August 10 2017. Accessed May 14 2022.
Edutopia. More Than a Dozen Ways to Build Movement into Learning. Google Images. Accessed May 14 2022. 
Gonser, Sarah and Stephen Merrill. 'More Than a Dozen Ways to Build Movement into Learning.' https://www.edutopia.org/article/more-dozen-ways-build-movement-learninghttps://www.edutopia.org/article/more-dozen-ways-build-movement-learning October 8 2021. Accessed May 14 2022.

that are intended to address the: 

of individual students and groups of students, and makes the student heavily involved tailoring their eduction.

However, student centered learning, starts with the teacher. Planning lessons carefully to target specific student learning objectives, allowing differentiation for multiple leveled learners and creating an equitable and inclusive classroom. This can only happen through careful planning.

Literature Circles
In Literature Circles students are in small groups assuming one of the roles, Discussion Director (chooses a topic to discuss from the text), Literary Luminary (chooses a passage or quote to discuss from the text), Vocabulary Enricher (chooses 5 new words to discuss and find the definition and usage of each word), Summarizer (summarizes the story or part of the story and shares it with the group), Illustrator (illustrates a section from the story and captions it), and Connector (connecter choose an event or events from the text and draws comparison to the students' lives). They use the jigsaw method to break into specialized groups of the same role. Discuss and create connections to the text and then return to their small group as a specialist, teaching and leading their own discussions.
* Due to the different roles, Literature Circles could be used in almost any phase.

Fishbowl Discussion
Students seperates into two groups. One will be the inner circle (the fish bowl) and the other group will stand around them as the outer circle. The fishbowl group asks and answers questions based off the text. Students can come up with the questions beforehand as well. Students in the outer circle listen to the discussion. Then they switch places and the new fishbowl can have a reflection discussion.

2. Visualizing Activities

Comic Strip
Students draw a comic strip that summarizes the story. Lower level students can do a simple beginning, middle, and end. Higher level students can do the plot structure with introduction, rising action, climax, falling action and resolution. This helps them to focus on the narrative and comprehension. They only write out any distinct phrase of dialogue that might be needed for clarity.

Color, Symbol, Image
This activity requires paper and any type of drawing materials. Students have to reflect on a piece of text and think about what the most important theme, idea, or emotion is. They then have to choose a color, a symbol, and an image that represents that idea. This activity allows students to express themselves in a non-verbal and artistic way, along with attaching a visualization to their thoughts. 

3. Predicting Activities

Pause and Predict
This activity requires a handout. Students read in choral or in small groups. On the handout the teacher has given certain pages or paragraphs where students PAUSE. They write down what the text says. They then PREDICT what will happen. The first pause is done as a whole group, then small groups, then pairs, and finally individually.

Thinking Stems

A popular and powerful strategy is Thinking Stems. Offering two part thinking stems (i.e. “I think___because___”) is important with making predictions since they require students to have a clear reason to support their prediction.
“I think_____ will happen, because___”
“Next, I think the characters will___because___”
“I can predict that___because___”
“Since____ happened, I think___”
“Based on clues from the story, my guess is___”
These stems can be on anchor charts, handouts or bookmarks.

4. Inferring Activities

Picture Task Cards
Picture task cards is an image. The first set of cards have a couple of scenarios or inferences on them. Students are then tasked to choose the inference they think is most likely and then explain why they do so.  This first step is done in discussion. The next step is a picture card without any inference, the student are tasked to make an inference drawing upon what they can see and their schema (what they know, background knowledge). Then finally we use an image from the text and ask students to make an inference.

YouTube Shorts
Don't shy away from film, because it isn't reading. The same skill can be developed and it helps students who are not yet used to visualizing the text. Here the story itself is presented visually.
Find 1-5 minute age appropriate shorts. (Pixar works well). The teacher previews these ahead of time, in order to know the plot of the story, and be able to figure out when to pause the film to have the students make some inferences. When pausing do a think aloud (e.g. The man is putting on his helmet i wonder what he will ride? A horse, a bicycle, a scooter? Well, it looks like the city? What else can you see? What do you think he will do next? Why?)  As this is with the whole group, everyone can benefit from it, as the type of thinking is modeled.

5. Making Connection Activities

Posters / Worksheets
Students reflect on the text with these three questions:

It is important to model these. So the teacher should prepare multiple questions in these three categories which pertains to a specific text and then demonstrate it to the students with a think aloud.

Student Boards / Scribble Boards / Graffiti Boards
Essentially the same thing. The teacher puts a large poster with the text centered in the middle. Each student is handed a marker. They then write comment about the text,  drawing lines connecting comments and / or questions. After ten minutes, the students start a group discussion about the comments and questions that were written down. Each students gets to raise their impression and arguement. This helps to assess comprehension as well.

