Student Centered Learning - Cohort 8 by aja marie cordova-couso https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb Candidates research learning theories and approaches and use this knowledge to create effective student centered learning experiences en-us 2021-08-11 01:53:22 UTC 2023-10-14 11:29:28 UTC hello@padlet.com 1. Designing the physical environment of the classroom - Ryan Messer ryanandrewmesser https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1676599601 Flexible Seating
This is the method of allowing students to decide where and how they wish to sit in the classroom. The students are offered various creative styles of seats, ranging from beanbags to stools to rugs. This gives the students autonomy, agency, and allows them to find the seating arrangement that best suits their needs. Flexible seating creates a more comfortable learning environment for students. It is also beneficial for students with ADHD. Students with attention disorders are more likely to fidget in a traditional chair/desk design.  Research has shown that this style of seating arrangement leads to better test scores. 

Reference list
Brooks, D. (2012). Space and consequences: The impact of different formal learning spaces on instructor and student behavior. Journal of Learning Spaces, 1(2). Retrieved from http://libjournal.uncg.edu/jls/article/view/285/282

Minero, E. (2017, August 24). Flexible Classrooms: Assembly Required. Edutopia. https://www.edutopia.org/article/flexible-classrooms-assembly-required

]]> 2021-08-12 08:36:23 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1676599601 2. Student-Centered Approaches - Ryan Messer ryanandrewmesser https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1676621548
Project Based Learning
In this approach students work together to create a project that solves a specific problem with a large scope. Project Based Learning (PBL) requires students to utilize different disciplines and function as a team to successfully complete the project. Unlike traditional projects, in PBL students learn through completing the task, rather than using the task to demonstrate the skills they have already learned. Students are given free rein to plan, schedule, and execute their task. This necessitates the use of delegation, time management, and critical thinking. PBL gives students practical application for the skills they learn.

Reference list
PBLWorks. (n.d.). What is PBL? Retrieved August 12, 2021, from https://www.pblworks.org/what-is-pbl

]]> 2021-08-12 09:08:13 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1676621548 3. Student Centered Assessment - Ryan Messer ryanandrewmesser https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1676656384 Showcase Portfolios
In this assessment approach, students collect their work, activities, and accomplishments throughout a period of time. The student selects what they deem best shows their progress over the semester or what is most meaningful to them. This is often accompanied by a reflective essay the student writes to explain the importance they see in each entry. For younger students the reflection can be a spoken discussion with the teacher. This approach can be used as a summative assessment that allows the student to be cognizant of their growth and achievements. Younger student will likely require more scaffolding for this method. The video above gives some useful examples of this.

Reference list
The University of Hawaiʻi. (n.d.-b). Using Portfolios in Program Assessment. Assessment and Curriculum Support Center. Retrieved August 12, 2021, from https://manoa.hawaii.edu/assessment/resources/using-portfolios-in-program-assessment/

State University. (n.d.). Portfolio Assessment. Retrieved August 12, 2021, from https://education.stateuniversity.com/pages/1769/Assessment-PORTFOLIO-ASSESSMENT.html

]]> 2021-08-12 10:12:23 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1676656384 4. Student-centered approaches or techniques to address differentiation - Ryan Messer ryanandrewmesser https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1677549218 Flipped Classroom
In this approach the classroom is a place for group tasks and problem solving that utilizes the knowledge learned through self-study of material reviewed at home. It is called a flipped classroom because the kinds of work performed in class are what we would usually think of as homework, and the material studied at home would usually be learned through in-class lectures. Students can use video material or online content to learn on their own. The classroom then becomes a time for students to go deeper in depth with the content. 
Students should be given questions to answer at home to ensure they’ve reviewed and understand the material. The teacher’s job becomes one of a discussion facilitator in class, creating tasks and projects that students work on together. The focus of the classroom should be on the students’ interactions as they work on concepts together. 

Reference list
Flip Learning. (2019, January 18). Definition of Flipped Learning. Flipped Learning Network Hub. https://flippedlearning.org/definition-of-flipped-learning/

TeachThought. (2021, July 17). The Definition Of The Flipped Classroom. https://www.teachthought.com/learning/the-definition-of-the-flipped-classroom/


]]> 2021-08-13 01:20:11 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1677549218 5. Student-Centered Approaches that Include Physical Movement - Ryan Messer ryanandrewmesser https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1677584228 Gallery Walk
In this approach different displays are put throughout the classroom. These can either be created by the students or the teacher. The students walk around the classroom in small groups and observe each display. There can either be one big question that students are given ahead of time which they must relate to each display, or each display can have its own question. The students talk amongst themselves about the question and how it relates to the display. They then leave a note on the display with their thoughts. At the end of the walk, the class can reflect on the notes they all left. This approach requires physical movement while keeping the learning student-centered.

Reference List
NSW Government. (2020, April 29). Gallery walk. https://education.nsw.gov.au/teaching-and-learning/school-learning-environments-and-change/contemporary-learning-and-teaching-from-home/learning-from-home--teaching-strategies/gallery-walk
Starting Point. (n.d.). What is Gallery Walk? Gallery Walks. Retrieved August 13, 2021, from https://serc.carleton.edu/introgeo/gallerywalk/what.html

]]> 2021-08-13 01:52:55 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1677584228 6. Student-Centered Approaches for Reading - Ryan Messer ryanandrewmesser https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1677610060 Close Reading
In this method students read a complex text multiple times, looking at different levels of meaning each time. The student makes pertinent notes and highlights pieces of the text they find meaningful. The teacher facilitates the close reading by scaffolding note writing and what areas of the text are to be observed upon each re-read. The class discusses their personal findings. The close reading can start with a larger scope of focus such as themes of the text, and becomes narrower focusing on areas such as sentence structure and word choices. 

Reference list
Shanahan, T. (n.d.). Common core: Close reading. Scholastic. Retrieved August 13, 2021, from https://www.scholastic.com/teachers/articles/teaching-content/common-core-close-reading-0/

Wiggins, G. (2021, June 24). What Close Reading Actually Means. TeachThought. https://www.teachthought.com/literacy/what-close-reading-actually-means/

]]> 2021-08-13 02:15:52 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1677610060 Student Center Learning Tia Gates https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1678418637 Learning through play has been my focus on teaching since I became a teacher. It has been proven time and time again as the years gone by that letting the students explore through play ha increase their knowledge as well as social skills. I have had several students who were always quite during large group and story time but when center time came I was shocked to see what all the students knew. They would count the different items in the kitchen. Read different letter in the library or make letters using blocks. They used the skills that was taught to them previously and explored using different items in the classroom. ]]> 2021-08-13 17:00:50 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1678418637 Assessment Tia Gates https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1678420749 I assess my students while they are exploring in the centers. playing with them and observing them and documenting what the student is able to do. ]]> 2021-08-13 17:02:48 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1678420749 Student Centered Learning nannan5 https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1678936757    By Nan Nan
 
  • How would  you design the learning tool kit of your students’ online learning environment?
 
