Student Centered Learning by https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc Cohort 20 en-us 2022-02-19 09:01:34 UTC 2025-10-22 14:24:32 UTC hello@padlet.com https://padlet.net/icons/png/1f973.png What is Collaborative Learning? [Constructivism] samaramurtaugh https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057047492 "Collaborative learning is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product " (Laal and Ghodsi, 2011)

Attached is a link to a study conducted in 2011 about the benefits of collaborative learning.  The research thoroughly explains what collaborative learning is and how this sort of learning environment gives students a chance to take responsibility for their actions and their learning and prepares them for the future where they will be working with others in various situations. 

Collaborative learning, says Laal and Ghodsi, teaches learners to work with their peers and figure out and highlight the strengths of their peers.  Through collaborative learning, students are given a chance to share authority and take responsibility (Laal and Ghodsi, 2011)



  1. 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
]]> 2022-02-20 06:31:04 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057047492 Project-Based Learning [Constructivism] samaramurtaugh https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057051990 Project Based Learning (PBL) is a collaborative learning technique in which the teacher gives the learners a task/problem/question that they need to work together to complete/fix/answer.   

The learners are given autonomy in their groups or pairings to figure out the best way to come to their solution and are encouraged to think creatively. 

In order for PBL to really be successful in the classroom, the teacher should have already modeled and scaffolding many different ways to solve the problem.  

The students are given a specific time frame to complete their project and excepted to work together with their peers and take responsibility for their learning.  

At the end of the process, learners are expected to share their findings in whatever way they feel best displays their work.

When using PBL in the classroom the teacher needs to first clearly explain the problem or question.  The teacher is responsible for making sure the students understand the task set ahead of them.

The teacher should then step back and give the learners class time to work together to brainstorm and design possible solutions. 

After the brainstorming process, the learners will begin working towards their solution.   It is advisable that the teacher would have check-in time built into class, where students are able to share what they have come up with so far and get feedback from their peers/teacher and then rethink any possible weaknesses. 

At the end of the time limit for the project, groups will share their outcome and thinking processes to the class.


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

]]> 2022-02-20 06:42:28 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057051990 Jigsaw Method [Constructivism] samaramurtaugh https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057055063 The jigsaw method is fairly new to me, but I really like the idea and plan to implement it into my classroom. 

The idea is that the class is broken into smaller groups.  There is one overarching theme or problem for the whole class and then each group is given a small section of that problem to solve as a group.  

The learners become 'masters' of their section of the problem and then present their section of learning to the whole group. 

This method of learners gives students authority over their learning and allows them to feel success over the small chuck rather than being overwhelmed by the overarching problem. 

This method also allows the students to learn from each other rather than looking to the teacher as the authority on their learning. 

[Cult of Pedagogy]. (April 15, 2015). "The Jigsaw Method" [video file]. retrieved from: 
https://youtu.be/euhtXUgBEts ]]> 2022-02-20 06:50:15 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057055063 Tips and Strategies for Collaborative Learning [Constructivism] samaramurtaugh https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057056509 This website, just as the title suggests, lays out 20 tips for incorporating collaborative learning into your classroom.

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/

]]> 2022-02-20 06:53:40 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057056509 Owning Their Own Reading [Behaviorism] samaramurtaugh https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057058376 [MaineDOEComm].(August 16, 2013). "Learner Centered Literacy: Owning Their Own Reading" [video file]. retrieved from: https://youtu.be/xxx0P_euuSw ]]> 2022-02-20 06:58:32 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057058376 Students owning their Assessments Bozzy https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057243449 This video is very interesting as it explains how we are constantly assessing ourselves and our peers every day.

According to Spencer (2020), "assessment helps us figure out what we know, what we don't know, and what steps we need to take in the future to master a skill or understand a concept at a deeper level."

We assess ourselves in tasks such as physical training, wanting to get better and fitter, or even in music, if you are creating a song you will modify it to make it sound better. Also, our peers assess us in tasks like cooking, asking someone to taste your food and give feedback, or artists may ask for another pair of eyes on an art piece.

