https://sites.google.com/view/student-centered-learning/question-6-student-centered-reading-writing-listening

• electronic library 

https://www.tboxn.com/560.html

• EBSCO https://www.ebsco.com/

• UMI ProQuest     https://www.proquest.com/

·       https://www.pqdtcn.com/

• World Book

https://worldbookonline.com/wb/Login?ed=wb

• Encyclopedia Britannica

https://www.britannica.com/

• Incat Electronic Encyclopedia

• Microsoft Electronic bookshelf (including dictionaries, atlases, encyclopedias, almanacks, reports, dictionaries, etc.)

2.     Problem-solving tools:

Software for indicators, databases, word processing, graphics, design, multimedia, etc.

TEDxTalks. “Linking Architecture and Student-Centered Learning Environments: Dr. Anne Taylor at Tedxabq.” YouTube, YouTube, 1 Oct. 2013, https://www.youtube.com/watch?v=AoSMYeAI87Q. 

Kaufman, Trynia. “Distance Learning Toolkit: A Guide for Supporting All Students.” Understood, 1 Sept. 2021, https://www.understood.org/en/articles/distance-learning-toolkit. 

“Wunder.” Understood, https://www.understood.org/wunder. 

Cultofpedagogy. “The Jigsaw Method.” YouTube, YouTube, 15 Apr. 2015, https://www.youtube.com/watch?v=euhtXUgBEts. 

“Student-Centered Assessment Resources.” Students at the Center, 3 June 2022, https://studentsatthecenterhub.org/resource/assessment/. 

• Groups of four students can be arranged so that pairs of students sit across from each other

• Encourage debate. The whole class can sit in a circle to interact with each other while the teacher observes from the outside.

• Using a semicircle shape, teachers always stand at the front of the room. Students who were centrally located and stood closer to the teacher were more likely to ask questions. Students are more engaged when they sit close to the teacher. The semicircle is much easier to interact with than the row and column layout. Teachers can see the students in the classroom more directly when using a circular design. In addition, students can also get to know the teacher better and have more opportunities to communicate and engage with students.
2. Classroom Decor: Facing the Blank Canvas
Encourage students to make the classroom space their own. Welcome their contributions to its decoration, and urge them to take responsibility for its maintenance. Here are some easy, low-cost ways to make your classroom into an inviting, effective space for all
3. Dress Up the Walls

4. Technology
A modern computer network, electronic whiteboards, video displays, multimedia teaching machine
Eg: One component of the group consists of a portable electronic computer and an electronic whiteboard that extends over each group member's desk. This allows all members to work together. Each student can individually complete their own section on the whiteboard and then impart wisdom to the other. This helps students collaborate better and discuss how to arrive at different answers with each other. The teacher can then look at each group's whiteboard to see if they came up with the right solution and provide feedback on where they might have gone wrong. The whiteboard is also useful when students want to demonstrate to the rest of the group how an answer was reached. This allows some students to act as mentors for the group.

Resource:
https://helpfulprofessor.com/classroom-layouts/
Reference:

https://www.teachervision.com/classroom-management/creating-an-effective-physical-classroom-environment?page=2

“High Impact Teaching Strategies in Action: Differentiated Teaching.” Department of Education and Training Victoria, https://www.education.vic.gov.au/school/teachers/classrooms/Pages/approacheshitsdifferentiation.aspx. 

Debates

Field-trips

Practical/ Rehearsals

Presenting posters
Mentoring other students

Mind maps (collaborative)

Role play

Sources:

“ABC's of Movement Activity Cards.” YouTube, YouTube, 9 Jan. 2013, https://www.youtube.com/watch?v=-ky6eNJwDKk. 

Gallardo, Mayra. “5) Student-Centered Approaches or
Techniques That Include Physical Movement as a Central Element.” PB Works, 
http://teachnowaug15c4.pbworks.com/w/page/100890727/5%29%20Student-centered%20approaches%20or%20techniques%20that%20include%20physical%20movement%20as%20a%20central%20element. 

Lee, Jenny. “#6 Student Centered Approaches and Techniques for Reading!” Wakelet, https://wakelet.com/wake/2VxdbvwEiIf9jYLauPORr. 

This is a strategy for getting groups to work together on a learning task.

2. Exhibition of works

Students present a form of task that students can complete independently or collaboratively.