For kids from 6-9, I would use Seesaw to post all teaching materials and assignments. Zoom and Google meeting are both good choices for online teaching sessions. Then use Kahoot as a game to check how they understand from class.
 
For students from 10-13, I would also use Zoom and Google Meeting.  They can also use Seesaw or something more complicated like Powerschool Learning. Lately, I’d like to use CLASSCRAFT as a math challenge and  ACHIEVE3000 to help students with reading.


  • What are some student-centered approaches or techniques that are based on or require collaboration?
 
1. Three-Step Interview
 
Common as an ice-breaker or a team-building exercise, this structure can also be used to share information such as hypotheses or reactions to a film or article. (1) Students form dyads; one student interviews the other. (2) Students switch roles. (3) The dyad links with a second dyad. This four-member learning team then discusses the information or insights gleaned from the initial paired interviews.

2. Student Team Learning
 
Students work in small, mixed-ability groups to help prepare one another for quizzes that student teams compete on against one another. Students contribute to their team’s performance through their own performance on the quiz. Teams with high levels of mean group performance are recognized.

3. Think‐Aloud Pair Problem Solving (TAPPS)  
 
This learning activity involves solving problems. Students work in pairs and alternate roles. For each  problem one is the solver while the other is the listener. The solver thinks aloud, narrating his/her reasoning process, while solving the problem. The listener prompts the solver to keep talking and asks  for clarification but does not intervene to help. 

4. Leave a comment
 
Ask students to comment under each other’s submission. This activity focuses them on the content and can also provide feedback to you as a teacher. Teachers can use these to begin the next day's discussion, to facilitate discussion within a group, or to provide feedback on where the student is in his or her understanding of the material.
 
  • How can you implement assessment so that it enhances student-centered learning?
Assessment can be a powerful force for knowing our students and creating a classroom that can meet their needs. We simply have to move past the baggage that comes with the term assessment, and understand that it can mean a lot of things. We can assess content and skills, yes, but we can also assess for passions, interests, success skills, and the like for the purposes of the right instruction at the right time.
1. Assessing Student Passions and Learning Styles
One key way to create a more student-centered classroom is by assessing students for their passions and interests. All of our students come with powerful experiences that have driven their lives, such as family stories, favorite books, hobbies, and trips. We can use a variety of assessment tools like one-on-one conversations, journals, and graphic organizers to learn more about our students and what drives them to learn. 
2. Assessing 21st-Century/Success Skills
We know that some of our students collaborate better than others, just as some students have more global empathy than others. If we assess these success or 21st-century skills, we can provide experiences and instructions that foster those skills and allow our students to grow in areas that are more than simply content knowledge or skills. 

  • What student-centered approaches or techniques can you use to address differentiation?
 
1. Replace homework with engaging project-based  

We are now using engaging project-based learning (PBL) to teach math standards, sciences, technology and other core subjects to their students and increase student productivity and effectiveness of learning in the classroom. For example, I’m a fan of using CLASSCRAFT as a math challenge and  ACHIEVE3000 to help students with reading. Both of them are designed for self-paced learning. Students start with a placement test, then they get different materials based on their own level. 
 
2. Use Print and Digital Resources to Reach Every Learner


Perhaps the most difficult part of creating a truly student-centered learning environment is engaging all students proactively in the lesson. You’ll always have some students who light up when discussing a certain subject, but how can you consistently reach each one of them? Consider: if you want students to take ownership of their learning, it may also make sense to allow them to take ownership of their learning modality. By offering a variety and blend of print and digital learning resources, students can experiment with the best fit for their preferences and strengths. Print also offers unique opportunities for teacher-led lessons, group discussions, and shared reading experiences. So, while you should lead with digital instruction, don’t forget other modalities. Agency can start with the power to influence how learning happens.
 
  • What student-centered approaches or techniques include physical movement as a central element?
1. Have students create things with their bodies like phonics letters or shapes (Staff, 2017). 
  •  First, you introduce the concept of shapes to students making sure to discuss each shape name and what it looks like.
  • Second, model how you can create a shape or phonics letter with your body using volunteers from the classroom.
  •  Provide students a picture reference and ask them to create a shape like a triangle or a letter like c. Make sure the first shape created is easy, so they don’t get frustrated. This provides them an opportunity to collaborate with one another.
  • Bonus: You can snap a picture of them creating the shape or letter and then post it on your wall. They’ll have so much fun looking at the shapes they created with their bodies. And because most of us are ego-centric, they’ll want to look at the shapes because they’re in them. This might even motivate some of your reluctant learners.
 
2. Students can sculpt with modelling clay or write problems on the whiteboard (Staff, 2017)
  • This activity provides an interesting movement challenge to what could be a boring rote memorization task like learning your times tables. Plus, it’s fun, and we learn more when having fun.
  • Many students who might be frustrated by math or spelling exercises actually become motivated because the physical task of modeling something from clay or writing from a white board is exciting to them.
  •  High school and middle school learners can use these whiteboards to do investigation tasks, where they’re given a question and the data to solve it such as a math word problem. They work together practicing collaboration, a valuable skill in the student-centered environment before presenting their work to the room.
 
3. Use tools like a child tunnel or bounce and catch ball games to give students a quick physical reward for answering a question (Shawley, 2014).
  •   Sometimes, you need to quiz your students. Using an activity with a kinesthetic reward will help keep them from building up too much energy and becoming restless. Restlessness is the downfall of many young learners, particularly male learners who learn better when movement is incorporated anyway.
  • This type of activity is also quick and requires little explanation. There’s just not always enough time to do certain really cool kinesthetic activities. But adding just a little bit of movement might motivate some of your more reluctant learners
 
  • What are some student-centered approaches or techniques for reading?

  • Reading should be taught both individually and in small groups.
  • Students should be encouraged to browse the books and make choices on which books to read
  • Use the “saturation” approach to reading by encouraging students to read for pleasure as well as for information, but also to read a variety of formats such as; paperback books, textbooks, magazines, catalogues, comic books, literary novels, plays, poems, etc. (Acquavita, 2016).  
  • Variety is the key
  • Keep records of the student’s progress
  • Allow time for independent reading
  • Plan units that are product-driven in nature and have an essential question which instruction seeks to answer. 
  • Use an effective pre-reading strategy to build schema.  One good strategy is “What I know, what I want to know, and what I learned (KWL).  This is useful for tapping into students’ prior knowledge while helping them make connections in learning (Mansaray, 2013).  
  • Provide instruction in basic reading strategies by using reciprocal teaching practice which includes; predicting, visualizing, questioning, clarifying, and summarizing

I personally recommend ACHIEVE3000 which is designed for self-paced learning. Students start with a placement test, then they get different materials based on their own level. 