In the classroom students can assess each other in a variety of different ways. Spencer (2020) gives us these examples:

Self assessment (Cognitive Constructivism):
  • Goal setting
  • Reflection of strengths and weaknesses
  • Student surveys
  • Self assessment rubrics
  • Checklists
  • Making a portfolio to reflect on what they have learned

Peer Assessment (Social Constructivism):
  • 10-minute peer feedback system - students share their work with their peers, then peers ask questions and give feedback, then the student can plan the next steps.
  • Especially for English Language Learners (ELL):
    • Structured feedback with sentence stems
    • 3-2-1 structure: 3 strengths, 2 weaknesses, 1 question
  • Peer Feedback Carousel - anonymous sticky notes students place at each group.
  • Peer Coaching - process, guide reflection, give feedback

A teacher won't always be around to give feedback. In the real world, we will get feedback from the people around us and our colleagues. We should try to integrate peer and self assessment into every lesson to prepare students for a creative and growing life.


References:

  • Berkeley University of California. (n.d.). Overview of learning theories. GSI Teaching Resource Center. Retrieved February 27, 2022, from https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/learning-overview/ 

  • John Spencer. (2020). Empowering Students to Own the Assessment Process. YouTube. Retrieved February 20, 2022, from https://www.youtube.com/watch?v=8WxvVgXC_NY&list=PLzDOGMsmDvevXjgWTfOZpdMfN0a7JI_9X&index=5. 
]]> 2022-02-20 12:09:48 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057243449 Educational Tech Tool Bozzy https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057254288 Seesaw is an educational too that is used in many IB schools. It allows students to upload and reflect on their work, parents to keep try of what the children are learning, and for teachers to keep track of each learner and their developments.

In regards to Student centered assessment, this tool would be used in the form of self or peer assessment. Students can reflect on their own work as well as collaborate with others in group assessments and group reflection.

In my opinion, this tool sounds fantastic as the teacher would be able to see the thought process of each of their students and be able to create more personalized lessons. I have some teaching friends who use this in their schools and they can't think about what they would do without it.

References:
Seesaw. (2020). What is Seesaw. YouTube. Retrieved February 20, 2022, from https://www.youtube.com/watch?v=6G1N-7GNCq8. ]]> 2022-02-20 12:28:18 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057254288 David Lawson: How can you implement assessment so that it enhances student-centered learning? ( Behaviorism) https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057294979

There's more to assessment than the end result and test scores. Assessing students’, enthusiasm, learning preferences, skills, and levels of energy, teachers can create an enhanced student-centered classroom while implementing assessment.

 

Interests.

 Most if not all students come with explicit experiences that have driven their interests. Such experiences stem from family, favorite movies, extra-curricular activities, and travel. We can use a variety of assessment tools like one-on-one talks, student journals, and organized work to learn more what drives students to learn. “Tools like learning profile cards can allow us to differentiate appropriately, leverage our students' strengths, and push them to learn in different ways.” Assessing interests can also push teachers to understand our students more carefully and create a classroom designed for them.
 
 Take Home exams
 In-class exams can lead to stress and pressures that are given short time period while take-home exams are generally less stressful and boost student confidence. You're given an exam to take home for a given time where you can work on it gradually, taking as much time as you think is appropriate to prepare, write, and revise your test answers. This will lead to less anxiety and more mental flow for students in class helping boost collaborative class discussions .
 
 
 Active engagement of students in setting goals for their learning and growth, monitoring their progress toward those goals is vital for student centered learning.  Student exhibitions are a great tool that builds excitement and students’ awareness that others value of their work and the confidence to speak to an audience beyond their own parents and teacher. A positive teacher-student relationship is developed as students want to do a good job, will work harder because they are excited and this helps build a strong connection with teachers’ students.
 
