Activity 2: Student Centered Learning by Sam de Putron

samdeputron — 2021-10-11 13:11:41 UTC

What student-centered approaches or techniques can you use to address differentiation?

How can you implement assessment so that it enhances student-centered learning? -Ethan Kopiecki, Tom Webster, Craig Ravenscroft

2021-10-11 13:18:09 UTC

What are some student-centered approaches or techniques that are based on or require collaboration?

2021-10-11 13:28:57 UTC

- Susan Lee, Yu Li (Mandy)

Definition and Purpose-Ethan

2021-10-14 05:27:11 UTC

Before attempting to define what student based assessment is. It is important to clarify what it is not.
A misconception is the word "assessment" simply refers to testing with the end result being letter or number grades.
This idea of assessment often doesn't adequately meet the needs of all students. Letter grades and numbered scores provide only 2 pieces of a larger puzzle. Assessment must be thought of in more comprehensive terms so as to understand the entirety of this puzzle. (3)

Student centered assessment can best be defined as: "Assessment practices that provide opportunities for open-ended responses and that enable youngsters to play to their strengths fly in the face of assumptions about uniformity. . . . The good school . . . does not diminish individual differences; it increases them. It raises the mean and increases the variance.” (1)
Student centered assessment allows for further expression of individual talents by way of various student demonstrations. This type of assessment seeks the necessary and specific challenges that will appropriately help a student with developmental learning targets. Increased enhanced feedback for all parties of education including students, teachers parents etc. is another key aspect. This increase allows for the possibility of a more engaging educational experience for students. The nature of this assessment strategy is "valid and reliable for the given context" as "well as practicable and
efficient" (2).
This kind of assessment is strongly supported by the Constructivist school of educational theory. In this the student is expected to engage in active exploration. The student is active and the teacher more passive, present in the role of a guide, not director. Individuals are thought to learn best when they are personally motivated to seek out new knowledge and skill. It's goal is to make every task of of the student, including assessment, something they want to do, not what they have to do.
This idea of student centered assessment stands in sharp contrast to traditional assessment. Traditional assessment, particularly standardized assessment is not directed in any way by the individual learner. It does not account for the individuals motivation, input or methods of learning. In short, where student centered assessments approach is bottom up, traditional assessment is top down. (5)

Student based assessment can follow a set of guiding principles as outlined by Stiggins. (4)
1: Assessments require clear thinking and effective communication.
-Anyone creates the assessments must clearly understand them in order to communicate those results to others.
2. Classroom assessment is the key.
- Teachers direct many of the assessments students will use, even if they are simply guiding a student when they create one on their own.

3. Students are assessment users.
- The most important user of an assessment in the student.

4. Clear and appropriate targets are essential.
-Any assessment must have high clarity and relevance to it's goals.

5. High quality assessment is a must.

- 5 Quality Standards must be met: 1) clear targets; 2) focused purpose; 3) proper method; 4) sound sampling; and 5) accurate
assessment free of bias and distortion.

6. Understand the personal implications .
- Assessments have interpersonal dimension in the sense that teachers and students may like or dislike each other. Everyone will have there own opinions about an assessment.

7. Assessment as teaching and learning
- Assessment and instruction can be the same thing

References:

1. Elliot W. Eisner. (1999). The Uses and Limits of Performance Assessment. The Phi Delta Kappa, 80(9), 658-659.

2. James H McMillan. (1988). Assessing Student's Learning. New Directions For Teaching and Learning, 34.

3. ELT General Supervision School Year 2015 - 2016. (2015). Student – Centered Classroom Assessment. وزارة التربية دولة الكويت (Ministry of Education Kuwait). https://www.moe.edu.kw/teacher/Documents/learner%20centered%20teaching/5-Assessment.pdf

4 Stiggins, R. J. (1997). Student-centered classroom assessment. Prentice Hall. https://d1wqtxts1xzle7.cloudfront.net/52102993/Student-Centered-Classroom-Assessment_Stiggins-with-cover-page-v2.pdf

5.Duncan, T., & Buskirk-Cohen, A. (2011). Exploring Learner-Centered Assessment: A Cross-Disciplinary Approach. International Journal of Teaching and Learning in Higher Education, 23(2), 246-259. http://www.isetl.org/ijtlhe/

Vertical Learning - Yu Li (Mandy)

2021-10-15 06:18:27 UTC

Vertical learning - Making the thinking process visible

Requires:

Rich tasks
Random grouping and assigned roles
Teacher as facilitator
vertical nonpermanent surface.
Debrief discussion

Process:

Introduce a rich task.
Put students in groups using a random group generator that also assigns their roles in the group.
Teachers act as facilitators and moves freely to observe multiple groups.
Teachers ask questions to get the process going
Students use a whiteboard or chalkboard as a vertical nonpermanent surface to show their thinking process
Make the learning memorable by discussing and debrief the problems as a class.
Erase the broad.