Reference list 

Shawley, Jessica. (2014) Increasing differentiation & choice in physical education. Retrieved September 24, 2014 from http://www.gophersport.com/blogentry/increasing-differentiation-choice-in-physical-education
Staff, T. (2015, November 05). 5 Movement strategies that get students thinking. Retrieved September 25, 2017, from http://www.teachthought.com/technology/much-sitting-five-movement-strategies-get-students-thinking/
Becton Loveless  Developing a Student-centered Classroom

 Andrew Miller (September 2, 2015) Using Assessment to Create Student-Centered Learning
https://www.edutopia.org/blog/assessment-create-student-centered-learning-andrew-miller
Collaborative Learning Structures and Techniques
https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwjmsdzx_6_yAhXaLc0KHQmsDR8QFnoECAMQAQ&url=https%3A%2F%2Fwww.gdrc.org%2Fkmgmt%2Fc-learn%2Fmethods.html&usg=AOvVaw2oMNeX1vF7SoIgrHu_PFnV
 
Student-Centered Approaches and Techniques for Reading
http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwiQvqycibDyAhVGBs0KHRViCuEQFnoECAIQAQ&url=http%3A%2F%2Ftnjune17cohort3.pbworks.com%2Fw%2Fpage%2F119008734%2FStudent-Centered%2520Approaches%2520and%2520Techniques%2520for%2520Reading&usg=AOvVaw1R9gjXujK3PxshqN6Ayp5M


]]> 2021-08-14 09:12:42 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1678936757 Student Centered Learning - Kay Moon qunqiman https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679034521 Teachers play an essential role in the education process. Dedicated educators do everything in their power to foster positive outcomes for their students. Student-centered learning does not sideline or diminish the role of teachers. Instead, it seeks to use teachers’ expertise in different ways to increase student engagement. ]]> 2021-08-14 14:18:17 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679034521 Implementing Assessment - Aja Couso ajamariecordovacouso https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679157425 Providing opportunity for students to choose how they will be assessed.
> It is recommended to offer 3 options - 2 designed by the teacher and 1 that students can design. "Offer a variety of product options based on what you know about your students. Some examples include using Minecraft to design models and prototypes, presenting through social media tools, or writing in a professional medium." Of course, the student designed option should be approved by the teacher.
> Be sure to set clear learning criteria and ensure that students understand. "When students understand the targets, they can effectively design their own products -- with coaching support for some more than others."

References:
McCarthy, J. (2015, September 9). Student-centered learning: It starts with the teacher. Edutopia. https://www.edutopia.org/blog/student-centered-learning-starts-with-teacher-john-mccarthy.
McCarthy, J. (2014, August 25). Learner Interest Matters: Strategies for Empowering Student Choice. Edutopia. https://www.edutopia.org/blog/differentiated-instruction-learner-interest-matters-john-mccarthy


]]> 2021-08-14 20:47:05 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679157425 Approaches That Promote Physical Movement & Designing Physical Environment - Aja Couso ajamariecordovacouso https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679218454 Setting up classrooms with stations that allow students to use different modalities to explore and learn. With the teacher being able to walk the room and spend time with students at their stations, they can provide one on one assistance while ensuring other students aren't just sitting and waiting on the teacher.  

Teachers are finding inspiration from places like Starbucks to create classroom environments that promote collaborative learning, movement, and creativity. Several articles suggest allowing students to choose which stations to use but encourage them to try all of them before settling in on one. 
_______________________________________________________________
12 Ways to Upgrade Your Classroom Design
Bob Dillon suggests
REDUCE YOUR TEACHER FOOTPRINT
"One way to free up more space is to minimize or eliminate our teacher workspace. In fact, many teachers are getting rid of their desks altogether."
CREATE SPACES FOR COLLABORATION
"they need to be able to communicate well and work together to solve problems. Our classrooms need to reflect that. So when rethinking your classroom design, look for ways to make more of these collaborative spaces possible."
CREATE SPACES FOR CREATION
"Classrooms where project-based learning and design thinking are taking the place of rote memorization need spaces where students can sketch, build, make, and prototype."
CREATE WRITABLE SPACES
"I would give more writable space back to kids" 

__________________________________________________________

Flexible Seating and Student-Centered Classroom Redesign

"I’ve found that some of the immediate benefits of flexible seating include burning more calories, using up excess energy, improving metabolism, increased motivation and engagement, creating a better oxygen flow to the brain, and improving core strength and overall posture."

References: 
Hill, M. (2018, May 18). 4 key ideas in student-centered learning | by mcgraw hill | inspired ideas | medium. Medium. Retrieved August 14, 2021, from https://medium.com/inspired-ideas-prek-12/4-key-ideas-in-student-centered-learning-54e01efd11e
Jennifer Gonzalez. (2018, March 18). 12 ways to upgrade your classroom design | cult of pedagogy. Cult of Pedagogy. Retrieved August 14, 2021, from https://www.cultofpedagogy.com/upgrade-classroom-design/
Kayla Dornfield. (n.d.). Flexible seating and student-centered classroom redesign. Edutopia. Retrieved August 14, 2021, from https://www.edutopia.org/blog/flexible-seating-student-centered-classroom-kayla-delzer
]]> 2021-08-15 01:13:25 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679218454 Student Collaboration Activities, Activities for Differentiation & Techniques for Reading - Aja Couso ajamariecordovacouso https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679230050 Here are a few activities that promote student collaboration, techniques to address differentiation & techniques for reading. I found that several of the student centered learning techniques overlap each other:
  • Jigsaw
  • Project Based Learning
  • Think-Pair-Share
  • Peer Review
  • Book clubs or reading circles
  • Cooperative learning groups
  • Allow students to choose reading material that is of interest to them
  • Student led discussions
  • Learners develop content (podcasts, videos)
  • Flipped classroom

References:
Caroline Lawless. (2019, September 26). Learner-centered approaches: Why they matter and how to implement them. LearnUpon. Retrieved August 15, 2021, from https://www.learnupon.com/blog/learner-centered/Joyce Taylor-Gibson. (n.d.). Student-centered instruction | teaching diverse learners. Retrieved August 15, 2021, from https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/student-centered-instruction
Jennifer Gonzalez. (2015, April 15). 4 things you don't know about the jigsaw method | cult of pedagogy. Cult of Pedagogy. Retrieved August 14, 2021, from https://www.cultofpedagogy.com/jigsaw-teaching-strategy/

]]> 2021-08-15 01:57:01 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679230050 Think Pair Share: For Student-Student Interaction - by Kristin Loeffler kristinloeffler https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679330306 With still so many students stuck at home these days, attending online classes, there is very little opportunity for them to have any form of physical student-to-student interaction. Through the use of Zoom Breakout Rooms, students have the opportunity to think up a response to a posed question, discuss their answers in small groups and then share their thoughts with the whole class once everyone has returned to the main class.

