Fishbowl is an engaging and student-centered strategy that builds comprehension by discussing the text. In addition, it develops group discussion skills. In the inner circle—or “fishbowl”—students is given the opportunity to multiple viewpoints. The students on the outer circle listen, take notes, and observe. After a given time, the conversation is open to the class. The fishbowl technique is an effective way to engage students with various levels and to teach students to listen, to take turns, and to share different viewpoints.

References:
Student-centered literacy. (n.d.). BetterLesson. https://betterlesson.com/browse/learning-domain/17/student-centered-literacy

References:
How to create a classroom literature circle. (2009, November 23). Edutopia. https://www.edutopia.org/literature-circles-classroom-book-discussion-how-to

Literature circles. (n.d.). Teaching. Learning. Effecting. https://klumbcomprehensionstrategies.weebly.com/literature-circles.html

This concept of the environment as a participant in the educational experience opens up the possibility for students to engage the environment with their peers and respond to thoughtful decisions made by the educators in an effort to support student engagement. This calls on the adults to render the environment a living space that actively participates in the educative process.

Reference:
How the environment inspires curriculum. (n.d.). communityplaythings.com - Community Playthings - Childcare Furniture for over 60 years. https://www.communityplaythings.com/resources/articles/2009/how-the-environment-inspires-curriculum

Carol Ann Tomlinson. (2017). How to differentiate instruction in academically diverse classrooms. Alexandria, Va Ascd.

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Roleplay is a very interactive way for students to learn about concepts being taught in class. Students will have to research the character in order to become experts to act and make decisions according to the role of the character. for example,  a teacher can give a current scenario with different roles that students will have to act out and make decisions. One example in the greater recession that started in the United States.  Students can be given a number of characters to choose from ( CEO of a financial company, an employee of a manufacturing company, finance minister, etc). Ask the students to act out their role and make decisions based on scenarios given and explain their answers.  This will type of activity will require some time to research and some time to develop the character. It will also require the student to understand the scenario and context that are related to the content being taught in class.

Reference: 
mrdiegojaque. (2015, April 10). Student-Centered Techniques. Retrieved August 10, 2020, from Diego Jaque website: https://mrdiegojaque.wordpress.com/2015/04/10/student-centered-techniques/

Scaffolding means breaking up material in small, more manageable parts while providing some sort of technology. This can be used with all the students in the classroom based on their prior academic level. For example, if you have an ELL student, it may be a good idea to break learning into smaller pieces with a direct set of instructions in order to avoid losing the child while trying to engage him in high order level of thinking. An example given by Ms. Rebecca Alber in her blog post found in Edutopia, states an example that can be used when requiring students to read the material, “When reading…you may give a child an entirely different piece of text to read, you might shorten the text or alter it, and you may give a child an entirely different piece of text to read, you might shorten the text or alter it, and you may modify the writing assignment that follows”
Reference: 
mrdiegojaque. (2015, April 10). Student-Centered Techniques. Retrieved August 10, 2020, from Diego Jaque website: https://mrdiegojaque.wordpress.com/2015/04/10/student-centered-techniques/

Because we really focus on collaboration at this school, students are more successful in their projects.

Student: I flipped it, so that was my bad.

Erin: When they graduate from here, they're going to be really good at working with people, in the workforce or in college. More than knowledge, collaboration is something that they can carry forward and use in the future.

You feel good about that? Okay.

Our mission is to train future leaders and innovators who can go out into the world and problem solve.

John: I think collaboration really improves your work a lot, because it brings you new ideas that you would not have thought of before.

Ray: You can't just be like, "Hey, my idea's the best and you guys just leave me alone." You have to figure out a way to incorporate everyone so that it can turn out a good product in the end.

Student: I think it goes there.

Erin: So at our school, project based learning really provides authentic opportunities for students to collaborate from grade six through eight. So when they come to eighth grade, they can really analyze their collaboration a little bit more.

Today we're working on our final models. All of you should be done with your prototyping at this point, assembling the parts that you've cut out.

John: My partner and I are modelling where the Indian plate meets the Eurasian plate, and how they collide to form the Himalayas.

Ray: So the Himalayas is a continental convergent. Two continental plates are going towards each other.

Erin: At the beginning of each class, we ask them to fill out the goals and roles chart.

Ray: Okay, so I put that you were going to sketch and cut fabric.

Erin: If the group sets out really clear tasks that each person is going to work on, they're more motivated to get the work done, and it's a lot easier to hold them accountable for doing that work.

John: When you're collaborating, as you move through the project, we kind of learned what each other was good at.