Pros:

High-quality collaboration in class
Be able to showcase students' thinking process and understanding.
Random grouping helps students to work with different students with unique ways of thinking.
Allows teachers to act as facilitators to observe and interact with multiple groups.
The whole class can see what others are doing, and students can be inspired by others.
Create a safe environment that mistakes are valued

Cons:

Time on task is much longer, maybe hard to use if there is not enough time in class for students to work on problem-solving on their own.
Can be intimidating for students in the beginning.
Takes time and practice to use this method smoothly in class.

"Our kids are not afraid or sky of sharing information, it is really a positive environment where mistakes are valued, collaboration is amplified. " (Asmus, K. 2018)

Reference:
Asmus, K. (2018). Learning on Their Feet. [Interview] Edutopia Youtube Channel. https://www.youtube.com/watch?v=6Ri1vNQBk6I.

The Jigsaw Classroom - Yu Li (Mandy)

2021-10-15 06:44:15 UTC

Created in 1971 by psychologist Elliot Aronson, the jigsaw method has a long track record of successfully reducing classroom conflict and increasing positive educational outcomes. ( Hirsch, J. 2014) It is an incredible method that is based on collaboration. Every student's success depends on others' learning. Each student feels the responsibility to master their section so that they can teach others in their jigsaw group. All students work together in their master groups as well as their jigsaw groups.

In Professor John Hattie's research, The jigsaw method has a 1.2 positive impact on learning, which is amazing.

Pros:

The jigsaw method can be used in almost all subjects matters.
It helps students to develop the mindset of “teacher,” the learning experience can be transformed from a boring task into an exciting challenge.
It fosters cooperative learning and improves collaboration in classrooms.

Cons:

Teachers must make sure that students with poor study skills do not present an inferior report to the jigsaw group. If this were to happen, the jigsaw experience might backfire.
Teachers may want to monitor the expert groups carefully, just to make sure that each student ends with an accurate report to bring to her or his jigsaw group.

References:
Hirsch, J. (2014, February 6). Teaching empathy: Turning a lesson plan into a life skill. Edutopia. Retrieved October 14, 2021, from https://www.edutopia.org/blog/empathy-lesson-plan-life-skill-joe-hirsch.

Hattie, J. (2017, November). Visible learningplus 250+ influences on student achievement. Visible learning . Retrieved September 28, 2021, from https://visible-learning.org/wp-content/uploads/2018/03/VLPLUS-252-Influences-Hattie-ranking-DEC-2017.pdf.

Social Psychology Network , & Aronson, E. (n.d.). Overview. The Jigsaw Classroom. Retrieved October 15, 2021, from https://www.jigsaw.org/#steps.

Inside Outside Circle - Susan Lee

2021-10-16 00:50:14 UTC

Inside Outside Circle (IOC) is a sharing or practice activity that works best with a large group.

Materials: No extra materials needed!

Process:
1. Half the students make an inner circle facing out, and the other half make an outer circle facing in. In this way the students are paired.
2. The teacher prompts the paired students to do the activity.
3. After an appropriate amount of time, the teacher directs the students to rotate. For example, "everybody move 3 students to the right," or "just the inner circle move 5 students to the left."
4. Students repeat the activity with the new partner standing in front of them.
5. The teacher should facilitate the pacing of this activity by prompting when the pairs switch roles and when students should rotate.
6.If there are an odd number of students, the teacher may have to participate.

Pros:
1. IOC works well as a sharing activity. For example, sharing information they have researched, personal opinions or experiences.
2. IOC also works well as a quiz or language practice activity. Students quiz each other with prepared questions or practice a grammar skill.
3. Students are required to work with a variety of random classmates.
4. Students are out of their chairs and moving around.