3. Panel of Experts

This is an approach where a subject has multiple voices. Students can write or ask questions during the Q&A session.

4. KWL

Post it all on the bulletin board:

What do you know?

What do you want to know or learn?

Or an upgraded version of the KWHLAQ strategy.

5. Brainstorm

Brainstorming gets the learner moving and generates stimulation that requires the learner to think creatively.

6. Create media

Ask a question and have students create a public video.

7. Discuss

Ask a question and let students discuss it, not just the standard answer.

Group 8.

Divide the students into several groups to study, learn to assign roles, and bring out the best characteristics of the group members.

9. Case studies

Use case studies in the classroom to learn complex problems, develop a critical spirit, and explore various scenarios.

10. Group crossover

First, break up the students' groups and assign different tasks to each member. Finally, bring the groups together to share ideas.

11. Learning centres

Break up the classroom with different activities and set specific times for students to start another new activity.

12. Experimental study

Design experiments for students to participate in, or have students design their own experiments.

13. Role-play

Allow students to try out experiences that can either be created by the student or created by the teacher.

14. Simulation

Computer simulations are already common, using technology to simulate reality and make students feel like they are there.

15. The lab

Take the students to the laboratory, let the students do activities, and let the students hand in the experimental activities.

16. The workshop

Students can create their own workshops and practice with peers who can also give feedback.

17. Demonstration

Demonstrations are a fun way to get students involved, such as trying cooking demonstrations or technology demonstrations.

18. The index card

Give students index cards and guides and ask them to create activities.

19. Inquiry-based learning

This approach starts with a question and can take many forms, with many structures to guide the inquiry.

20. Mental models

Constructing mental models can support new information, reveal your mental model, test it, challenge it and build it.

21. Project learning

In a certain period of time, students choose, plan and propose a project idea, and solve practical problems through various forms such as exhibitions, which is conducive to improving students' practical thinking and problem-solving ability.

22. Problem learning

Problem-based learning aims to solve problems, and learning itself can be part of the problem. As teachers implement teaching activities, students discover solutions.

23. Discovery learning

Some discovery learning allows students to choose a topic and explore it.

24.Q&A

A Q&A section allows learners and teachers to learn from and communicate with each other.

25. Social media

Use social media to get information and share it with others.

26. The game

In-game teaching method, teachers integrate specific teaching content into games and change static teaching into dynamic teaching, so that students can effectively master the knowledge and develop abilities in a relaxed and happy atmosphere.

Reference
http://ctld.scnu.edu.cn/a/20170912/441.html

·       Design Review

·       Expert Review

·       One-to-One Review

·       Small-Group Evaluation

·       Field Trial

·       Ongoing Evaluation

This evaluation method derives from the real meaning of the contract. To enable students to complete tasks and solve problems with a specific goal and basis, but also to evaluate their performance objectively.

A structured quantitative evaluation standard defines the rating index in detail from multiple aspects related to the evaluation target. It has the characteristics of high operability and high accuracy. In traditional teaching evaluation, especially in the evaluation of non-objective test questions or tasks, people have applied this tool consciously or unconsciously. For example, teachers generally give grades of excellent, well, medium, and poor to students at the end of a semester. This is based on a comprehensive evaluation of academic performance, labor and discipline, classmate relations, and other factors. When assessing students' learning, the application of a gauge can effectively reduce subjective arbitrariness evaluation. Not only can teachers evaluate, but they can also let students self-evaluate or peer-evaluate. If the gauge is published in advance, it can be used to guide role-play in student learning. In addition, it is also an effective evaluation method for students to learn to make their own gauges.

In "student-centered teaching", students individually or in small groups work independently on a certain topic and demonstrate their performance in the form of results (such as electronic works, solutions, research reports, etc.). Performance evaluation involves the process of students creating results or completing the required set of tasks. A complete set of ancillary work is REQUIRED, such as observation, presentation, presentation, interview, student-generated planning, imitation, and character play. Through performance evaluation, students realize that learning is not only an exercise in memorization but also an awareness of developing both the depth of specific training and the complexity of the field of study.