6. Monitoring Activities

Reader's Theatre (RT)
The teacher selects an RT script relevant to the topic of the day or week, and assigns students in class to read it out loud.  Students are encouraged to add intonation, inflection, emotion, and even humor to their readings.  It is a great way to start and build discussions.
This method is used often in elementary schools to encourage new readers to improve their reading confidence, fluency, and comprehension. It encourages participation, especially from quiet shy students.

7. Summarizing Activities

Post-It Paraphrasing
Students are in groups up to four. Each students is assigned a different paragraph or page. Students get to highlight the key details in their selection of text. Each student is also assigned a different color and a set of post-it in different sizes but the same given color.  The sizes range from Large (5x8), medium (4x4) and small (3x3). After highlighting the key details, they leave everything at their seat and rotate clockwise.  Students now paraphrase their peer's highlighted details onto the large paper. Once finished they rotate again. The student now reads their peer's parahrased notes on the large paper and simplify and paraphrase it onto the medium paper. The rotate again, this time from the medium to small paper. The final rotation should bring them back to their desk. They have a set of post-its and higlighted text. They read it from small to large and back down.  They then write a summary based of of the small paper. Then using only the small paper, they present their summaries.

8. Evaluation Activities

Debates (teams or forum)

In order to increase post-reading discussion, increased reading comprehension, and thesis composition, students are grouped into teams of 2 or 3, and debate one another on an assigned thesis related to their recent reading. This provides students with the ability to collaborate with their team to develop an argument based on their learning and to additionally provide supplementary evidence to justify their argument. For bigger topics this can also be opened as a forum debate.
Aside from reading comprehension, this activity also helps with presentation and oral communication skills, which are vital skills for students.

: Students become stakeholders when they know the instructional objectives and the desired outcome of learning. 

: 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.

Source: https://sites.google.com/view/student-centered-learning/question-2-student-centered-collaboration

Procedure: 

Source: https://www.readingrockets.org/strategies/jigsaw

In student centered learning, students’ interests are the core of learning; they are active members of learning process and have a voice. The teacher is focusing on what students value, and student tables are variable and placed in space. The teacher, as well as the students, are moving around.

Augmented Reality layers digital enhancements on top of objects in the real, physical world. Using a device, like a smartphone, loaded with AR software, users point it at a picture or physical object, and the software brings up some kind of digital element like a 3D animation, text, or a video. 

Virtual Reality immerses the user in a 360-degree environment, a computer-generated simulation, viewable through a VR headset, and allows them to move through and interact with that environment. A great source for VR experiences is Google Expeditions, which offers tours to over 500 different locations: historical landmarks, national and state parks, underwater sites, and up-close studies of scientific phenomena.

Here’s an example:

To create more student centered learning, teachers should aim to assess the passions and interests of their students. Every student has a different background, different interests, different life experiences. Assessment tools can be used to gauge what students are interested in, and they can help educators figure out what motivates students to learn.

Some assessment tools that can help gauge student passions and learning styles include:

·         One-on-one conversations – By speaking directly with a student, teachers can ask questions about what the student is interested in and how they can help the student best learn.

·         Learning Preference/Profile cards – Students use cards to list their interests. The teacher can then use expressed student interests to tailor lessons or activities, to differentiate. This assessment promotes Social Emotional Learning because it helps promote self-awareness.
·         Anticipation Guides – Students write their opinions about ideas before they encounter them for the first time. Teachers can use this tool to gauge student foreknowledge on topics and anticipation guides help students to better recognize and connect to themes that appear in their learning. This assessment also promotes self-awareness.

To help show students the value of collaboration (a key 21^st century skill) and measure their emotional wellbeing and personal expression, teachers can likewise employ a number of different assessments, such as:

·         Rubrics – Rubrics show students what skills are required to succeed on a particular assignment. Teachers can tailor rubrics to focus on issues relating to collaboration, such as a metric where an individual grades their contribution to a group project and the contributions of their group members. The rubric can describe what is ideal group behavior, and this gives students a model of what behavior they should exhibit when working together with others. The group rubric assessment promotes Social Emotional Learning by requiring students to work on self-management, to assess their relationship skills and social awareness, it promotes responsible decision-making, and it increases the self-awareness of students.

·         Writing about loss – during this problematic time when school disturbances due to COVID are common, students are experiencing added stress. Taking the time to get to know your students helps you connect with them and helps them to feel seen.  An assignment where students are asked to write about how COVID has personally affected them can help teachers to better understand and cater to the needs of their students. The assessment promotes Social Emotional Learning by helping students to assess their self-awareness.
·         Barometer: taking a stand on a controversial issue – To help empower students to express themselves (and even opinions they do not agree with, which can help to build empathy) and evaluate information, classes can be designed where students express opinions along a continuum. By evaluating the validity of information, Social Emotional Learning is promoted because students engage in responsible decision-making, and their relationship and social skills are also nurtured through the exchange of information with classmates.