Within the ClassDojo Toolkit, there is an option for readily available Think Pair Share prompts that the teacher can utilize to allow more one-on-one engagement between students.

Reference:  https://keepteaching.iu.edu/strategies/com
municating-facilitating-activities/think-pair-share.html
https://www.classdojo.com/toolkit/thinkpairshare/

]]> 2021-08-15 06:57:51 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679330306 Simo Makhathini = Collaborative learning simomakhathini https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679334319 Internet is the biggest factor of human life today but it is still not taught as a subject in many parts of the world. The internet changes at very high speed and also shapes tomorrow's world, so if the students that are to live in that future will not be geared up for that world throughout their childhood as students, then their human competence will be shortchanged for their world.

Complex Dynamical Systems (CDS) are the small bubbles that represent the true nature of human life, that we are all fruits of the people we are connected to. When you take out the presence of a teacher and let a heterogenous group same age students explore and idea/invention by themselves in a comfortable space, then energy they share at that moment often results into something amazing.

Divide existing curricula into 3 parts: 
1.  Things are necessary for what will be relevant in the future.
2. Things that feel good to know i.e. astrology
3. Skills to excel in assessments

Allowing the use of the internet during examination is a complete 180 turn from old school education which tests to prove your deep knowledge with having a support or verification system. Having so many things to learn from and about the internet, it would be wise to assess students on what they need to actually know, not what is already known by a computer.

Reference:
S. Mitra. 2018. Ted Talk "The future of Learning" https://www.youtube.com/watch?v=VGF3kjgCaMQ (Accessed 14 August 2021)]]> 2021-08-15 07:10:43 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679334319 Student centered approaches to address differentiation. simomakhathini https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679354383 Differentiation technique has been defined as changing the pace, level, or kind of instruction you provide in response to individual learners’ needs, styles, or interests.

Student centered learning relies highly on understanding your students so that you know which techniques to adopt with them because the personal understanding you have with them. All students have the potential to do great things, once they are given the right type of support their require it is easy for them to blossom.

Some of the ways teachers can address differentiation is by customizing content for the students so that each has the opportunity to show their strength. Another way is to change or improve resources used for teaching and learning. There are different types of students that teachers needs to educate themselves about so they can know what to look for and how to treat each student's situation, amongst many types of students we can find students that are visual, auditory, linguistic, kinesthetic, logical/mathematical, interpersonal, intrapersonal, etc.

Reference list
Teachhub.com 2020. What are the different types of learners? https://www.teachhub.com/teaching-strategies/2020/01/what-are-the-different-types-of-learners/ (Accessed 14 August 2021)

Graduate Program for Educators. 2019. Educators Blog: Differentiated Strategies to use in the classroom. https://www.graduateprogram.org/2019/09/differentiated-instruction-strategies-to-use-in-the-classroom/ (Accessed 15 August 2021)]]> 2021-08-15 08:10:38 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679354383 Student centered approach for reading and movement simomakhathini https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679362062 Gallery walk is a teaching technique that was designed for face-to-face settings. During a gallery walk, students explore multiple texts or images that are placed around the room. You can use this strategy when you want to have students share their work with peers, examine multiple historical documents, or respond to a collection of quotations. Because this strategy requires students to physically move around the room, it can be especially engaging to kinesthetic learners.

Close Reading Protocol strategy asks students to carefully and purposefully read and reread a text. When students “close read,” they focus on what the author has to say, what the author’s purpose is, what the words mean, and what the structure of the text tells us. This approach ensures that students really understand what they’ve read. We ask students to carefully investigate a text in order to make connections to essential questions about history, human behavior, and ourselves. Skillful close reading is also an important foundation for helping students develop the ability to justify their claims in class discussions and writing assignments with specific evidence. A typical close reading activity uses some or all of the following steps: reading aloud, reading silently, answering text dependent questions, participate in a gallery walk, transition to discussion, etc.

Reference list:
Facing history & ourselves. 2021. Close reading protocol. https://www.facinghistory.org/resource-library/teaching-strategies/close-reading-protocol (Accessed 15 August 2021)
Facing history & ourselves. 2021. Gallery walk. https://www.facinghistory.org/resource-library/teaching-strategies/gallery-walk (15 August 2021) ]]> 2021-08-15 08:35:08 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679362062 Student Centered Approaches That Require Collaboration -Kristin Loeffler kristinloeffler https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679377930 A number of Student Centered techniques require collaboration with other students. The four approaches discussed in this article are:
1. The Jigsaw Method: where students "master" and become "experts" on a specific topic. They then share their expertise with their original group and present their projects to the entire class.
2. Fishbowl: Where students sit in two circles - one inside the other -  the inner circle are the speakers who share their thoughts of the topic, while the outside circle of students are the listeners. After about 10-15 minutes, students switch positions.
3. Project-Based learning: the teacher identifies a problem and students work to brainstorm, design, build and test their prototypes of the solution.
4. Think, Pair and Share: students take time to form their thoughts on a topic, share and discuss this with a partner and then share that which they had discussed with their partner, with the entire class.

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

]]> 2021-08-15 09:24:07 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679377930 Assessment of Student-Centered Learning - Kristin Loeffler kristinloeffler https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679387108 The first video attached revises how students can practically implement effective self assessment of their work. Self assessment is a method of helping students identify their strengths and weakness, and then revise their work accordingly.
https://www.youtube.com/watch?v=CkFWbC91PXQ

The second video discusses the foundation and process of peer assessment for student-centered learning.
https://www.youtube.com/watch?v=DqWCJZH8ziQ

References:
https://studentsatthecenterhub.org/resource/assessment/]]> 2021-08-15 09:55:58 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679387108 Personalized Learning for Differentiation - Kristin Loeffler kristinloeffler https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679433725 A Personalized Learning approach is an excellent way to assess the strengths and weaknesses of each of our students. Since the beginning of the global health crisis, which hit at the beginning of 2020, major deficits have started forming in the quality of education provided around the world. Personalized Learning may be used to identify areas where students may be lacking, so that the teacher can aim to address these deficits. This also allows students to move at their own pace to make sure that they don't get left behind.
PL always includes these four elements: targeted instruction, data-driven decisions, flexible content, and student reflection and ownership.