Cons:
1. IOC does NOT work well when students need to present their work or write anything down.

References:
1. Inside/outside Circles. The Teacher Toolkit. (n.d.). Retrieved October 16, 2021, from https://www.theteachertoolkit.com/index.php/tool/inside-outside-circles.

2. Teacher Toolkit. (2017). Inside Outside Circles (Elementary). Youtube. Retrieved October 16, 2021, from https://www.youtube.com/watch?v=rFCkaPM0zQ8.

Voice & Choice for Assessments (Amy)

amybell14992 — 2021-10-16 01:15:12 UTC

7 ways you can assess your learner’s understanding beyond paper and pencil

iMovie (video tutorial)
Infographic or anchor chart
Slideshow lesson notes
Board game
Spoken Word performance
Quizlet
Mini-lesson to you or a small group of peers
Virtual Tour with Google Maps

References:
Grosskopf, B., 2021. Rethinking Summative Assessment: Giving Students Voice and Choice. [online] Edtechteam.com. Available at: [Accessed 16 October 2021].

Ward, M. (2021). Engagement-assessment, feedback, student choice and voice. Vimeo. Retrieved 16 October 2021, from https://vimeo.com/508198984.

Differentiating Content for Students (Amy)

amybell14992 — 2021-10-16 01:21:36 UTC

Reading passages at varying Lexile levels.
Adaptations to the same writing prompt.
Adaptations made to the same reading passage.
Sentence stems added to assignments. (especially for ELL)

References:

Differentiating Instruction: A Guide for Teaching English-Language Learners. Youtube.com. (2019). Retrieved 16 October 2021, from https://www.youtube.com/watch?v=9hekJsCOHLU.

How to Customize Learning for a Student-Centered Experience in the Classroom or Virtually. Writable. (2021). Retrieved 16 October 2021, from https://www.writable.com/2020/09/06/how-to-customize-learning-for-a-student-centered-experience-in-the-classroom-or-virtually/.

Quiz Quiz, Trade - Susan Lee

2021-10-16 02:54:22 UTC

Quiz Quiz Trade (QQT) is a Kagan Cooperative Learning game that allows students to review information with other students by asking and answering questions.

Materials: Review cards

Process:
1. Teacher distributes review cards with short questions and answers. These can be fill in the blank, multiple choice or finish the sentence format.
2. Students find a partner, and ask each other their questions.
3.If the partner is able to answer the question, they should praise their partner. If the partner is not able to answer the question, they should coach them first and then give the correct answer.
4. Students switch roles.
5. After both students have asked and answered both questions, they switch cards, raise their hands and look for new partners.

Pros:
1. QQT works well as a practice, review, or sharing activity.
2. QQT works well with subject content as well as language skills.
3. Students are required to work with a variety of classmates.
4. Students are out of their chairs and moving around.

Cons:
1. QQT does NOT work well with new content.

References:
1. Clowes, G. The Essential 5: A Starting Point for Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Spring 2011.

2. Quiz, quiz, Trade. The Teacher Toolkit. (n.d.). Retrieved October 16, 2021, from https://www.theteachertoolkit.com/index.php/tool/quiz-quiz-trade.

3. Teacher Toolkit. (2017). Quiz, Quiz, Trade. Youtube . Retrieved October 16, 2021, from https://www.youtube.com/watch?v=kxx3fdFldTg.

What student-centered approaches or techniques include physical movement as a central element? (Josh and Sam Martin)

2021-10-16 06:34:21 UTC

2021-10-16 07:01:49 UTC

Kuczala, M. [TedX talks]. (2015, April 23). The Kinesthetic Classroom: Teaching and Learning through Movement [Video]. YouTube. https://www.youtube.com/watch?v=41gtxgDfY4s&t=261s.

2021-10-16 07:10:14 UTC

"The Doughnut

This activity enables students to move in circles while exchanging ideas. It allows students to talk, for few moments, with different classmates about newly learn content. This technique allows student to talk through new concept or develop ideas while moving around.

Steps:

Students stand in two concentric circles facing each other.
Facing their partner they take it in turns to share information and ideas or ask each other questions.
At a given signal from the teacher the outside circle moves a given number of places clockwise.
Students now give feedback on what was said between themselves and their previous partner.
There steps can be re repeated as desired.