Although less valuable than originally thought, formative assessments can still provide teachers with information that lets them know if students are learning skills and content. To best capture where students are at during the learning process, here are three potential types of formative assessments to consider:

·         Low-stakes formative assessments – These are non-graded assessments and can help teachers and students learn if material/skills needs to be retaught and which knowledge/skills students have grasped. By making these formative assessments non-graded, they help to better build a student-centered environment by shifting the focus from “grades” to student development. This assessment promotes Social Emotional Learning by increasing the self-awareness of students.  

·         Explain to another student – To test mastery, stations can be set up in a classroom where each station requires a student to explain a different topic. For example, in a classroom where students are being tested on the water cycle, different stations can be set up where one person explains a different aspect of the water cycle (condensation, precipitation, etc.). The students rotate to a different station at set periods of time, thus ensuring that all aspects of what is being tested are covered, and the teacher assesses students by moving between the stations to monitor the proceedings. This type of activity helps to empower students because it turns them into teachers. This assessment promotes Social Emotional Learning, because it encourages self-management, self-awareness, social awareness, and relationship skills.
·         3-2-1 – After completing a text or a lecture, etc. you can gauge students understanding and interest by having them write down takeaways, questions, and one thing they enjoyed about a text, lecture, activity, etc. This helps teachers gauge interest and measure what students have taken away. This assessment promotes Social Emotional Learning by promoting self-awareness.

Learning Preference Cards

Using Assessment to Create Student-Centered Learning

Empathy in the Classroom: Why Should I Care?

https://www.edutopia.org/blog/empathy-classroom-why-should-i-care-lauren-owen

Teaching Strategies

Social-Emotional Learning, Explained

https://www.edweek.org/leadership/video-social-emotional-learning-explained/2018/06?utm_source=eb&utm_medium=eml&utm_campaign=cte&utm_content=sel

Student-centered learning is an approach to education, which aims at overcoming some of the problems inherent to more traditional forms of education by focusing on the learner and their needs, rather than being centered on the teacher's input. In other words the teachers move from being content dispensers to content resources. It’s quite the opposite of the Victorian system I was educated in and also passed it to some of my students, but it’s changing now as I am taking on this new approach. This approach has many implications for the design and flexibility of curriculum, course content, and interactivity of the learning process and it’s spreading across the globe.

Differentiated approach is the process of tailoring lessons to meet each student’s individual interests, needs, and strengths. Larry Ferlazzo defined differentiation as making decisions in the moment based on this mind set. It’s recognizing that ‘fair’ doesn’t always mean treating everyone equally. It’s recognizing that all of our students bring different gifts and challenges, and that as educators, we need to recognize those differences and use our professional judgment to flexibly respond to them in our teaching. Teaching this way gives students choice and flexibility in how they learn, and helps teachers personalize learning. This method also requires instructional clarity and clearly defined goals for learning, better enabling students to meet those goals. One thing I like about being a teacher is that we continue to learn through our students and ourselves. I think in SCL the learning exchange is exciting. Students focus on learning the course content, while teachers tailor their instructional strategies to student learning styles

Differentiated approaches are beneficial because they help educators connect with different learning styles. Not all students will respond to a class lecture; a game or a video may work better with other students. Some students may learn better by reading than they do using a computer. Giving students choices about how they learn enables them to meet learning objectives in the best way for them.

For differentiated instruction to be successful, teachers must clearly explain the learning goals and the criteria for success.Teachers must identify and be responsive to student needs, creating a supportive classroom culture where students embrace differentiation for themselves and their peers. Differentiated learning thrives in a classroom environment where students are working toward shared goals with a growth mindset. 

https://www.tetonscience.org/designing-learner-centered-classroom-environments-and-why-you-should-do-it/  

Student-centered assessment involves the active engagement of students in setting goals for their learning and growth, monitoring their progress toward those goals, and determining how to address any gaps.


Me personally, I like to introduce the final learning outcome of any subject or topic at the start of the first lesson. Once the students understand what they are working towards, I allow them to reach that conclusion mostly on their own, through technology and collaboration. While they are working withing a time frame, I am there to help guide them towards the final outcome, and that is their formative assessments evaluation. They present their findings as they see fit, using any technological tool, and that is usually their summative assessment.

The Four Steps of the Assessment Cycle

https://www.missouristate.edu/Assessment/the-assessment-process.htm