 
 

 

 

 

 

 

 

References
 
 

 Bob Lenz (2014) A Case for Student-Centered Learning
 February 13, 2014
 https://www.edutopia.org/blog/a-case-for-student-centered-learning-bob-lenz

S. Maloney (2014) THE USE AND BENEFITS OF A 'TAKE HOME EXAM' IN ACCOUNTING EDUCATION
 November,17, 2014

https://library.iated.org/view/MALONEY2014USE

 

Rania Al Hussaini (2007)
 Why exhibitions are important to a student
 June, 9, 2007
 https://gulfnews.com/general/why-exhibitions-are-important-to-a-student-1.183660


 

]]> 2022-02-20 13:29:40 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057294979 David Lawson: Different ways to approach to Student center differentiation ( Behaviorism) https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057305749 2022-02-20 13:43:01 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057305749 David Lawson: Examples that can be used (Behaviorism) https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057310036 Creating Learning Stations help provide different types of content by setting up learning stations divided sections of your classroom through which groups of students rotate. This can be You can facilitate this with a flexible seating plan. This helps identify the strengths and weakness of the different students.

Students can rotate between stations that involve:
 Watching a video

Creating artwork

Reading an article

Completing puzzles

Listening to you teach

To help students understand the content after they've been through the different stations, holding a class discussion or assign questions to answer is useful.

 

 

Lesson content should cover students in your class who may be completely unfamiliar with the content in a lesson, some students may have basic understanding and some students who are already familiar with the content before the lesson begins.

To differentiate the content design activities for groups of students that cover various levels for example students who are unfamiliar with the lesson could be required to complete tasks on the lower levels like matching vocabulary with native vocabulary. Students with some understanding could be asked to make sentences based on the vocabulary, and students who have high levels of understand could be asked to complete tasks like explaining the word and sentences to classmates. This type a content takes in account the entire class while using differentiation.
 
 The End product is what the student creates at the end of the lesson to showcased what they have learnt. They are different ways to implement this: can be in the form of exams, quizzes, projects and reports etc. You could assign students to complete activities the student prefers, based on learning style their capabilities shown. Differentiating the end product Read and write learners write a book report. Visual learners create a graphic organizer of the story. Auditory learners give an oral report. You will manage the process so that it allows you to meet an explain students where they are and how to move them forward.
 
 
 References
 
 Cathy Weselby What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom
 APRIL 29, 2021
 https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/#:~:text=Differentiating%20instruction%20may%20mean%20teaching,the%20ability%20of%20each%20student.&text=Group%20students%20by%20shared%20interest%2C%20topic%2C%20or%20ability%20for%20assignments.


 
 Marcus Guido (2021) 20 Differentiated Instruction Strategies and Examples
 September 20, 2021
 https://www.prodigygame.com/main-en/blog/differentiated-instruction-strategies-examples-download/


 
 
 Terry Heick  Ways To Use Strategies For Differentiated Instruction In Your Classroom
 https://www.teachthought.com/pedagogy/strategies-differentiated/ 
]]> 2022-02-20 13:49:11 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057310036 A Few Ideas to Implement in the Physical Space zacharylemon https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057331233 1.) Student Work Display (Constructivism/behaviorism) -  Students should observe and critique their own performance. It is important that the teacher is not the only source for modeling behavior and expectations. Students can inspire each other and also give new ideas for how to complete tasks. This aligns with the Constructivist theory of education, which views education as a process of learning by stacking new information on top of already existing information. When students see others' work, they can learn a new way to complete a task and broaden their understanding of whatever the topic at hand was. I also feel that there is an element of Behaviorism at play here, since many students are motivated by seeing their work displayed, and may become more motivated to change their class behaviors to receive that rewarding feeling again.

2.) Learning Pods (Connectivism) - Shelley Wright mentions learning pods in her classroom. I think she is referring to learning pods as small-group structures in the classroom, like large work tables or groups of desks. However, pods can also be a digital tool for distance learning, allowing for groups of students with similar interests or goals to connect in small groups outside the class (What are). Parents can organize pods at their houses, which expands the community of learning. Wright mentioned that “learning is constructed in a community,” which is an idea prevalent in many approaches to learning, such as the Connectivism Theory and also some post-modern theories of education (Tedx, 2013, June 10).