Fieldtrips

Field trips are full of movements that engage the students into a real-world learning experience. For example, if a teacher is teaching the law of demand, a field trip to the local market can be arranged for student to observe and ask questions to both the seller and buyer. After the activity, the student can write a reflective essay about the practical application of the law of the demand. Another example is taking students to an arboretum or park to distinguish different type of flora if the subject being taught is natural history. Students will have the opportunity to experience the applications of the content taught by themselves.

Stations

Post paper in different parts of the classroom. Each paper has a question that requires the student synthesize the concepts being taught or review. Student will rotate clockwise and as they move to the next post, they will find the paper with other answers. As students move, they will find more challenging to answer the question as they will be require to answer differently from previous answers. Once all student go through all the stations, The class reviews the answers for each station and decides which one are correct and disregards those answer that are not correct.

This type of student-centered technique allows for movement while engaging students in synthesizing the material quickly and collaborate with one another to when deciding which answer are correct or not.

These Student-centered techniques are a really good approach to address the student’s unique way of learning in a effort to maintain our students engaged as well as challenged so that they can be prepared for the world outside of the classroom."

Jaque, D. (2015, April 10). Student-centered techniques. Diego Jaque. Retrieved October 16, 2021, from https://mrdiegojaque.wordpress.com/2015/04/10/student-centered-techniques/.

The Barometer (Sam & Josh Martin)

2021-10-16 22:27:00 UTC

Students can see where they stand in relation to their peers in their agreement on a topic. This allows students to critically think about the issue before they stand up and move around the classroom.

Steps:
1. Make sure there is a large enough space for all students to stand. Predetermine what shape (line or U) your students will be making. Make sure the 'strongly agree' and 'strongly disagree' signs are on opposite sides of the room.

2. Make sure students are aware that this activity can get quite heated and that there needs to not be accusatory language, but stick to 'I' statements. A contract can be signed by teacher and student or the class for this holding everyone accountable.

3. Give students time to process the statement of topic being discussed for the day. This allows time for critical thinking to happen and is often times needed when you are in ESL or EAL situations and students need to think more or translate some of the words.

4. Students move to where they feel they 'stand' on the topic. This does take a few minutes as some small discussion may need to happen amongst students to confirm where an individual student feels they need to stand. These small conversations are NOT the student's full explanation as to why they stand where they stand.

5. Students explain their stance and reasoning for being where they are. Teachers are encouraged to ask for evidence or examples as to why a student has chosen to stand where they are as the student is explaining, continuing to emphasize critical thinking.

6. Make sure you debrief at the end of this activity. Since many or all of the students have vocalized their stance, encouraging a written journal activity to reflect upon the events is important and valuable, seeing as journals are often just seen by the teacher and student.

Source:
Barometer: Taking a stand on controversial issues. (n.d.). Facing History and Ourselves. https://www.facinghistory.org/resource-library/teaching-strategies/barometer-taking-stand-controversial-issues

Additional Ideas to get students moving in the classroom (Sam & Josh Martin)

2021-10-16 22:38:27 UTC

1. Independent projects

2. Group discussion

3. Peer mentoring of other students

4. Debates

5. Practical/ Rehearsals

6. Computer learning

7. Portfolio development

8. Poster presentations

9. Mind maps

10. Role play

11. Writing newspaper/ blog articles
12. Interviews
13. Four Corners

Sources:
- Teachnowaug15c4 [licensed for non-commercial use only] / 5) student-centered approaches or techniques that include physical movement as a central element. (n.d.). teachnowaug15c4 [licensed for non-commercial use only] / Teach-Now August 2014 Cohort 4 Wiki. Retrieved October 15, 2021, from https://teachnowaug15c4.pbworks.com/w/page/100890727/5%29%20Student-centered%20approaches%20or%20techniques%20that%20include%20physical%20

-What student-centered approaches or techniques include physical movement as a central element? - Wakelet. (n.d.). Wakelet – Save, organize and share content. https://wakelet.com/wake/wMiBwS9mLg72iDHlgPuv_

The Learning Pyramid, Kinesthetic Learning/Teaching, & Experiential Learning Theory

2021-10-16 23:02:37 UTC

As you can see from this image, students are able to retain more, the more hands on you are able to be with them in the classroom or learning environment. This can be tied to more of the kinesthetic learning/teaching methods that Susan Griss talks about in her article: https://www.edweek.org/teaching-learning/opinion-the-power-of-movement-in-teaching-and-learning/2013/03

According to Susan Griss in her article from Education Week in March 2013, "My methods build upon this observation by bringing physical movement into the classroom and connecting it directly to the content of the curriculum." Regardless of the subject taught, there can be physical movement and engagement from the students, connecting it more towards the Experiential Learning Theory, proposed by psychologist David Kolb.

