M3 U1 Activity 2: Student Centered Learning by Mu Mei Hsueh

hmumei — 2022-05-17 05:20:52 UTC

"A good one is jigsaw method and there are so many ways to adapt it!" -leia

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

2022-05-17 06:20:05 UTC

A student-centered learning model has four main characteristics:

voice,
choice,
competency-based progression, and
continuous monitoring of student needs (Harrington & DeBruler, 2019).

References

2022-05-17 06:20:43 UTC

McCarthy,J. 2015.

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

Sudderth, A(2022).

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

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

2022-05-17 06:25:46 UTC

Potential Challenges of the Student-Centered Approach (How to Solve Them)

2022-05-17 06:51:24 UTC

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

A student-centered literacy classroom that focus on choice, collaboration, and ownership in order to increase student engagement and improve literacy outcomes.

quiannacatron1 — 2022-05-17 07:10:02 UTC

quiannacatron1 — 2022-05-17 07:10:25 UTC

The overall objective of student centered learning for reading:

quiannacatron1 — 2022-05-17 07:10:34 UTC

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

Benefits of student centered learning for reading:

quiannacatron1 — 2022-05-17 07:10:44 UTC

1. Through increased group work and team work students are able to enhance their communication and collaboration skills.

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

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

quiannacatron1 — 2022-05-17 07:12:36 UTC

Some instructional methods for student centered learning in reading: Learning Centers

quiannacatron1 — 2022-05-17 07:12:42 UTC

quiannacatron1 — 2022-05-17 07:13:02 UTC

Readers Theater

quiannacatron1 — 2022-05-17 07:13:11 UTC

Think-Pair-Share

quiannacatron1 — 2022-05-17 07:13:23 UTC

Jigsaw:

quiannacatron1 — 2022-05-17 07:13:35 UTC

Break students into groups, giving each member a different task. Bring the group back together and share

Games

quiannacatron1 — 2022-05-17 07:13:46 UTC

*sight word uno,
*phonics jenga
*roll and read

quiannacatron1 — 2022-05-17 07:13:56 UTC

Problem based learning (PBL )(S.T.E.M)

quiannacatron1 — 2022-05-17 07:14:05 UTC

Problem based learning seek to solve problems, learners find a solution while teacher facilitates.

Plan units that are product driven with an essential question learners seek to answer.

quiannacatron1 — 2022-05-17 07:14:19 UTC

Pre reading strategies which increase comprehension
KWL chart
picture walk
preview text
set a purpose
make predictions

Inquiry based learning

quiannacatron1 — 2022-05-17 07:44:15 UTC

Is a form of active learning that starts by posing questions, problems or scenarios

Cooperative learning

quiannacatron1 — 2022-05-17 07:47:01 UTC

Is an educational approach which aims to organize classroom activities into academic and social learning experiences

A student centered approaches to address differentiation

jiyoonkim2 — 2022-05-17 15:11:49 UTC

Differentiation should mainly concern around student's ability, motivation, readiness and learning profile.

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

Specific approaches and Techniques

jiyoonkim2 — 2022-05-17 15:24:05 UTC

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

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

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

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

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

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

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

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

Video

jiyoonkim2 — 2022-05-17 15:27:23 UTC

A DEFINITION OF STUDENT-CENTERED ASSESSMENT

mumeihsueh — 2022-05-17 15:33:53 UTC

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

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

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

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

Other ways to address differentiation

jiyoonkim2 — 2022-05-17 15:34:11 UTC

There are three main ways to address differentiation.

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

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

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

Resources / Citation

jiyoonkim2 — 2022-05-17 15:38:01 UTC

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

Student Centered Learning: Why, How, & What

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

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

15 Approaches to Student-Centered Learning

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

Below are 4 ways that teachers can implement the student-centered assessment.

mumeihsueh — 2022-05-17 15:41:02 UTC

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

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

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

mumeihsueh — 2022-05-17 15:48:39 UTC

2. Peer Assessment

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

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

1. Students and teachers co-create assessment criteria.

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

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

4. Students get a checklist with peer assessment guidelines.

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

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

7. The quality of the feedback is examined.

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

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

mumeihsueh — 2022-05-17 15:51:54 UTC

3. Portfolios

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

those pieces communicate about their own progress toward their goals.