3.) Windows and Views of Nature (Cognitivism) - According to Cognitive Theory, students need to actively engage with material and interpret new information. For this, they need a strong memory and stress-free mind. Windows with distant views can be important in stopping mental fatigue, especially goal-driven mental fatigue. Windows with views of distant objects may be a bit distracting, but they actually help to relax eye muscles and relieve stress. The book The Experience of Nature: A Psychological Perspective written by Kaplan S. helped educators shift from windowless classrooms to more well-lit and pleasant environments. 

4.) Air Quality - A study in Chile in 2013 found that higher PM10 and ozone levels had a detrimental affect on students’ cognition based on standardized test scores. The study involved almost 4,000 schools (Miller S.J and Vela M.S. 2013). In addition to long-term health  consequences for students, researchers are now looking at how different air pollutants and allergens affect student’s performance, memory, attention, and emotions in the classroom . This has been a big issue in my department at my current school, since Qingdao routinely has days in which the micro-particles are above 150 PPM. We’ve pressed the school to purchase air purifiers and keep the windows and doors closed, but unfortunately it is their policy to routinely open doors and windows for “fresh air.” This was policy even before Covid-19 prevention measures were put into place. 

5.) Book Share (Social Constructivism) - This is an idea that I had. Most rooms at my school have a mini library of books in them. Students choose these books to read in their Chinese class and also to read during their free time. I think allowing students to bring some books from home  and have a book selection each month might encourage independent reading habits. I feel that when it comes to my students, anything assigned by the teacher is viewed as “work” but if students see others reading a book, they might be more motivated to read it too. Having students share sources of knowledge with each other fits perfectly into the Social Constructivist theory, because it means that the students are broadening their base of knowledge and choosing new experiences that they think are valuable based on collaboration with their peers.


References


Kaplan S, and Kaplan, R. (1989). The Experience of Nature: A Psychological Perspective. Cambridge; New York: Cambridge University Press.

Miller, S.J., and Vela M.A. (2013) The Effects of Air Pollution on Educational Outcomes: Evidence from Chile. Inter-America Development Bank. https://publications.iadb.org/en/publication/11349/effects-air-pollution-educational-outcomes-evidence-chile

Tedx Talks (2013, June 10). The power of student-driven learning: Shelley Wright at TEDxWestVancouverED [Video]. Youtube. https://www.youtube.com/watch?v=3fMC-z7K0r4 

Author Unknown (2021) What are Learning Pods? Learneverywhere.org. https://learneverywhere.org/what-are-learning-pods/ 
]]> 2022-02-20 14:16:41 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2057331233 Student-centred Approaches to Collaborative Learning PhilaMdolomba https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2059106476 1. Fishbowl strategy (cogntivism)
A strategy for organising medium to large group discussions. The students sitting in the middle or the "fishbowl" can take part in a discussion by asking the questions and sharing their opinions with each other. Students on the outside can listen to this discussion and take notes. 

Reference:
Fishbowl Strategy Explained. (2020, November 16). YouTube. Retrieved February 22, 2022, from https://www.youtube.com/watch?v=p1q7WbWc8dE




]]> 2022-02-21 17:03:03 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2059106476 Ways to develop a student-centred physical environment. (Constructivism) PhilaMdolomba https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2059108378 What is it?
A learning environment where instruction and focus is shifted from the teacher to the student.
1. Teachers can arrange the space to encourage learning. According to Reggio Emilia educators, the classroom space acts as another teacher so it is important to focus on making it a positive aid to learning.  Teachers can do this by showcasing the students work around the classroom and by filling the class with items that are contributed by the students.

2. Creating different centres/corners.
Teachers can divide the classroom into different areas like, a quiet corner where students can sit and read, an artistic corner where students can work on their creative projects, a music area, a collaborative space etc.

3. Desk Placement
Teachers can be flexible with the arrangement of desks in the classroom. Some can be arranged in a collaborative manner and others allow for individual work. It is important that the teacher can make eye contact with all students, however they are seated.