Sources:
- The power of movement in teaching and learning (Opinion). (2020, April 29). Education Week. https://www.edweek.org/teaching-learning/opinion-the-power-of-movement-in-teaching-and-learning/2013/03

-The David Kolb theory of how experience influences learning. (n.d.). Verywell Mind. https://www.verywellmind.com/experiential-learning-2795154

-Communication models | Association for project management | Learning pyramid, instructional design, learning theory. (n.d.). Pinterest. https://www.pinterest.com/pin/439663982345954790/

Beyond the classroom.... (Sam & Josh Martin)

2021-10-16 23:07:40 UTC

In addition to all of the educational benefits of physical movement for the student, there American Psychological Association has the following to say about it: https://www.apa.org/topics/covid-19/children-exercise-strategies

Yes, this article was written and directed more towards the global pandemic and how that affected children, however there are many helpful tips and tricks to getting students moving and how it benefits not only their learning, but also their development.

Source:

-How and why to get children moving now. (n.d.). https://www.apa.org. https://www.apa.org/topics/covid-19/children-exercise-strategies

Kinesthetic Learning (Sam & Josh Martin)

2021-10-16 23:11:34 UTC

Source:

-Kinesthetic learning: Utilizing our 5 senses in Higher Education | Ben Deuling | TEDxLSSU [Video]. (2016, May 11). YouTube. https://www.youtube.com/watch?v=x_8WklHNSAw

Different Types of Assessment - Tom

tomwebster101814 — 2021-10-17 05:35:09 UTC

Summative and interim assessments are necessary in determining how
students are progressing in terms of knowledge and skills relative to the
standards. They provide is with information about how students have developed over longer periods of time.

Formative assessment, however, provides us with just-in-time information which can help us determine where students are struggling. This is information which we use effectively in order to help students in the areas where they need it the most.

Assessing Student Passions and Learning Styles

According to Andrew Miller (2015), “All of our students come with powerful experiences that have driven their lives, such as family stories, favorite books, hobbies, and trips.” By assessing students’ passions, teachers can get to know them better which helps in creating a student-centered classroom environment. Ways to do so include tools such as student surveys, one-on-one conversations, journals and learning profile cards.

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

Tookoian, J. (2017, July 14). Formative Assessment: What is it?. Edulastic. https://edulastic.com/blog/formative-assessment/

Implementation Strategies to Enhance Student-Centered Learning - Tom

tomwebster101814 — 2021-10-17 05:35:36 UTC

In her article, Three Quick Wins: Student-Centered Assessment Strategies, Becky Green (2021) puts forth “three strategies that equip students to exercise agency while ensuring flexibility and access for anytime, anywhere learning."

Snapshot Assessments:

- Automated short quizzes

- Short 1 on 1 meetings with students

- Have students map their own learning plans

Process Portfolios:

- Encourage growth mindset by allowing students to reflect upon their learning process and growth

- Provide opportunities for student-driven and individualized learning

- Allow students to be assessed on skills developed rather than assignment completion

- Can promote more equitable grading

Self-Assessment

- Peer to peer

- Student to teacher

- Student to self

- Helps develop skills which can be used far beyond the classroom

References:
Cummings, J. (2018, November 9). 4 Advantages of Using Student Process Portfolios. Global Online Academy. https://globalonlineacademy.org/insights/articles/how-process-portfolios-drive-learning

Green, B. (2021, February 3). Three Quick Wins: Student-Centered Assessment Strategies. Global Online Academy. https://globalonlineacademy.org/insights/articles/three-quick-wins-student-centered-assessment-strategies