References:
https://www.edweek.org/leadership/what-is-personalized-learning-educators-seek-clarity/2014/10]]> 2021-08-15 12:44:57 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679433725 Student Centered Approaches for Reading - Kristin Loeffler kristinloeffler https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679441926 Some student centered skills to focus on include:
1. Encouraging visualization of the text. Using sensory and conceptual mapping to see, hear, feel, taste and smell the text to develop a more rounded comprehension of the material.
2. Making inferences: for this, students will need to understand how to pick up key words and use prior knowledge to draw conclusions.
3. Summarizing the major events that occurred in the entirety. Differentiating the the important information from the unimportant information.
4. Making connections between the current text, and the information they have already learned.

Reference:
https://sites.google.com/view/student-centered-learning/question-6-student-centered-reading-writing-listening]]> 2021-08-15 13:08:07 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679441926 Assessment by Dave McRitchie https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679475259 I believe that assessment can be continuous. We should always strive tone observant of our students actions and activities and can assess informally as well as formally. I also plan on incorporating peer assessment but with the younger elementary years will try to make that positive, for example, say one thing you like about your classmate. ]]> 2021-08-15 14:35:10 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679475259 Student Centered Learning-Abi O'Neal- Leaving 2 Learn https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679716909 The physical environment of learning environments does not have to be the classroom. At my school we are a Big Picture Learning school and we believe in having the school student centered by getting students to focus on what we call Leaving 2 Learn. Leaving 2 Learn is the belief that students to leave the school and go into the community or businesses to get a mentor and an internship in which they are learning about their future career. 
 
Here is a video and reference about this learning tool: https://youtu.be/8FPkkOsFKtY
]]> 2021-08-16 01:13:24 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679716909 Assigning Roles in Groups-Abi O'Neal https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679720813 Group Project and Assigning Roles
 
Placing students in groups to do research or solve a problem helps them build strong relationships. It is also important give them roles and allow them to work together to achieve a common goal. Even during remote learning students can be placed in groups that will support their learning and make it centered on students together.
 
Reference: https://www.facinghistory.org/resource-library/teaching-strategies/assigning-roles-group-work-remote-learning
]]> 2021-08-16 01:17:37 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679720813 Assessments - Abi O'Neal https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679724969 Giving students opportunities to reflect on their assessment results and growth is student centered. Students should be given the opportunities to track their own data and progress even through assessments. 
 
Reference: https://www.edutopia.org/article/why-student-data-should-be-students-data
]]> 2021-08-16 01:21:28 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679724969 Reading Differentiation- Abi O'Neal https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679735050 Newsela and Myon are great examples of educational technology tools are created so that students can have differentiated instruction. Both of these tools help students access reading material at various reading levels to give students access to read about the same material or topic but making it accessible to all. 
I have personally used Newsela and Myon and strongly recommend them for any grade level.

https://shaelynnfarnsworth.com/2018/02/05/4-edtech-ways-to-differentiate-in-a-student-centered-classroom/
]]> 2021-08-16 01:32:27 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679735050 Some student-centered approaches or techniques that are based on or require collaboration_Li Yin https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679811548
1.Small group discussion and peer instruction (also called "ConcepTests").
Students think about the answer to a question posed by the instructor, and then discuss the question among each other. The instructor selects students to explain the consensus to the class. 
*ConcepTests are conceptual multiple-choice questions that were originally designed by Eric Mazur at Harvard University for students in large physics classes. 

2.Group Test
A test is given twice to the same students.
The first time, students answer the questions individually (as in a normal test) and submit their answer sheets. Then students are allowed to work in groups and re-take the same test. The two scores (individual and group) are averaged.

3.Writing with peer 
Students evaluate each other's writing using a Pelaez (2002) review rubric or criteria provided by the instructor
]]> 2021-08-16 02:45:57 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679811548 How to effectively assess student-centered learning_Li CaptainLisland https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679854851 1.The International Association for K-12 Online Learning (iNACOL) outlines five styles of assessment:

  • Adaptive – identifies each student’s level of progress
  • Formative – reveals a student’s mastery
  • Interim – shows student’s growth within a specific time frame
  • Summative – analyzes student’s learning
  • Performance – evaluates how a student has learned
Knowing what you want to measure is key for any assignment, but is especially important for student-centered learning activities. This is the first step.

2. Be Involved in Creating Government Standards if you have this opportunity

As innovators who help craft the new standards that will be used to assess student-centered learning, teachers who are involved are already ahead of the game and more prepared to help their children learn when these rubrics are implemented.

3. Peer Assessment

Allowing students to participate in teaching by guiding peers increases morale, confidence, and could shed light on their own strength. For example you can let students sharing their portfolios with each other.
Just be sure to give guidelines about what productive feedback looks and sounds like before the first peer review session.


4. Maintain Control of the Process

When considering an approach to learning that is student focused, teachers might find the variety of teaching options overwhelming. To avoid early burnout from this method, properly organize station-based learning days. As students engage in projects while at their assigned stations, teachers can move between each group to observe and assess student-centered learning. In this fun, small-group setting, students will be more at ease and the pressure of a more formal assessment will not exist for students or teachers while preparing everyone for larger projects.

5. Trading Classroom Spaces

This is a fresh idea! Switch classes with other teachers who teach the same grade and subject. As an impartial party, each guest teacher will examine how students express knowledge of and apply concepts. When teachers provide feedback to students whom they do not teach regularly, the assessment will be administered with a clean slate. 
Reference:
https://edu.stemjobs.com/a-beginners-guide-to-station-based-learning/


]]> 2021-08-16 03:26:33 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679854851 Some student-centered approaches that are based on collaboration_Li CaptainLisland https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679859226 1.Small group discussion and peer instruction (also called "ConcepTests").
Students think about the answer to a question posed by the instructor, and then discuss the question among each other. The instructor selects students to explain the consensus to the class. 
*ConcepTests are conceptual multiple-choice questions that were originally designed by Eric Mazur at Harvard University for students in large physics classes. 

2.Group Test
A test is given twice to the same students.
The first time, students answer the questions individually (as in a normal test) and submit their answer sheets. Then students are allowed to work in groups and re-take the same test. The two scores (individual and group) are averaged.

3.Writing with peer 
Students evaluate each other's writing using a Pelaez (2002) review rubric or criteria provided by the instructor.