4. Environmental features
Teachers can create a variation of areas in the classroom where some are well lit and others have dim lighting. They can do this by arranging the furniture in the classroom.

5. Integrating technology
Teachers can allow students to use free web tools to present and share information. This will allow students to collaborate using technology and students generally enjoy using tech at school so this will get them interested and excited to learn.

A student centred classroom environment falls under a constructivist behavioural theory. It allows for students to engage in collaboration, project based learning and allows them to construct their own knowledge.

There are many more ways teachers can design a student centred classroom environment. This TEDx talk (linked) by Shelley Wright presents more ideas. 
 

References:
Loveless, B. (2022). Developing a Student-centered Classroom. Education Corner. Retrieved February 22, 2022, from https://www.educationcorner.com/developing-a-student-centered-classroom.html

Shalaway, L. (2005). Learning to Teach . . . not just for beginners (3rd Ed.): The Essential Guide for All Teachers (Revised, Expanded ed.). Teaching Resources.

The power of student-driven learning: Shelley Wright at TEDxWestVancouverED. (2013, June 9). YouTube. Retrieved February 22, 2022, from https://www.youtube.com/watch?v=3fMC-z7K0r4.]]> 2022-02-21 17:04:07 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2059108378 Student-centred Approaches to Collaborative Learning PhilaMdolomba https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2059134364 2. Think, Pair, Share (cognitivism)

In this three-staged strategy, students are given time to think of answers following this they will work in pairs to find solutions/answers. Finally, they'll share the answers they decided upon with the rest of the class.  This strategy is helpful for giving students opportunities to work individually and brainstorm (Staff, 2022).

Reference:
Staff, T. (2022, January 19). 20 Collaborative Learning Tips And Strategies For Teachers. TeachThought. Retrieved February 22, 2022, from https://www.teachthought.com/pedagogy/collaborative-learning-tips/]]> 2022-02-21 17:23:46 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2059134364 Kinesthetic Classroom by Michael Kuczala (Behaviorism) hannahcroze https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2059946779 He discusses how the brain is one of the primary beneficiaries of aerobic activity. He says learning happens from the feet up and having a brain-body connection will improve learning. We must try to use movement in a purposeful and thoughtful way. Movement can help you prepare to learn, provide brain breaks,  and support exercise. It can help students stay engaged and retain the information being presented to them. 
One example of how I incorporate behaviorism learning tactics in the classroom is that I have is that a lot of my bookwork is multiple choice. So rather than sitting and circling answers for a 40 minute class period.  I have them stand up for A, sit down for B, spin around for C, and make a starfish shape with their body for D. They stay engaged just overall enjoy the lesson more. This provides stimulation for the students in their learning environment as the behaviorism learning style suggests. ]]> 2022-02-22 06:19:43 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2059946779 Student Centered Reading Bozzy https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2060655598  In this article, Jacobs and Renandya first explain what student centered learning (SCL) is and the educational shift that has occurred from teacher controlled learning to SCL. Then, extensive reading is discussed in relation to SCL, and finally, how to make extensive reading even more student centered.

Jacobs and Renandya break up SCL into 7 different features. I will summarize how each feature can be made more student centered through extensive reading and give an example:
  1. Student Control (Cognitive Constructivism) - students can choose what books they read and what books are in their school libraries. This can be done through involving students in book selection with catalogs, through books donated by parents and through student online research. Students also have control in how there would be assessed on their readings. Jacobs and Renandya give many examples. One interesting activity is, "take a well-known song, nursery rhyme, etc. and make new words for it based on the book. Perform your song, etc. for others."  (Jacobs & Renandya, 2015) 
  2. Learning to learn (Cognitive Constructivism) - extensive reading can strengthen students' thinking skills. This can be done when students keep a reading diary, and then reflect on the reactions they had to what they read.
  3. Learning with peers (Social Constructivism)- students can collaborate with their peers by reading the book together and discussion all elements of the story. Students helping, motivating and enhancing the enjoyment of reading are some of the benefits.
  4. Diversity (Social Constructivism) - when students share what they have read with their peers, students are subjected to different perspectives.
  5. Connections to students' worlds - students and teachers create their own extensive reading materials, and share these with the school. These materials can change students' worlds as they read texts that their peers and teachers have written.
  6. Teachers as fellow learners - teachers can contribute to their schools' materials by writing short texts that may be adaptions from other authors. Teachers will improve their writing and publishing skills as they produce more texts.
  7. Motivation and the self (Behaviorism) - students should be encouraged to build positive images of themselves, continuously check the gap between the level of reading they have now and where they want to be, and "continually keep their ideal selves alive throughout the tenure of their studies." Using a reading proficiency scale, students can stay motivated to learn by knowing where they are now and where they want to be when they finish studying.