Student-Centered Approaches & Techniques for Reading by Nikki and Noah

2021-10-17 05:42:01 UTC

There are many approaches and techniques for student-centered instruction in the area of reading. However, the common goal of all these strategies is to foster a sense of ownership on the part of the student with regard to their reading skills, particularly by emphasizing choice in the process at all grade levels and in all subject areas. Ultimately, a student-centered approach to reading instruction offers students the opportunity to build their skills by reading complex yet engaging texts about socially and culturally relevant topics and themes — all while allowing students the freedom to develop at their own pace and to choose the best ways to demonstrate their progress and comprehension. (BetterLesson)

Objectives of Student-Centered Reading Instruction

2021-10-17 06:15:02 UTC

- to engage students as stakeholders in the learning process (BetterLesson)
- to engage students in an active and collaborative manner (BetterLesson)
- to encourage critical thinking and problem solving skills on the part of students (BetterLesson)

Benefits of Student-Centered Reading Instruction

2021-10-17 06:17:16 UTC

- increased student engagement and happiness (Bolger, 2018)
- improved student achievement (Bolger, 2018)
- improved parent-child relationships (Bolger, 2018)
- increased teacher job satisfaction (Bolger, 2018)

Citations for Question #6

2021-10-17 06:21:39 UTC

Student-Centered Literacy. BetterLesson. (n.d.). Retrieved October 17, 2021, from https://betterlesson.com/browse/learning-domain/17/student-centered-literacy.

Bogler, M. (2018, February 14). What are the advantages of student-centered learning? Project Pals. Retrieved October 17, 2021, from https://www.projectpals.com/project-based-learning-blog/what-are-the-advantages-of-student-centered-learning.

The Teacher Toolkit offers this video on implementing a KWL chart for reading (KWL)

2021-10-17 08:23:57 UTC

The website offers step by step instruction for classroom implementation and can download a free template of the chart for your students. It is useful in motivating students, especially in the knowledge harvest step, to see how much information they already know and what more they'd like to learn (Fieldwork).

Implementing the 5 Finger Rule for Young Readers

2021-10-17 08:44:13 UTC

This fun way of teaching students how to know whether or not a book is age appropriate is available online. Young readers can easily remember how to discern whether or not a book is appropriate for their reading level. This way students will not be deterred with books that are too difficult for them or bored with books that are too easy for them. Posters can be put up around the room making it fun and engaging in choosing their own book to read (Kirsten).

The Reader’s Theatre technique

2021-10-17 09:03:28 UTC

This technique is "frequently used in elementary schools as an activity that encourages new readers to improve reading confidence, fluency, and comprehension" (Martinez et al., 1998).

2021-10-17 09:26:40 UTC

How could you design the physical environment of the classroom, including technology, to be conducive to student-centered learning? Alternately, how would you design the learning tool kit of your students’ online learning environment?
- Brian, Devon (color purple on padlet)
What are some student-centered approaches or techniques that are based on or require collaboration?
- Susan Lee, Yu Li - (color blue on padlet)
How can you implement assessment so that it enhances student-centered learning?
- Craig Ravenscroft, Ethan, and Tom (Yellow color on padlet)
What student-centered approaches or techniques can you use to address differentiation?
- (Samuel red color padlet Amy can help with this one too)
What student-centered approaches or techniques include physical movement as a central element?
- Josh Martin Sam Martin (WHITE on padlet)
What are some student-centered approaches or techniques for reading?
- Nikki and Noah (Color green on padlet)

Student centered learning and differentiation (Samuel)

samdeputron — 2021-10-17 09:56:55 UTC

Student centered learning practices involve tailoring education for an individual student's educational needs and interests. As this is the case, these practices offer an excellent opportunity to employ differentiation for students of varying abilities.

Teams
Differentiation could be considered when grouping students for team projects. Should students in the team be of varying abilities to make use of the zone of proximal development, or should they be grouped in teams of similar levels, so that differentiated instruction or assistance can be applied.

Formative Assesments
In a student centered learning class students could be offered varying formative assessments. Some students may meet the core standards being taught in different ways than others and therefore it is not necessary that all students be assessed in the exactly the same way.