]]> 2021-08-16 03:30:50 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1679859226 Student Centered Learning - Dave McRitchie davidmcritchie https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680001135 There are many ways that a teacher can address student centered learning.  This can range from the physical environment of the classroom and moving away from the traditional evenly spaced decked and chairs all centered on the blackboard.  We can strive to make our classroom an immersive learning environment.  I would address this by having multiple learning centers; for example a reading center, with many books to choose from, a carpet and open space that the students can freely discuss their reading. A science center or corner would also be an option and just having desks that face each other for collaboration involves the students in more sharing of ideas and information.
Student center approaches are varied and can be adjusted meet your class needs. Student led discussions, an open ended story where teams help build the dialogue, or a science project to build something where everyone has a role are a few exemples.  All these techniques can be used to add variety and allow more hands on instruction for your students.
To address differentiation you can assign team tasks according to ability or match stronger students with those not as strong to help.  I found that think, pair, share worked well.
Finally a technique that I have used and helps immensely is a standing desk and walking around to engage your students. Active participation, observation, and guidance is necessary to assist in meeting your desired outcomes in student centered learning.  Your students will feel more involved in learning and hopefully will accomplish more than expected.

References

https://www.facinghistory.org/resource-library/teaching-strategies
 
https://www.edutopia.org/blog/how-student-centered-your-classroom-rebecca-alber
 
https://www.edutopia.org/blog/student-centered-learning-starts-with-teacher-john-mccarthy
 
https://www.opencolleges.edu.au/informed/features/a-choose-your-own-adventure-model-of-learning/
 
 
]]> 2021-08-16 05:53:30 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680001135 Appoaches we can use to address differentiation_Li CaptainLisland https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680051048 While integrating scaffolding strategies is centered around the class as a whole, providing structures to clarify learning objectives, differentiated instruction provides individual students with specific steps towards taking control of their learning experience. This framework requires you to assess how your lessons affect students before, during, and after class. 

1. Create a differentiated learning environment – The first differentiation technique changes the physical layout of the classroom. Organize your classroom into flexible workstations. This will require you to move furniture around to support both individual and group work. For example, you can create a teaching table where teacher-led instruction will take place. This workstation would be focused on teaching new, challenging material. For art class, there are also could be different zones for different art practices.

2. Prepare thoughtful lessons backed by data – Before you even begin teaching each lesson, you should examine past assessments, collected data, work samples, and student observations to identify specific instructional strengths for each student. Then you can change the process of the learning experience by assigning different tasks to different learners. By creating a variety of related tasks at varying difficulty, you’ll be able to give specific tasks to certain groups or individual students based on their skill level. They can then work their way up to the highest assignment.


3. Tailor assignments based on students’ learning goals – Some students are visual learners, while others may be auditory learners or readers. You can offer students different avenues to present their understanding of the lesson based on how they learn the material. For example, some visual learners may want to create a poster to show their understanding of Newton’s first law of motion (inertia), while readers may prefer to write a paper or auditory learners may want to give an oral presentation. I think this is an idealistic approach since differentiate the assessment standards itself is...not that easy.


4. Adjust your lesson content based on student needs –  The most apparent way of differentiating the learning process is to change the type of content you use in your lessons. During a philosophy class, you may see that certain students aren’t paying attention, or are completely lost. Switch the content up by using computer programs, audio recordings, videos or even making it an interactive lesson by having students act out scenes from the play. Using a way students can understand to teach them.
]]> 2021-08-16 06:43:11 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680051048 The student-centered approaches that include physical movement as a central element_Li CaptainLisland https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680076467 We actually have used some physical movements in teacher’s training,like “the four corners”. But here we have more options:

1. A Four Corners debate requires students to show their position on a specific statement (strongly agree, agree, disagree, strongly disagree) by standing in a particular corner of the room. This activity elicits the participation of all students by requiring everyone to take a position. Use this as a warm-up activity by asking students to respond to a statement about a topic they will be studying. 

2. Literary Yoga in an ESL class.
This lesson matches yoga poses to literary elements so that you can add movement and promote critical thinking in your English class. Research shows that sitting for long periods of time is horrible for both our brains and bodies. While we know that movement in the classroom is important, due to the nature of English classes, ELA students often find themselves needing to sit to read or write for long periods of time. Therefore, finding ways to add movement in your English literature class can be a challenge. This literary yoga resource is the perfect solution for adding movement in the English classroom.

3. Concentric  Circles
This discussion strategy invites every student in the class to participate as an active listener and speaker. Students stand in two concentric circles facing one another and respond to a question in a paired discussion. When prompted by the teacher, one of the circles moves to the left or right so each student now faces a new partner, with whom they discuss a new question. This kinesthetic activity works well to debrief a reading or video and mixes up students so that they have the opportunity to share with a wide range of students. Furthermore, because they are speaking with just one other person at a time, reticent students might feel more comfortable sharing their ideas than they would in a group or class discussion.
Reference:https://wakelet.com/wake/wMiBwS9mLg72iDHlgPuv_]]> 2021-08-16 07:06:43 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680076467 General approaches for student-centered reading_Li CaptainLisland https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680090029 We use RazKids app a lot in our school to help kids improve their English reading, this is a great app has some characteristics as below:

  •  Make reflection an important part of the process.  This phase allows the student to review the lesson objectives and reflect on things that worked as well as what did not work.
  • Reading should be taught both individually and in small groups.
  • Students should be encouraged to browse the books and make choices on which books to read
  • Use the “saturation” approach to reading by encouraging students to read for pleasure as well as for information, but also to read a variety of formats such as; paperback books, textbooks, magazines, catalogues, comic books, literary novels, plays, poems, etc. (Acquavita, 2016).  
  • Keep records of the student’s progress
  • Allow time for independent reading
  • Plan units that are product-driven in nature and have an essential question which instruction seeks to answer.  
  • Use an effective pre-reading strategy to build schema.  One good strategy is “What I know, what I want to know, and what I learned (KWL).  This is useful for tapping into students’ prior knowledge while helping them make connections in learning (Mansaray, 2013).   
  • Provide instruction in basic reading strategies by using reciprocal teaching practice which includes; predicting, visualizing, questioning, clarifying, and summarizing (Mansaray, 2013).  
Reference:https://www.learninga-z.com/site/resources/videos/raz-kids-overview



]]> 2021-08-16 07:20:04 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680090029 How to design a physical environment of the classroom_Li CaptainLisland https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680103812 Since I teaching PYP art,  my classroom is more like a museum/themepark, students are generally love this environment since they found it creative. I think this is a good start, so then the classroom was divided into four zones which are teacher’s desk, equipment zone, students zone and exhibition zone, in the equipment zone students will get access to camera, tripod, projector and so on.
And here are some examples of how other teachers design their classrooms:

Designing Classroom Space

The sky's the limit when it comes to designing classroom space. Beverly Kirk, from Carson City Nevada, had her husband make a special desk with a recessed top to keep math manipulatives in one place. Marilyn Aldrich, from Westhampton Beach, New York, uses flat pizza boxes, stacked for storage, to house math manipulatives and other materials. And Jack George, who teaches fourth grades in Rome, New York, built an eight-foot high loft (it can hold six children) in his classroom that functions as a puppet theatre, quiet reading/writing space, teaching platform, private conference center, test make-up area, and place to stage skits, science experiments, and more.