With regards to technology, students now have access to many different kinds of reading materials like e-books and audio books. This can help a teacher to better find books that will suit the students, and this will also help create a wider variety of books to choose from.

Reference:

  • Berkeley University of California. (n.d.). Overview of learning theories. GSI Teaching Resource Center. Retrieved February 27, 2022, from https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/learning-overview/ 

  • Jacobs, G., & Renandya, W. (2015). Making extensive reading even more student centered. Indonesian Journal of Applied Linguistics, 4(2), 102–112. https://doi.org/10.17509/ijal.v4i2.691 
]]> 2022-02-22 14:22:29 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2060655598 Approaches zacharylemon https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2062564462 Andrew Miller uses Project Based Learning (PBL) to read differentiated instruction. His six strategies include:

1.) Differentiate Through Teams
2.) Reflection and Goal Setting
3.) Mini Lessons, Centers, and Resources
4.) Voice and Choice in Products
5.) Differentiate Through Formative Assessments
6.) Balance Teamwork and Individual Work
]]> 2022-02-23 13:24:14 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2062564462 zacharylemon https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2062566582 Emma Dinkgreve is a teacher in Australia. She says there are five guiding principles to student differentiation:
1.) Positive and supportive learning environment
2.) Quality Curriculum
3.) Assessment is used to inform teaching and learning
4.) Responsive and flexible teaching
5.) Knowing each learner


]]> 2022-02-23 13:25:25 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2062566582 zacharylemon https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2062567260 2022-02-23 13:25:52 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2062567260 Specific Strategies to Promote Differentiation zacharylemon https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2062570871 1.) Barometer: Taking a Stand on Controversial Issues (Social Constructivism)

This is one I’ve used in my class. It is especially useful for middle and high school students. Basically, you read a series of questions, and students find a place in the room based on a continuum of agreement or disagreement. This is great because it appeals to learners who struggle to stay seated. Also, there aren’t necessarily right or wrong answers, and students are each occupying their own space. This is an example of Social Constructivism, since there are not "right or wrong" answers, but new knowledge and opinions are transferred through the classroom.

See more at: https://www.facinghistory.org/resource-library/teaching-strategies

2.) Give One, Get One

In this technique, students split a paper into two columns. They provide a piece or pieces of information about the topic, then they go around sharing and receiving from the other students. This is naturally differentiated because it forces the students to communicate with each other, and the students provide all of the information.

See more at: https://www.facinghistory.org/resource-library/teaching-strategies

3.) Differentiate Through Teams (Cognitivism)

I think Andrew Miller’s idea for using team structure to differentiate learning appeals to me, and it is something I have thought about in the past as well. Whenever teachers design groups, they should not only be thinking about pairing students based on “general ability” but on what skill they want to improve in the students, or some area of focus. It can’t be enough to pair weak students with strong students. At times, however, grouping students by ability may be appropriate. Miller’s example is when students are put into reading groups. 