References:

Miller, A. (2012, February 8). 6 Strategies for Differentiated Instruction in Project-Based Learning. www.Edutopia.com. Retrieved October 17, 2021, from https://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller

Nellie Mae Education Foundation. (n.d.). What are student centered approaches? Www.Capss.Org. Retrieved October 17, 2021, from https://www.capss.org/educational-transformation/what-are-student-centered-approaches

National STEM learning center. (n.d.). Vygotsky’s concept of the “Zone of Proximal Development.” Www.Futurelearn.Com. Retrieved October 17, 2021, from https://www.futurelearn.com/info/courses/differentiating-for-learning-stem/0/steps/15505

How could you design the physical environment of the classroom, including technology, to be conducive to student-centered learning? Alternately, how would you design the learning tool kit of your students’ online learning environment?Brian, Devon

brianhamel — 2021-10-17 14:42:42 UTC

Brian Hamel: Physical tools for helping special or gifted or students with disabilities in the classroom

brianhamel — 2021-10-17 14:49:20 UTC

Allot of the tools from this source help greatly for physically disabled or specially gifted students and help them cop and learn in a physical way!

Sources:
https://www.teachthought.com/technology/15-assistive-technology-tools-resources-for-students-with-disabilities/

Brian Hamel: The actual physical layout and how it helps to be conducive to learning!

brianhamel — 2021-10-17 14:56:30 UTC

This source talks about how the actual physical layout and the centering of the teacher in any given case actually helps out with the conduciveness to learning. As well as creating a safer more inclusive space for all learnings in which certain areas help those with specific learning needs due to needs whether it be hearing or other physically hindering issues. The layout of the actual classroom is an increasingly prominent area of study for many now, due to its increasing use of effectiveness

Source : https://www.theedadvocate.org/focus-four-areas-create-classroom-environment-conducive-learning/

Physical arrangement of the classroom increases learning differentiation and capacity!

brianhamel — 2021-10-17 15:02:21 UTC

This helps shed light on various ways to increase learning through the arrangement of the classroom! Data and proven methods over time have shown great results and increasing the knowledge obtained and retained in learning environments from classroom setups all over the country!

Source : https://college.taylors.edu.my/en/life-at-taylors/news-events/news/5-ways-to-create-a-conducive-learning-environment-for-students.html

Brian Hamel Sources Cited:

brianhamel — 2021-10-17 15:09:46 UTC

1. 5 ways to create a conducive learning environment for students. Taylors University. (n.d.). Retrieved October 17, 2021, from https://college.taylors.edu.my/en/life-at-taylors/news-events/news/5-ways-to-create-a-conducive-learning-environment-for-students.html.

2. 10, 390, & 21803. (2016, August 23). Focus on these four areas to create a classroom environment conducive to learning. The Edvocate. Retrieved October 17, 2021, from https://www.theedadvocate.org/focus-four-areas-create-classroom-environment-conducive-learning/.

3. 10, 390, & 21803. (2016, August 23). Focus on these four areas to create a classroom environment conducive to learning. The Edvocate. Retrieved October 17, 2021, from https://www.theedadvocate.org/focus-four-areas-create-classroom-environment-conducive-learning/.

Social Emotional Learning - Craig R

craigravenscroft — 2021-10-17 18:07:11 UTC

Social-Emotional Learning

What is SEL in Education?

Social emotional learning or (SEL) is a system for aiding students at all Levels to better understand and manage their emotions, and develop skills in how to display empathy towards others. After acquiring these traits, students can make , responsible decisions in a positive way and create frameworks for building positive relationships and eventually achieving both short and long term goals.

The Five Social Emotional Learning Competencies

There are five fundamental competencies to SEL which are :

Self-awareness – To recognize your emotions and how they impact your behavior; acknowledging your strengths and weaknesses to better gain confidence in your abilities.
Self-management – To take control and ownership of your thoughts, emotions, and actions in various situations, as well as setting and working toward goals.
Social awareness – The ability to put yourself in the shoes of another person who may be from a different background or culture from the one you grew up with. To act with empathy and in an ethical manner within your home, school, and community.
Relationship skills –To build and maintain healthy relationships with people from a diverse range of backgrounds. This competency focuses on listening to and being able to communicate with others, peacefully resolving conflict, and knowing when to ask for or offer help.
Making responsible decisions – Choosing how to act or respond to a situation based on learned behaviors such as ethics, safety, weighing consequences and the well-being of others, as well as yourself.

The Benefits of Social Emotional Learning programs.

By participating in SEL programs, students can often achieve overall higher grades, have better attendance, and become more adept at coping with emotional stress as well as solve problems, overcome peer pressure and avoid engaging in harmful activities.

