Physical activity can be integrated into planned academic instruction or can be spontaneously added to sedentary time.

References:

Jensen, E. (2005). Teaching with the brain in mind. (2nd edition). Alexandria, VA: Association for Supervision and Curriculum Development.

Besides, Variety is the key in reading, providing books in different fields to meet their  different needs. And keep records of the student’s progress, allowing time for independent reading. Moreover, plan units that are product-driven in nature and have an essential question which instruction seeks to answer.

Here is the video link about Learner Centered Literacy: Owning Their Own Reading.

Here is the website link, which has very good examples about Student-Centered Teaching for Reading at Work. 

***The training school I work for has a library that encourages students to check out books as they like, earning stamps with each book read. They are not required to do work related to the reading, but to simply appreciate reading and the stories found within. 

With eight roles, eight different students can practice varying styles, finding their strengths and weaknesses, switching in and out of the roles as time goes on. 

Related article link from Betterlesson below:

1.     See video - https://youtu.be/MdymI61hLPY 

2.     Students should have input in the arrangement and design of their classroom including desks and wall space to facilitate collaboration, discussion, and individual work. 

3.     The physical layout reflects your teaching style. If you want students to collaborate in small groups, for example, organize them around tables or clusters of desks. 

4.     Easily accessible materials and supplies can eliminate delays, disruptions, and confusion as students prepare for activities. 

5.     Provide opportunities for children to move around research now proves that many children need extensive mobility while learning. These children learn significantly more if they move from one area to another as they acquire new information. 

6.       Establish listening stations with headsets for children who need sound, and quiet study areas for those who work best in silence. Many children disprove another commonly held conception: that silence helps kids concentrate better. 

1. Students should be working on assignments with my role as a facilitator.

2. Students should be working in  groups as this enhances cooperative learning & student collaboration in the classroom.

3. Student  &  teachers should be  working together to achieve mutual learning goals, 

4. Student work displayed in the classroom - projects, posters, and writing samples - to allow students more ownership of their work.

5. Students should be comfortable using technology in the classroom - This technology should be used to help students solve problems.

6. Arranging Space is a key element.  For students to collaborate in small groups, organize them around tables.
Have enough space for supplies, an area designated for large- and small-group activities. The physical classroom environment itself  can motivate children, enhance learning, and reduce behavior problems, environment really is an extra teacher.

 7. Teachers should be moving around the classroom to allow for formative assessment of students' progress in the class.  Asking questions, facilitating higher order thinking, and this is all done without grading the student.

 
8. Desk placements should be in a way that allows teachers to make eye contact with every student and reach each student easily

 

1. Reading taught both individually and in small groups.

2. Students encouraged to browse the books and make choices on which books to read.

3. Encourage  students to read for pleasure as well as for information.
4. Variety is important. Encourage students to read magazines, textbooks, poems, comic books, etc...
5. Keep records of the student’s progress
6. Allow time for independent reading
7. Plan units that are product-driven in nature and have an essential question which instruction seeks to answer. 
8. Use effective pre-reading strategies such as “What I know, what I want to know, and what I learned. This helps students make connections in learning. 

Pairing Extensive Reading with Intensive Reading. In IR students read materials that may be difficult for them to understand without help. IR sessions tend to be short with an entire class reading the same material at the same time, with the teachers ‘assistance to enhance students´ understanding; using strategies such as guessing word meaning from context, summarizing, and connecting what is being read to one’s own experiences. The goal is to train and improve students reading skills.

In Extensive Reading, the goal is to have the students read as much as possible, increasing the motivation for reading.  Students can select books that are at or slightly below/above their levels. Reading materials below their current reading levels will increase their reading confidence and fluency.  Teachers can facilitate the choice of books by grouping the books available by difficulty level. 

Being a role model: teachers should read alongside their students, demonstrating that teachers too read for learning and enjoyment. Teachers may read materials that match students‟ reading levels and interests in order to engage with them, or they may opt to read materials that match their own reading levels and interests.