Reference:https://www.scholastic.com/teachers/articles/teaching-content/classroom-organization-physical-environment/



]]> 2021-08-16 07:34:35 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680103812 What student-centered approaches or techniques can you use to address differentiation? Kay Moon qunqiman https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680650488 https://www.capss.org/educational-transformation/what-are-student-centered-approaches]]> 2021-08-16 15:57:43 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680650488 1) How could you design the physical environment of the classroom, including technology,to be conducive to student-centered learning? yuchie92 https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680802597 In a student-centered classroom, it is important to design the space to support collaboration, inquiry, and movement. Technology that encourages cooperation, research, and communication is also a critical component of the student-centric classroom.
 
Collaboration
In a traditional, teacher-centered classroom, student desks were arranged in rows facing the instructor who stood at the front of the class and lectured. In a student-centered classroom, this is not the case. Student-centered classrooms engender collaboration, which means the seating and stations are arranged for students to work together on assignments. Classrooms designed for collaboration have flexible seating arrangements, comfortable furniture, and can be easily reconfigured. 
 
A flexible seating classroom offers students a choice of various seating styles such as different types and heights of tables, stand-up desks, chairs, cushions, stools, couches, bean bags, etc.  Rather than using a fixed seating chart, flexible seating empowers students to select the type of seating that they feel most comfortable working in given the task at hand. Student-centered classrooms may have comfortable furniture configured much like cafe seating such as couches and armchairs clustered in groups of varying sizes. They may also have nook-style areas where students can work individually or in groups. Desks and chairs with wheels, as well as other lightweight furniture such as the aforementioned bean bag chairs, provide flexibility as seating configurations can be quickly and easily changed to accommodate creating work stations.

Inquiry
The layout of a traditional, teacher-centred classroom discourages the natural process of inquiry-based learning. The objective therein was more to train students to listen, memorize, and regurgitate but not apply or retain. In a student-centric classroom, learners are encouraged to explore the topic in an inquiry-based way with the expectation of an ongoing dialogue between teacher and student where questions and answers come from both sides. This facilitates open-ended questioning, problem posing, the Socratic seminar, and guided inquiry. Thus, learning spaces in a student-centered classroom do not have a clear "teacher" area that is separate from the "student" area. In fact, teachers and students intermingle freely in clustered seating areas where teachers are just as likely as students to have a seat, further aligning the two groups as a cohesive learning unit. 
 
Student-centric classrooms may also have a "makerspace" area where students can use tools, materials, and equipment to create, invent, tinker, explore, and discover. Makerspace areas have become very popular in recent years because they are well-suited for project-based learning and STEM programs. They provide hands-on, creative ways to encourage students to design, experiment, engineer, and invent as they deeply engage. While some makerspace areas do offer high-tech equipment, sophisticated materials are not a necessity. Particularly for younger children, a makerspace area with a variety of recycled materials and simple tools can go a long way.

Movement
In a student-centered classroom, it is recognized that movement facilitates better learning. This is true especially because the average attention span of students has dropped dramatically as technology becomes more pervasive. Studies have also found that physical movement requires engagement from both sides of the brain. Most young students in particular need to move for better cognitive process and memory retention. Instead of sitting behind desks for long periods of time, students are encouraged to select the type of seating in which they are most comfortable, and the seating itself can be designed with non-distractor movement in mind. A variety of seating may be offered in a student-centered classroom including (but definitely not limited to) yoga balls, floor seating, balance boards, cushions, gaming chairs, couch seating, armchairs, stand-up bicycle desks, and, of course, more traditional-style chairs. Seating clusters are separated by open space and wide walkways to give the students space to move around. Classroom furniture can have wheels so seating configurations can be changed quickly and efficiently. When coupled with effective pedagogy, the physical classroom design can facilitate important opportunities for movement and improved student cognition.

Technology
When wielded primarily by the learners, technology is an essential tool for teachers and is inherently student-centered. If used effectively, technology in the classroom can aid teachers in helping students to acquire proficiency, enhance productivity, progress learning, or create a product. Key pieces of technology in a student-centered classroom may include:
  • SmartBoard or student-interactive large screen display(s)
  • iPads, Tablets, iPhones, or ChromeBooks 
  • Google Keep, Google Drive, or Google Classroom
  • Wikis, Kahoot, Recap, Eclipse, and student blogs, vlogs, and commentaries
  • Desktop and Laptop computers 
  • Wi-fi
  • Charging stations
Effective use of technology in the classroom is supported by a desk or seating configuration that allows the teacher to see all screens easily and furniture allowing students to swivel and look at the SmartBoard or display screen.

Sources:
Alber, Rebecca.  (2015, January 29).  How Student Centered Is Your Classroom?  Edutopia.  Retrieved May 20, 2019 from https://www.edutopia.org/blog/how-student-centered-your-classroom-rebecca-alber.  
Bronke, Christopher.  (2018, April 6). Four Student-Centered Tips for Teaching with Technology. Retrieved from 
https://www.teachingchannel.org/blog/2018/04/06/student-centered-tips-technology on May 18, 2019.
Mace, Nicole, MEd. (2018, August 7). 8 Strategies to Manage the 21st Century Classroom. Retrieved from 
https://education.cu-portland.edu/blog/classroom-resources/using-classroom-technology/ on May 17, 2019.
Makerspaces.com (n.d.). What is Makerspace? Retrieved from https://www.makerspaces.com/what-is-a-makerspace/ on May 17, 2019.
Meyer, Jason (n.d.). Designing the Classroom for Student-Centered Learning. Retrieved from 
https://www.edcircuit.com/designing-classroom-student-centered-learning/ on May 16, 2019.
Murray, Tom (2017, March 3). 3 Keys to Designing Learner-Centered Spaces. Retrieved from 
https://www.thomascmurray.com/spaces/ on May 16, 2019.
Powell, Marcia (2013, December 24). 5 Ways to Make Your Classroom Student-Centered. Retrieved from https://www.edweek.org/tm/articles/2013/12/24/ctq_powell_strengths.html on May 17, 2019.
Student-Centered World (2018, September 21). Movement in the Classroom. Retrieved from 
https://studentcenteredworld.com/movement-in-the-classroom/ on May 17, 2019.
]]> 2021-08-16 17:36:58 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680802597 2) What are some student-centered approaches or techniquesthat are based on or require collaboration? yuchie92 https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680823107 Communication is the key to success in almost any industry.  However, not all students feel comfortable or confident enough to participate in discussions.  Often in group settings, there are students with higher confidence levels or stronger character traits who tend to dominate the discussion.  It is helpful for teachers to prepare their class with some tools to be active listeners and how to ask questions that will facilitate good discussions.  Students who feel more comfortable with their classmates and within their classroom will typically participate more in class discussions as they feel their voice is actually being heard. This is why it is important to provide a safe space in which the students can share ideas, ask questions and form opinions.  Once the scaffolding is in place teachers can appropriately break their class into smaller groups for projects, discussions, and tasks. Working in smaller groups will enhance student's communication skills, which includes reflection, critical thinking, analyzing, and teamwork.