1.National University Education Dept– ( 2020) Social Emotional Learning (SEL) and Why it Matter for Educators. Retrieved on October 16. 2021 from

https://www.nu.edu/resources/social-emotional-learning-sel-why-it-matters-for-educators/

2.Educators. Retrieved on October 16. 2021 from

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

3.Kajitani. A, Hierck. T, Hannigan J & Hannigan. J D. (2020) Top SEL Strategies That Can Help Improve Student Engagement, (retrieved on October 16^th 2021) from:

https://www.edweek.org/leadership/opinion-here-are-top-sel-strategies-that-can-help-improve-student-engagement-right-now/2020/12?utm_source=eb&utm_medium=eml&utm_campaign=cte&utm_content=SEM

Below is an example of a SEL Engagement Opportunity Quiz - Craig

craigravenscroft — 2021-10-17 18:13:45 UTC

Why is the design of the physical environment important? (Devon Smith)

devonsmith11 — 2021-10-18 00:58:54 UTC

By now we are all familiar with Hattie's research of influences on student achievement. According to the research, the design of the physical environment has a net positive effect on student achievement. We can consider two factors on Hattie's list classroom management, as well as background music.

source: https://visible-learning.org/wp-content/uploads/2018/03/VLPLUS-252-Influences-Hattie-ranking-DEC-2017.pdf

Physical Design: Desk Arrangement (Devon Smith)

devonsmith11 — 2021-10-18 01:03:50 UTC

When we think about the physical design of classrooms one of the first things that come to mind are the arrangement of desks. For the most part, many educators have gotten rid of the traditional grid arranged desks in favor of more open style arrangements that allow students to feel more visible in the classroom. It is important to note that one must make choices based on their unique situation. Personally, through trial and error, I found that the double horseshoe works well for my students. I stagger the desks so that even though there are two rows, I can see each student very clearly.

source: https://www.bookwidgets.com/blog/2019/12/19-classroom-seating-arrangements-fit-for-your-teaching

Physical Design: Background Music (Devon Smith)

devonsmith11 — 2021-10-18 01:05:52 UTC

Something that is often overlooked but is also a part of the physical learning environment is sound. But as we can see with Hattie's research on influences on student achievement, background music has a positive influence. The music that is chosen does matter, however. For good effect, the music used should be non-lyrical and be of a genre that is soft and non-distracting. Before reading Hattie's research, I had already seen firsthand the impact that background music can have on student achievement. I am a musician and have the habit of listening to music whenever I'm working on something. This carried over into my classroom after a while. I noticed that depending on the kind of music I play in the classroom, the overall mood or attitude of students can change drastically. When I want students to be more active, I'll play faster upbeat music, when I want the students to quietly work on an assignment I'll play slower piano music. With just a change in music, and without me saying anything, the students will just naturally change their behaviors.

source: https://mytechclassroom.com/background-music-in-the-classroom

Physical Design: Lighting (Devon Smith)

devonsmith11 — 2021-10-18 01:14:58 UTC

Lighting can also have a very strong impact on student achievement in the classroom. Natural lighting has the most positive impact on students. However, for most classrooms, it's not possible to have natural lighting all throughout the school day. In these kinds of classrooms, it's important to use other tools to create an environment with lighting that makes students comfortable. As you can see in the picture above, teachers can use drapes to improve upon the harsh fluorescent lighting that is prevalent amongst classrooms.

source: https://susanfitzell.com/improve-learning-with-research-based-classroom-lighting-strategies/

Devon Smith Sources Cited:

devonsmith11 — 2021-10-18 01:44:53 UTC

References

Emily. (2020, April 14). Research: Background music in the classroom — Based on 17 sources. MyTechClassroom.com. https://mytechclassroom.com/background-music-in-the-classroom/

Renard, L. (2019, December 19). 19 classroom seating arrangements fit for your teaching. BookWidgets Blog. https://www.bookwidgets.com/blog/2019/12/19-classroom-seating-arrangements-fit-for-your-teaching

Susan. (2021, March 24). Improve learning with research-based classroom lighting strategies. Susan Fitzell. https://susanfitzell.com/improve-learning-with-research-based-classroom-lighting-strategies/

Visible Learning Plus. (n.d.). Information About What Works Best For Learning. https://visible-learning.org/wp-content/uploads/2018/03/VLPLUS-252-Influences-Hattie-ranking-DEC-2017.pdf