See more at: https://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller

4.) Learning Stations (Cognitivism)

Learning Stations are basically small groups who get assigned work, and then rotate to a new task. This allows the groups to discuss at their own speed with their own ideas. It is particularly useful for reviewing content, according to Nicole Darbois, an AP History teacher. She explains it here: https://www.youtube.com/watch?v=ZfB6SSfCmWc. A micro study carried out in a literature class in Turkey found that the concept of a learning station “increases the interests of children towards the lesson, help them develop friendship relationships, and augments mutual aid behaviors” (Süleyman AVCI, Arzu YÜKSEL, Makbule SOYER, Suzan BALIKÇIOĞLU). What strikes me as Cognitivist about this strategy is that it is focused on how students learn material based through chunking broader units or concepts into more digestible parts, which is how both Avci and Darbois describe using the strategy.

References

Emma Dinkgreve (2021, Oct 30), Differentiated Instruction - a truly student centered approach [Video], Youtube. https://www.youtube.com/watch?v=OLECd-6d3p8

Miller, Andrew (2016, Jan 8), 6 Strategies for Differentiated Instruction in Project-Based Learning, Edutopia. https://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller

PCS Teaching (2018, May 16), Learning Stations [Video], Youtube. https://www.youtube.com/watch?v=ZfB6SSfCmWc

Süleyman AVCI, Arzu YÜKSEL, Makbule SOYER, Suzan BALIKÇIOĞLU (2009), The Cognitive and Affective Changes Caused by the Differentiated Classroom Environment Designed for the Subject of Poetry, Kuram ve Uygulamada Eğitim Bilimleri / Educational Sciences: Theory & Practice. https://files.eric.ed.gov/fulltext/EJ858920.pdf



]]> 2022-02-23 13:28:11 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2062570871 samaramurtaugh https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2063682403
  • Al Hussaini, R.  (2007). Why exhibitions are important to a student. June, 9, 2007 https://gulfnews.com/general/why-exhibitions-are-important-to-a-student-1.183660


    • Berkeley University of California. (n.d.). Overview of learning theories. GSI Teaching Resource Center. Retrieved February 27, 2022, from https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/learning-overview/ 






    • Kaplan S, and Kaplan, R. (1989). The Experience of Nature: A Psychological Perspective. Cambridge; New York: Cambridge University Press.

    • 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


    • Loveless, B. (2022). Developing a Student-centered Classroom. Education Corner. Retrieved February 22, 2022, from https://www.educationcorner.com/developing-a-student-centered-classroom.html

    • [MaineDOEComm].(August 16, 2013). "Learner Centered Literacy: Owning Their Own Reading" [video file]. retrieved from: https://youtu.be/xxx0P_euuSw 



    • Pantuosco-Hensch, L. (2019) Making Movement a Part of Your Classroom Culture. National Education Association. https://www.nea.org/advocating-for-change/new-from-nea/making-movement-part-your-classroom-culture

    • Shalaway, L. (2005). Learning to Teach . . . not just for beginners (3rd Ed.): The Essential Guide for All Teachers (Revised, Expanded ed.). Teaching Resources.

    • Spencer, J. (2020). Empowering Students to Own the Assessment Process. YouTube. Retrieved February 20, 2022, from https://www.youtube.com/watch?v=8WxvVgXC_NY&list=PLzDOGMsmDvevXjgWTfOZpdMfN0a7JI_9X&index=5. 






    • Wright, S. (2022). The power of student-driven learning: Shelley Wright at TEDxWestVancouverED. (2013, June 9). YouTube. Retrieved February 22, 2022, from https://www.youtube.com/watch?v=3fMC-z7K0r4.

    • Yale Poorvu Center for Teaching and Learning. Formative and Summative Assessments.  https://poorvucenter.yale.edu/Formative-Summative-Assessments
    ]]>     2022-02-24 01:40:08 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2063682403     Formative vs Summative assessments (constructivism) guillaumelabourdette https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2063819150 As a teacher, difference should be made between formative assessments and summative assessments. 
    Formative assessments are going beyond traditional learning strategies and are part of constructivism.

    “Summative assessments evaluate student learning, knowledge, proficiency, or success at the conclusion of an instructional period, like a unit, course, or program.” They are what we call exams or end-of-term projects and are almost always graded. Their purpose is to compare the student’s acquired knowledge to national or class standards, as well as to other students in the class. They are often high stakes to go through the levels of the education system.