 

https://www.weidianyuedu.com/content/5317767787633.html

Formative assessment is the driver of differentiation of assessment. Formative assessment acts as a GPS, providing valuable information both the teacher and the learner. It provides timely feedback to inform instruction and make an adjustment. When the assessment is used to adjust instruction it crosses over into the “formative assessment” realm. This crossover helps teachers and students to see it, not as a test, but more as a process. 

Content is the foundation of learning and skills are applied. Therefore, if we can provide a way for students to access that content at their level, we can better meet their learning needs. Each student is (and should be) held to high standards. But we know not every student is on the same path for their learning. Through the differentiation of content, we can level the playing field for each student.

4. Learning environment 

The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.

Characteristics and teaching strategies of kinesthetic students: These children account for 40% of the population. They are interested in new things, have strong curiosity, are quick to move, like extracurricular activities, love sports, like crafts, etc., and like to acquire knowledge through personal experience. They are always full of energy.

 

Kinesthetic: Touching & Doing

Kinesthetic learners typically enjoy "hands-on" experiences and prefer physical contact and movement. Early childhood children are naturally active, so kinesthetic learning plays an influential role in children's English learning. Children can participate in learning through imitation, mime, rhythmic exercises, dance, crafts, and other fun activities, while improving both their physical and mental well-being.

• Encourage students to role-play during the learning process.

• Have your students walk around the classroom or walk outside to release extra energy. Meet the outdoor activity

• According to the characteristics of kinesthetic learners, experiential teaching is more suitable, through learning in teaching activities, making knowledge trees by yourself, explaining knowledge to others, etc.

• imitation

• Action games

• Learning from doing

• Learn on the move

• Alternate study with activity

• Have children give lectures to parents Group discussion

1.    Engage students in the concept of a Literature Circle by explaining the purpose, the reason and the procedures that make up this activity. Consult the Literature Circle Roles Powerpoint resource below for guidance.

2.    Determine the roles for students within the literature circle group and then explain the different roles and their importance to the students. Use this resource to get started with developing literature circle roles or consult the Literature Circle Role cards resource below to determine and develop roles.

o   Optional: Consider developing literature circle roles with students by having students brainstorm roles on an anchor chart and the narrowing down that list as a class.

3.    Model a literature circle discussion with a few students using a sample text, Then be sure to debrief the modeled discussion and the roles played by participants in the Literature Circle.

4.    Introduce clear objectives to the Literature Circle and consider displaying them on an anchor chart. To learn more about Anchor Charts, consult the Anchor Chart strategy. For example, some objectives could be that students should:

o   respond to questions and discussion with relevant and focused comments.

o   respond to a question with textual evidence

o   identify and analyze literary elements in text.

o   ask relevant questions to clarify understanding.

5.    Before engaging in a literature circle, have students meet in their groups to assign literature circle roles. Each student in the group should have one role, so be sure to develop groups so that there is a clear role for each student in the group.

6.    Once students know what their role in the group will be, give them time to write out their thoughts and prepare for their role (e.g.,  if a student is assigned to be in the role of discussion director, they should write out questions they want to ask the group in advance of the group's meeting).

7.    Give students an allotted period of time in their literature circles. Consider giving each student a certain amount of time in their role before moving on to the next person in the group to share out on his or her role.

8.    After engaging in the literature circle, run a debrief so that students get a chance to share their Literary Circle discussions and learnings with the rest of the class.

Flipgrid

·       Flipgrid is a video discussion platform great for generating class discussion around topics, videos, or links posted to the class grid. Students can video record their responses to share with the teacher or class.

·       Set up Flipgrid and students can record the video of their Literature Circles and upload them for the whole class to see. Or, students can engage in a virtual literature circle where they each post their comments and feedback on flipgrid.

Padlet

·       Padlet is a digital corkboard type tool that students can use to gather information or reflections. Teachers can easily access each students' Padlet with a shared link.

·       Set up a padlet for each group and have a column for each group member to share their thoughts electronically. The padlets can be saved and shared with the class.

Choral reading is a strategy that teachers can use to allow students to practice their reading fluency. During choral reading, students read aloud in unison, typically as a group, but students may also read individual lines alone or in pairs. The teacher leads and models pace, pronunciation, and prosody. Reading aloud can sometimes cause anxiety, and this activity relieves the pressure of individually reading aloud.  For older students, it is also a useful strategy for reading directions, poetry, and even Shakespeare. 

