wall is a wall in the classroom that provides an opportunity for students to authentically engage in learning and to make connections between terms and content in the classroom using words, visuals, and graphics. An interactive word wall displays prominent terms or vocabulary from the unit or lessons and can help students see patterns in words so that they can build their phonics skills and develop a deeper understanding of the terms. An interactive language chunk wall displays phrases or sentences aligned to parts of speech that the students are learning or working on."

# data[].attributes.attachment_link.title
Interactive, Visual or Language Chunk Word Wall | BetterLesson Coaching

# data[].attributes.body
Physical environment alludes to the general plan and arrangement of a given classroom and its learning stations. Instructors ought to shape the environment by organizing its spaces, furniture, and materials to maximize the learning opportunities and the engagement of each child.
Whether a tool kit is for a preschooler or a professional, it must contain the same tools.  That is not to say that the tools will be of the same strength or effectiveness.  A search engine for primary students may be less vast in scope than one for a university researcher.  But its privacy controls will be more powerful.  Regardless, both groups must have a search engine.

# data[].attributes.body
According to the cognitive load theory, the collective working memory effect enables collaborating learners to gain from each other’s working memory capacity during learning. Learners have a very limited processing capacity they can use to engage in cognitive processing for learning. Considering the limited capacity of individuals and the benefits of collaborative learning for complex tasks, the CLBT approach is more realistic and feasible for present undergraduates compared to LBT alone. In addition, with the prevalence of computers, mobile devices, and online learning resources, it is possible and necessary to combine them with the concepts of the flipped classroom, blended learning, and mobile learning.

# data[].attributes.body
Differentiation is not just something that some students need or some teachers have to do, differentiation is responsive teaching and a part of every classroom. Each student comes to the classroom with a variety of past learning experiences, prior knowledge and individual learning needs and styles. Whether it is to help a student who struggles to understand basic content, a student who just needs a little push to go deeper or a student who far exceeds our expectations and needs the opportunity to go further, differentiation should be and must be a part of every classroom.

# data[].attributes.body
If you stop for a moment and think about it, it’s perhaps a bit cruel and unnatural how we force students to sit for up to 8 hours a day. Even adults with office jobs have the freedom to get up to go to the bathroom when they need, or take a break to stretch! Often, when students become unruly or disinterested in the lesson, I find myself thinking, “well of course, these guys have been trapped in a desk literally all day. They need to move!”  Physical health is very much linked to mental health, but so are physical and mental performance! In general, students with healthy bodies are going to be able to focus more sharply and process information better.
But beyond that, movement benefits learning massively. One technique that is used to alleviate mental fatigue is the “Brain Break,” an activity where the students get out of their chairs and do a challenging physical coordination task.

# data[].attributes.body
To begin, the teacher must know each of the students interests, abilities, strengths and weaknesses in order to tailor each lesson accordingly. Next, the teacher must identify and locate books that are related to the interests of each of the students. By doing this, not only will you increase the level of participation and engagement in each lesson or activity, but you will also make the learning process all about the students. The following are examples of different approaches: incorporating centers, giving students the freedom to choose their books to read, character charts, character maps, close reading protocol strategy, introducing a new book, text-to-text, text-to-self, text-to-world strategies

# data[].attributes.body
Pantuosco-Hensch, L. September 9, 2019. Making Movement a Part of your Classroom Culture. NeaToday.      https://neatoday.org/2019/09/09/movement-in-the-classroom/

Tomlinson, C. A. (August, 2000), What Is Differentiated Instruction? from: https://www.readingrockets.org/article/what-differentiated- instruction#:~:text=Differentiation%20means%20tailoring%20instruction%20to,a%20successful%20approach%20to%20instruction.