Ray: I'm better at duct taping and he's better at like, the table foam cutter. I'm more of a perfectionist so like, I'll do the small details and he'll do the bigger ones.

John: So yep, I think it goes a lot easier.

We've gone through a lot of like, stages and changes.

Student: And if we can't get it straight, we can just sand it a little bit.

Student: Yeah.

John: But you have to be willing to compromise to make the product better.

Student: Yeah, that's good.

Erin: All right, everyone, it's time to transition to collaboration logs and doing our--

At the end of the period, they're going to reflect on whether they met their goals and fill out their collaboration log.

Ray: I feel like we both had a good attitude towards the project. Then is the next participation?

John: Participation.

So all the group members grade each other on whether we were on task, participating, communicating.

Student: I feel like you should also get a one in communication, because you didn't talk to us, most of the last period.

Student: Do you agree with that?

Ray: You did good on the duct tape. It was your first time trying it and so I feel like you should get a two in that.

Collaboration logs are a great way to communicate to your group members about how they're working, because sometimes your partners don't realize that they're not collaborating that well.

Ray: I like it, because I like to know what I can improve upon, what I could do better.

John: The teacher can also see the collaboration log.

Erin: I think lately you haven't been providing specific evidence, and you haven't been reflecting as much.

I look at the logs on a semi-regular basis and hope the group problem solve.

I've noticed in your collaboration log lately that you've been taking away points for not managing your time very well.

Ray: Yeah.

Erin: Is there something that you've planned to do to kind of make adjustments for that?

Ray: Well, like, the more we do it, I feel like the better we get at it, and so I--

Collaboration, it's a big part of life, because you learn how to work with different types of people, so that later on, when you're in college or your job, you can work with those types of people in the real world.

Erin: I always tell students at the beginning of the project, if you get collaboration skills out of this, I'm going to be happy. You may or may not use your knowledge of plate tectonics in the future, but you will definitely use collaboration.

Student: We came up with the best decisions for what we want to do so far.
Reference
Making teamwork more intentional. (2020, July 10). Retrieved from https://www.edutopia.org/video/making-teamwork-more-intentional

^{Brooke, G., & Andrade, H. (2013, April). Student-Centered Assessment - Process Portfolio. Retrieved from
https://studentsatthecenterhub.org/wpcontent/legacyimg/3_SATC_AssessTools_ProcessPortfolio_042413.pdf}
 Here is a link for more information and examples of Process Portfolios.

Effective peer assessment requires the following steps:

a) Clear Work Expectations and Performance Targets

a) Clear Expectations and Performance Targets: Students clearly understand and agree on what is expected (or even better, have participated in creating the expectations).

b) Monitoring Target Progress: Students compare their in-progress work to the agreed expectations. They then determine their work’s strengths and weaknesses.

c) Revision: Students use the feedback from their self-assessments to guide revision and improve their work.

This process can be motivating for students because they are actively engaged and able to see progress in real-time. This process can be repeated as needed or until mastery is achieved. It is paramount

that self-assessment be recognized as formative and used with in-progress work, as self-assessment is not about students simply deciding their own grades. Findings suggest that student self-assessment can facilitate both higher learner achievement and autonomy.

^{Ministry of Education Kuwait. (n.d.). Student-Centered Classroom Assessment. Retrieved from} 

Designing the classroom to embrace this mentality helps students focus and engage more effectively in the classroom. Instead of chastising students for fidgeting or wiggling too much, schools can encourage increased movement in a controlled manner.

3. Freeing Teachers From Their Desks - Many classrooms are still arranged with the teacher as the focus up front. In the modern school environment, attention is given to the students as learners – they are the focus.

If teachers can free themselves from their desks, suddenly opportunities for different forms of teaching and learning are increased.

 4. Digital Learning - 21st century classrooms use a combination of technology and personal instruction in a blended learning environment.

Technology, whether it is laptops, tablets, or mobile devices, puts information at students’ fingertips and motivates them to research and make discoveries.

Student centered classrooms use technology as a tool to stimulate curiosity and inspire students’ desire to learn.

Reference:
CDI Spaces. (n.d.). Designing For Student Centered Learning: Classroom Furniture. Retrieved August 12, 2020, from https://cdispaces.ca/school-classroom-design/k-12/classrooms/

References :

PBWORKS. (2015, September 28). 5) Student-centered approaches or techniques that include physical movement as a central element. http://teachnowaug15c4.pbworks.com/w/page-revisions/100890727/5%29%20Student-centered%20approaches%20or%20techniques%20that%20include%20physical%20movement%20as%20a%20central%20element.