1.    Choose an appropriate story, poem, article, etc. for choral reading. Make sure the selected text is accessible. Select a text that will lend itself to a read aloud by considering rhyme, rhythm, intonation, and vocabulary. Keep your selection short, and one that can be read multiple times so as to increase fluency skills.

2.    Before starting, allow all students to preview the text. This can be done by the teacher modeling the reading aloud or the students reading aloud or silently to themselves. If you'd like individual students or pairs to read specific lines, let them know ahead of time.

3.    Read aloud together! The teacher should see him/herself as the conductor and the class is the chorus. 

4.    Choral reading can be even more interactive by using the following strategies: 

o   play with pace (fast/slow), sound (loud/soft), and voices (low/high). 

o   use clapping, stomping, and movement to get students to emphasize words and phrases. 

Seesaw

·       Seesaw allows for the documentation of artifacts, audio, video, and writing that can easily be shared with an entire class or with parents as students build their seesaw portfolio. Seesaw can also be used as a class discussion tool via its blog feature.

·       Use Seesaw to record students' reading sessions, play them back for feedback and also set up a portfolio.

Flipgrid

·       Flipgrid is a video discussion platform great for generating class discussion around topics, videos, or links posted to the class grid. Students can video record their responses to share with the teacher or class.

·       Set up Flipgrid and students can record the video of their reading sessions and upload them to the class.

Vocaroo

·       Vocaroo is a simple website that allows audio to be recorded through a computer's speakers. Recordings can be downloaded or shared through email.

·       Set up Vocaroo and students can record the video of their reading sessions and upload them to the class.

https://teaching.betterlesson.com/strategy/178/literature-circles-and-book-clubs?_gl=1*18kva27*_ga*NTk2NjkyMDE0LjE2NjU1ODUwODU.*_ga_59EGWMTTME*MTY2NTU4NTA4Ny4xLjEuMTY2NTU4NTQ3Mi4wLjAuMA..

 

Independent projects

Group discussion

Peer mentoring of other students

Debates

Field-trips

Practical/ Rehearsals

Computer learning

Portfolio development

Poster presentations

Mind maps

Role play

Writing newspaper/ blog articles

The appropriate seating arrangements will help students engage in the activities above.

Technology provides educators essential tools to create a student-centered learning environment. The careful integration of technology into the classroom provides teachers and students with a limitless amount of educational resources that transform learning – inspiring creativity, collaboration, and critical thinking.

Successfully integrating technology and creating a blended, student-centred learning environment is no easy task. It requires a thorough analysis of the curriculum and a critical examination of pedagogy. While there is no best way to create this environment, determining which tools to use and how to use them requires elements of creativity, experimentation, collaboration, and patience.

sources:
https://xqsuperschool.org/rethinktogether/what-is-student-centered-learning/
https://knowingtechnologies.com/technology-in-the-classroom/

Self-assessment is simply a matter of having students identify strengths and weaknesses in their own work and revise accordingly. Effective self-assessment involves students comparing their work to clear standards and generating feedback for themselves about where they need to make improvements. This guide provides a clear definition and steps for implementing self-assessment effectively in the classroom. It looks specifically at the use of rubrics and checklists and provides examples of each.

Peer assessment consists of students giving informed feedback to one another on an assignment. Effective peer assessment is related to clear standards and is supported by a constructive process of critique. This guide provides a clear definition and steps for implementing peer assessment effectively in the classroom. It looks specifically at the use of The Ladder of Feedback technique and provides an example.

A process portfolio is a purposeful collection of student work that documents student growth from novice to master. Successful process portfolios actively engage students in their creation, especially in determining their goals, selecting work to be included, and reflecting on how each piece demonstrates progress toward their goals.  This guide provides a clear definition and steps for implementing process portfolios effectively in the classroom. It provides links to online examples of portions of students’ portfolios including a personal statement, a student reflection of development in written communication, and a full biology process portfolio.

An exhibition is a high-stakes demonstration of mastery that occurs at a culminating academic moment, such as the end of a school year or at graduation. Exhibitions are summative assessments, but the process of building up to a final exhibition includes ongoing assessment, feedback, and revision. This guide provides a clear definition, outlines components of effective exhibitions, and details the supportive conditions needed to implement them. It also provides links to several examples.
Sources:
https://studentsatthecenterhub.org/resource/assessment/