Sarah Pankratz,Adrianne Penullar,Fasil Bizuneh, Student-centered Assessments, http://teachnowaug15c2.pbworks.com/w/page/100864624/Implementing%20assessment%20so%20that%20it%20enhances%20studentcentered%20learning

60 student-centered teaching strategies of Character Maps, from:https://www.facinghistory.org/resource-library/teaching-strategies/character-maps

​5 Tips for Active Learning Space Design [Video file]. (2015, June 22). Retrieved August 10, 2020, from

https://www.youtube.com/watch?v=KXDTxEeLLD8

# data[].attributes.body
A flexible, student-centered learning environment is one that feels comfortable and welcoming.  This will allow the classroom to be a safe place in which to relax, share and learn. Keeping the classroom clean is a simple way to make students feel at ease, as messes and clutter can cause anxiety that deters student learning outcomes. Plus, clean classrooms emphasize flexibility because it’s easier to move furniture and adapt to learning needs at a moment’s notice when you don’t have to clear clutter out of the way. Another way to make classrooms more comfortable for students is to adorn walls with colorful stimulation and complexity.
also, creating a large bulletin board or other presentation space for hanging art can keep student work organized. The art can be changed on a monthly basis to keep things fresh for both teachers and students.

# data[].attributes.body
I think learning becomes a much smoother process after teaching our students efficient ways to build on the quality of their thinking. Helping students “how to think” can help them to approach and solve problems more effectively. Encouraging students to build this kind of skill can have many long-term benefits.it can help them, both inside and outside of the classroom, they can apply what the mental models taught them and resolve issues successfully.

A research study found that modelling increased students’ on-task behavior by nearly 3 times more than those who were not exposed to modelling. Modelling during our lesson could provide students an opportunity to interact and engage with what they are learning.

# data[].attributes.body
We know that some of our students collaborate better than others, just as some students have more global empathy than others. If we assess for these success or 21st-century skills, we can provide experiences and instructions that foster those skills and allow our students to grow in areas that are more than simply content knowledge or skills. We, as future teachers can use rubrics and other assessment tools to let students know what these success skills look, sound, and feel like. In addition, we can use these assessment tools for self, teacher, and expert assessment.

# data[].attributes.body
We know that students can show what they’ve learned in different ways. In addition, as we check for understanding along the way, we can formatively assess in different ways when appropriate.

Perhaps we are targeting collaboration in the project. we can differentiate a formative assessment of this in a variety of ways. Perhaps it’s a series of written responses. Perhaps it’s a graphic organizer or collage. More importantly, these formative assessments allow us to differentiate the type of instruction needed as we feed forward in the final grade.

# data[].attributes.body
the goal is to have students learn more about non-verbal communication, teamwork, personal biases, and intercultural awareness / diversity. We first arrange the room so that there are separate places for each group (approximately 4 to 5 students per group) to play cards. we then set a copy of the rules and a deck of cards (A-10 only, no face cards) at each table and let the students play a few rounds to get used to the rules at the table, with talking allowed at each table.

Then we remove the rules from each table, but continue to allow talking. From now on, the winner of each trick will receive one poker chip (or token of your choice) BUT TALKING IS NOW PROHIBITED.

After allowing a few rounds without talking, we make the participant who won the most tricks move clockwise to the next table, and the participant who won the least number of tricks move counter-clockwise to the next table.

The game continues at the new tables for a set number of minutes or rounds (WITH NO TALKING). It is up to the participants at the tables to figure out how to communicate to each other and which rules are correct.
What the players DO NOT KNOW, is that each table has been playing with a different set of rules (see below). Depending on the number of groups, you may choose to discard or alter the rules as you see fit.

# data[].attributes.body
http://www.cirhomepage.org/speech/speeches/the_barnga.doc

https://betterlesson.com/browse/learning-domain/17/student-centered-literacy

https://files.eric.ed.gov/fulltext/ED573765.pdf

# data[].attributes.attachment_link.readable_text
Provide educators in multiple subject areas with the skills to encourage student-centered literacy by focusing on choice, collaboration, and ownership to improve literacy outcomes.

Focus Area

Four Phases to Build Student-Centered Literacy Skills

Every educator can implement student-centered writing, reading, and literacy skills in their classrooms, not just those teaching English Language Arts. Making an intentional shift toward student-centered classrooms in your district requires getting buy-in from all stakeholders, differentiated support for teachers, and an understanding of what learning data can be used to measure success. Our professional learning programs include four distinct phases to support student-centered literacy instruction across your district.