Students own the task: Student control increases when students have a role in choosing which tasks they will do, developing assessment criteria for those tasks, and assessing themselves. Students can choose what they will read from what is available in their classrooms, in libraries, bookshops, and online. Teachers can help students find materials that match the students´ reality, such as materials created locally, e.g., by teachers and young authors. In addition to students selecting the books they will read, they can also select the books that will make up the pool of materials available. In other words, students can have a role in deciding which books are in their classroom libraries and their school libraries. 

Pairing Extensive Reading with Intensive Reading. In IR students read materials that may be difficult for them to understand without help. IR sessions tend to be short with an entire class reading the same material at the same time, with the teachers ‘assistance to enhance students´ understanding; using strategies such as guessing word meaning from context, summarizing, and connecting what is being read to one’s own experiences. The goal is to train and improve students reading skills.

In Extensive Reading, the goal is to have the students read as much as possible, increasing the motivation for reading.  Students can select books that are at or slightly below/above their levels. Reading materials below their current reading levels will increase their reading confidence and fluency.  Teachers can facilitate the choice of books by grouping the books available by difficulty level. 

Being a role model: teachers should read alongside their students, demonstrating that teachers too read for learning and enjoyment. Teachers may read materials that match students‟ reading levels and interests in order to engage with them, or they may opt to read materials that match their own reading levels and interests.

Students own the task: Student control increases when students have a role in choosing which tasks they will do, developing assessment criteria for those tasks, and assessing themselves. Students can choose what they will read from what is available in their classrooms, in libraries, bookshops, and online. Teachers can help students find materials that match the students´ reality, such as materials created locally, e.g., by teachers and young authors. In addition to students selecting the books they will read, they can also select the books that will make up the pool of materials available. In other words, students can have a role in deciding which books are in their classroom libraries and their school libraries. 

Give a review of the book to convince others to read or not read it. 

Role play the story. 

Tell about something you learned from the book. 

Design front and back covers for the book.

Design a bookmark to suit the book. 

Paint a mural/draw illustrations/do a cartoon version of the book.

 Draw/use a map to show important places/routes in the book. Explain why they are important.

Draw a mind map or similar graphic organizer to represent what happens in the book. Do a flow chart/story board of the events in the story. 

Decorate the outside of a box to go with the book, and put various items related to the story inside.

Compare the book with a movie/TV version of the same book.

Read the same book in another language. 

 Read another book on the same topic and compare them, e.g., a biography and an autobiography of the same person. 

Record an important segment of the book, with sound effects be added. 

Write a poem inspired by the book.

Take a well-known song, nursery rhyme, etc. and make new words for it based on the book. 

Write an online review of the book for a website such as Amazon.

Write a newspaper article about the events of the book.

Write an outline of a sequel to the story

Write a short note to the next reader of the book; these notes will stay in the book to be read by all future readers. 

Write a letter to the author(s) of your book

Students keep a reading diary; in which they reflect on their reactions to what they read.

 

References

Jacobs, G., & Renandya, W. (2015). MAKING EXTENSIVE READING EVEN MORE STUDENT CENTERED. Indonesian Journal of Applied Linguistics, 4(2), 102. https://doi.org/10.17509/ijal.v4i2.691

Reference
Miller, A. (2015, September 2). Using Assessment to Create Student-Centered Learning. Edutopia. https://www.edutopia.org/blog/assessment-create-student-centered-learning-andrew-miller. 

Reference
Learner-Centred Assessment. Centre for Teaching Excellence. (2017, June 27). https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessing-student-work/grading-and-feedback/learner-centred-assessment. 

Process (of learning):
"The idea of gamifying learning is gaining steam to provide an environment that is familiar to students but also is fun, challenging and rich with varied learning opportunities." 

Product (demonstrate learning):

A student’s learning experience is enhanced by technology because of its ability for students to view diagrams, charts, videos, and more right on the huge screen in front of them. Their learning comes to life, and many students find it more fun to learn than ever before.

Reference -
Teach-Hub.com, (J. Cox, October, 2019);  Technology in the Classroom: the Benefits of Smart Boards; 

https://www.teachhub.com/technology-in-the-classroom/2019/10/technology-in-the-classroom-the-benefits-of-smart-boards/