    “The purpose of formative assessment is to monitor student learning and provide ongoing feedback to staff and students.” Instead of giving a final judgment on the student’s acquired knowledge, it helps the student to identify their strengths and problems as the course continues. On the top of allowing them to adjust their learning pace and strategy as the same time they are learning, it gives them a sense of empowerment which is highly beneficial to their learning process. For the teacher, it helps to adjust the course content and have a more student-centered way of teaching.

    Rather than using one or the other, it is often best to make use of both formative and formative assessments in the classroom.

    In the Youtube video above are some simple examples of formative assessments that can be used in the classroom.

    References:
    “Formative and Summative Assessments”.  Yale Poorvu Center for Teaching and Learning. https://poorvucenter.yale.edu/Formative-Summative-Assessments
    “Formative Assessments: Why, When & Top 5 Examples.” Teachings in Education, 2016.   https://www.youtube.com/watch?v=-RXYTpgvB5I

    ]]>     2022-02-24 03:34:42 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2063819150     Making movement as part of the classroom culture (behaviorism) guillaumelabourdette https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2063853707 As Pantuosco-Hensch pointed out (2019), physical activity should not be limited to physical education classes. Including it as part of every course of the curriculum does not only have beneficial health effects, but it also helps with the learning process. As Hannah mentioned it in the post above, research has proved that brain-body connection helps with the learning process. It also has been associated with social emotional well-being, in term of having positive impact on mood, behavior and stress level. 

    In order to establish a classroom culture that involves physical movements, many strategies can be chosen and adapted by the teachers to their own teaching content and preferences. Here are some examples of simple strategies: 

    . Seats are limiting movements in the classroom but can still allow for students to turn around, move their legs and arms. When not disrupting the classroom, teachers can choose to allow movements and part away from the old traditional “stay still on your chair and do not move around” strategy.

    . Standing up can be allowed so that students can feel more awake with their brain and body.

    . Walking and talking activities should be encouraged to promote student-centered learning where the students feel in control of their learning process.

    . If possible, moving out of the classroom, to other rooms (laboratory, music room, etc.) or even going outdoor can be an excellent way for the students to make connections between the acquired knowledge and the world outside the classroom. This way it can help them to get more involved in their studies, not focusing on the knowledge only when facing the teacher or the homework notebook.
     

    References: 

    Lynn Pantuosco-Hensch (2019) Making Movement a Part of Your Classroom Culture. National Education Association. https://www.nea.org/advocating-for-change/new-from-nea/making-movement-part-your-classroom-culture

    ]]>     2022-02-24 04:04:29 UTC https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2063853707     David Lawson https://padlet.com/samaramurtaugh/fjtq4pn03z769xrc/wish/2063975918  Bob Lenz (2014) A Case for Student-Centered Learning
     February 13, 2014
    https://www.edutopia.org/blog/a-case-for-student-centered-learning-bob-lenz

    S. Maloney (2014) THE USE AND BENEFITS OF A 'TAKE HOME EXAM' IN ACCOUNTING EDUCATION
     November,17, 2014

    https://library.iated.org/view/MALONEY2014USE
    References Part 2
     
    Cathy Weselby What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom
    APRIL 29, 2021
    https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/#:~:text=Differentiating%20instruction%20may%20mean%20teaching,the%20ability%20of%20each%20student.&text=Group%20students%20by%20shared%20interest%2C%20topic%2C%20or%20ability%20for%20assignments.


     
     Marcus Guido (2021) 20 Differentiated Instruction Strategies and Examples
     September 20, 2021
     https://www.prodigygame.com/main-en/blog/differentiated-instruction-strategies-examples-download/


     
     
     Terry Heick  Ways To Use Strategies For Differentiated Instruction In Your Classroom
     https://www.teachthought.com/pedagogy/strategies-differentiated/




     

    Rania Al Hussaini (2007)
     Why exhibitions are important to a student
     June, 9, 2007
    https://gulfnews.com/general/why-exhibitions-are-important-to-a-student-1.183660

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