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

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

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

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

mumeihsueh — 2022-05-17 15:54:40 UTC

4. Exhibitions

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

Successful exhibitions (Davidson,2009):

> Provide multiple opportunities for revision based on frequent feedback;

> Are open to the public;

> Involve school-wide participation;

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

> Occur at culminating moments; and

> Are demonstrations of mastery

Four supportive conditions that facilitate the effective implementation of exhibitions:

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

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

> Strong connections with the community outside the school;

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

Resource:

mumeihsueh — 2022-05-17 15:55:42 UTC

Assessing learning students at the center by Heidi Andrade, Kristen Huff, Georgia Brooke, 2012.
Andrade, H.L. & Valtcheva, A. 2009. “Promoting Learning and Achievement through Self-assessment.” Theory Into Practice. Vol. 48, No. 1
Brookhart, S. 2008. “Portfolio Assessment.” In T.L. Good,ed. 21st Century Education: A Reference Handbook, Vol. 1. Thousand Oaks, CA: SAGE
Belgrad, S., Burke, K., & Fogarty, R. 2008. The Portfoli Connection: Student Work Linked to Standards, 3rd ed.Thousand Oaks, CA: Corwin Press
Davidson, J. 2009. “Exhibitions: Connecting Classroom Assessment with Culminating Demonstrations of Mastery.” Theory Into Practice. Vol. 48, No. 1.
Heidi Andrade, Kristen Huff, and Georgia Brooke, 2012. “Assessment in the Context of Student-centered Learning: The Students at the Center Series.”
Student- centred assessment by Georgia Brooke & Heidi Andrade, 2013.
Topping, K.L. 2010. “Peers as a Source of Formative Assessment.” In H.L. Andrade & G.J. Cizek, eds. Handbook of Formative Assessment. New York, NY: Routledge.
What is the difference between formative and summative assessment?

How the "The Jigsaw Method" can help collaboration

judsonorietomaikoii — 2022-05-17 20:04:19 UTC

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

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

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

Give one and get one

judsonorietomaikoii — 2022-05-17 20:14:48 UTC

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

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

People's assembly

judsonorietomaikoii — 2022-05-17 20:27:29 UTC

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

Citations

judsonorietomaikoii — 2022-05-17 20:32:05 UTC

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

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

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

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

The advantageous characteristics of online learning tools in student-centered education

2022-05-17 20:56:59 UTC

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

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

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

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

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

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

leianicolevillamizar — 2022-05-18 02:36:05 UTC

Disclaimer:

leianicolevillamizar — 2022-05-18 02:36:11 UTC

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

Gallery Walk

leianicolevillamizar — 2022-05-18 02:36:17 UTC

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

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

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

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

Four Corners

leianicolevillamizar — 2022-05-18 02:36:24 UTC

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

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

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

Seating as standing

leianicolevillamizar — 2022-05-18 02:36:30 UTC

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

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

Sources:

leianicolevillamizar — 2022-05-18 02:36:48 UTC

Facing History and Ourselves. 2022. Teaching Strategies. [online] Available at: [Accessed 16 May 2022].

Fusd1.org. 2022. Active Learning Strategies and Energizers. [online] Available at: [Accessed 16 May 2022].

Some established practices for student-centered online teaching and learning

2022-05-18 17:51:01 UTC

While no means exhaustive, here are three useful practices that teachers might consider implementing in their own curricula:

Digital Journaling

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

Graffiti Boards

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

Digital Portfolios

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

Further potential directions in which student centered teaching could be developed through technology

2022-05-18 18:45:54 UTC

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

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

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

2022-05-18 18:54:22 UTC

Why Teaching Others Benefits Student Retention

2022-05-18 19:00:15 UTC

Sources

2022-05-18 19:11:18 UTC

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

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

Main Information

lucillestrutton — 2022-05-18 23:28:51 UTC

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

Specific Examples

lucillestrutton — 2022-05-18 23:31:24 UTC

Here are a few creative examples that you can do in the classroom to help conduct student-centered learning:

Big Ideas:

Turn your classroom into a community
Allow student creativity via technology
Replace homework with engaging projects
Give students the opportunity to lead
Have a student feedback center where students can give constructive feedback to their peers
Arrange desks to face smartboard

Creative Practical Ideas:

Face desks towards each other
Use tables instead of desks
Have spaces for students to congregate and work together
Give time and space for individual or group work using technology (iPads, tablets, etc.)
Allow students to stand up in front of the class
Providing a space for students to express opinions or questions

Tour Of A Student-Centered Classroom

lucillestrutton — 2022-05-18 23:34:28 UTC

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

The Classroom

lucillestrutton — 2022-05-18 23:38:47 UTC

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

References

lucillestrutton — 2022-05-18 23:39:51 UTC

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

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

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

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

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

Sources | Citations

quiannacatron1 — 2022-05-20 01:18:08 UTC

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

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

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

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

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