Create a Strong Foundation with the BL Lab

The BL Lab is the central station of your professional learning program. Teachers access resources and lesson plans, interact with their coach, and measure their progress and confidence in using their chosen outcomes in the classroom.

Teachers and leaders can take research-backed 60-minute courses as part of professional learning within their PLCs. Leaders can use these courses to provide teachers with differentiated support throughout the school year based on their experience level and goals.

Administrators gain a comprehensive view of their professional learning programs and easy access to the goals and progress of specific groups of educators.
See How the BL Lab Works

The Phases of Student-Centered Literacy

Launching a student-centered literacy initiative starts with bringing your team together in-person to learn new concepts, language, and foundational practices around student-centered reading, writing, and literacy. Launch experiences include the teachers and leaders who will work together toward the common goal of improving student-centered literacy instruction across the district.

Teachers work with a coach who has experience with student-centered literacy practices to plan lessons, practice new strategies, and learn how to measure the impact for students. Instructional coaches use the Try-Measure-Learn method to offer educators personalized support as they work towards specific outcomes in the classroom.

Know what success looks like in the classroom, how to support teachers to achieve student-centered literacy outcomes, and build your ongoing professional learning plan for continuous improvement. Learning Walks are a non-evaluative tool that helps instructional leaders identify and celebrate new student-centered literacy teaching practices.

Gather teachers in collaborative Virtual Workshops so that they can work together towards the changes you want to see in classrooms. Virtual Workshops are facilitated by expert coaches to help educators create goals and an actionable plan to reach those goals for a sustained change in practice.

Build a Comprehensive Learning Plan, Tailored to your District's Needs

Making shifts in practice doesn't happen overnight. Creating a meaningful change in student-centered literacy is often a one to three year arc, depending on your district's goals and size. Our comprehensive professional learning programs incorporate in-person, virtual, group, and self-directed learning experiences throughout the full school year to help educators connect the dots between theory and practice. Our team will create a learning plan that is tailored to your district's strategic plan and includes a mix of learning experiences backed by research and focused on specific outcomes.

Outcomes are the goals for all of our learning experiences. Each experience is tied to an outcome that makes the change in practice tangible and impactful for students and teachers. For student-centered literacy, we focus on helping educators of different grade bands achieve the below outcomes.

Student-Driven Writing Systems

Outcome: I implement student-driven writing systems in my classroom.

Oral Language Skills in Early Literacy

Outcome: I leverage early learners' oral language skills to support reading and writing development.

"It is worthwhile to take a step back from the day-to-day routine to visit classes with colleagues and share what we are seeing, ensure that we have a common language and vision of teaching, identify trends, and develop schoolwide action plans."

"This was one of the best PD experiences I have been to. The facilitators were very knowledgeable and made me think differently about my practices. I know I have grown as an educator."

Let's Connect

Turn strategies into outcomes. Our team is here to help.
Get in Touch

Learning Strategies From Our Library

Literature Circles and Book Clubs

Increase student reading and engagement with literature circles.
Learn More

Practicing and Self-Evaluating Reading Fluency

Support students in practicing reading fluently, assessing their own fluency, and reflecting on their reading with their teacher.
Learn More

Socratic Seminar Discussion

Teach students to discuss complex texts or topics and build their speaking and listening skills with Socratic Seminars.
Learn More

MONTHLY NEWSLETTER

The Learning Curve

Accelerate growth in your schools and stay ahead of the curve.

# data[].attributes.attachment_link.description
Student-centered literacy instruction emphasizes student choice and ownership of their reading, writing, speaking, and listening skills.

# data[].attributes.body
The teacher poses a question with instructions that students must think independently about their answer from the text (possibly even making some notes), after a brief period of time the students are then instructed to pair up and compare their thoughts/ideas/notes about the reading part.  Afterward, the students share in providing their responses to the rest of the class

This gives the students an opportunity to work in a collaborative manner to come up with responses without putting all of the pressure on each student.  This method also works well for students who are shy, quiet, or do not like to respond in class