• Reduces anxiety in students
• Increases self-esteem
• Helps develop a positive attitude toward teachers

• Helps to develop communities
• Helps to develop a support system for learners
• Promotes diversity

• Students learn more actively
• Models appropriate problem-solving for students
• Helps develop critical thinking skills (Laal & Ghodsi, 2012)

• 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.

• 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.

• 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.

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.  

• Gallery Walks/Chalk Talks

• White Board Meetings

• North Pole-South Pole/Continuum

• Musical Mingle

• Stations

• 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! 

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. 

• 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.

• 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.

• 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

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