Play Games 
 At the beginning of the school year it is helpful to get to know your students and to help them get to know each other.  Building a sense of community will help students to feel more comfortable and safe. This can be done though a variety of collaborative games.  Check out some examples from Loriana Romano, Lisa Papa, and Elita Saulle in their article "6 Awesome Cooperative Classroom Games" on TeachHub.com.  Another great example of a collaborative based game that is often used during summer and holiday overnight camps is What's the Story. This game similar to another well know game called ZOOM (Mulvahill, 2016).
 
What's the Story Game/ Zoom:  In this game the group will build a collaborative story based on an object, a word, or an image.  Divide the class into small groups of 4 to 5 students. Hand out an image or object to each student.  First person in each group starts the story based on their object or image and the next person adds to the story including their object, using only as many words sentences as are allowed. Go around the circle a few times until the the group is satisfied with their story, or as time allows. The last person must bring the story to an end.  This activity gets the imagination flowing and it gives each person a chance to speak in a small safe space where there are no wrong answers. This game also involves learning about the parts of a story, how a story is formed, what makes it move along, the importance of character and description, and how to bring the story to a conclusion.   
 
How to participate in Discussions 
Provide students with sample questions to ask during discussions.   Before a class or group discussions it helps to point out the importance of active listening so that the speaker knows he or she is being heard.  Here is a great list of 26 Sentences for higher level conversation in the classroom by Teach Thought Staff at Teachthought.com (2018)  
Lesson Plan - The Power of Active Listening from StoryCorps.com   
In this lesson plan the educator helps the students identify and understand what it means to be an active listener along with the power of being heard and ability to really listen.  This is a good beginning lesson plan for students of all ages.   This plan can be tailored to meet the needs of each age group by altering a few of the activities. It also offers a video for learners who do better with a visual description. This video would work well in a flipped lesson plan on this topic.

Provide a Safe Space or Platform for Discussion Using Technology
Flip Grid:  An easy and safe way for students to share their ideas through personal videos. Teachers have complete control through video moderation, access and even topic selection. Teachers create a grid for their classroom and then students can discuss, reflect and share through an approved mobile device.  This program provides students who are not comfortable speaking to others in person, a way to share their ideas.  The hope is that by using such technology students gain confidence in their communication skills and are enabled to speak to classmates in person.  

Sources: 
Elizabeth Mulvahill. (2016) 8 Fun Ways To Help Your Students Collaborate in the Classroom. Retrieved from https://www.weareteachers.com/8-fun-ways-to-help-your-students-collaborate-in-the-classroom/
Romano,L., Papa,L.& Saulle,E. (n.d.). 6 Awesome Cooperative Classroom Games. Retrieved from http://www.teachhub.com/6-awesome-cooperative-classroom-games
TechThought Staff. (2018). 26 Sentence Stems For Higher-level Discussion In The Classroom Retrieved from https://www.teachthought.com/critical-thinking/sentence-stems-higher-level-conversation-classroom/
Flipgrid. (2019). Ignite Classroom Discussion. Retrieved from https://flipgrid.com/
StoryCorps. (n.d.) Lesson: The Power Of Active Listening. Retrieved from https://storycorps.org/discover/education/lesson-the-power-of-active-listening/
]]> 2021-08-16 17:51:19 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680823107 3) How can you implement assessment so that it enhancesstudent-centered learning? yuchie92 https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680830371 Student centred learning can use many different techniques to empower our students to achieve the best by allowing them to know what we expect from them and how they can achieve the best results.  
Ways to engage students in student centred assessment:
 
Self-assessment ‘The purpose of self-assessment is to identify areas of strength and weakness in one’s work in order to make improvements and promote learning, achievement, and self-regulation.’ (Pintrich, 2000)
 
The three processes in order to achieve student self-assessment are:
  •  Setting clear performance targets
The criteria can be arranged in a simple checklist or in a rubric to enable the students to see the standards expected.
 
  •  Checking progress towards the targets 
The students will have their standards or rubric to tick off or check the progress of their work against it. Identifying strengths and areas for improvement.
 
  •  Revision
 ‘Using the self-generated feedback from step 2, students revise their draft, trying to close the gaps between their work and the targets. This step is crucial. If students    don’t have the chance to revise and improve their work, and possibly their grades, they are unlikely to take the self-assessment process seriously.’ (Georgia & Andrade, 2013)
 
Here is a video that clearly illustrates how self-assessment works:
Click here: Watch Video

Project Based Assessment
Project Based Assessment is an alternative to tests that allow students to engage with their learning in more concrete ways. A hands-on project asks students to apply what they have learned to an in-depth exam. In preparing assessments of this type it is helpful to include the opportunity for reflection allowing the process and content to become more meaningful for the students.  If you want to use project based assessments in your classroom. One of which is that you must be clear about the parameters of the project and your grading rubric.
 
Benefits
-provide real-life experiences
-make them college and career ready
-Voice and choice
-designing clear and detailed rubric
-linked to better retention of information



]]> 2021-08-16 17:56:44 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680830371 4) What student-centered approaches or techniques can you use to address differentiation? yuchie92 https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680832377 Give students multiple options for showing progress (Miller, 2016)
Students can show their progress through, Writing, speaking (oral representation), art, or theatrical/musical. 
 
Allow students to "write the test" (Miller 2016)
Give students the freedom to create there own formative assessments---OR THEIR OWN RUBRIC
Students can choose to create there own final exam, project, infographic, video, or any number of different formative assessments that you deem acceptable 
 
Differentiate through teams/groups (Barrett, 2017)
Divide the class into homogeneous groups based on achievement/proficiency. This allows the higher functioning students to learn leadership, collaboration, critical thinking, etc. from a less guided team setting.
In smaller groups the instructor is able to spend more time with students that need more guidance. Teams can be created not only based on achievement, but learning styles as well.
 
Integration with Other Disciplines
Allow students to display mastery of a concept using the means and methods that are most interesting to them. Allow students to use the variety of approaches and solutions to teach each other. 

Allow Students to Teach Each Other
In small groups, clustered by common interest, allow students to create and present information to the rest of the class and teach the material. It increases ownership and engagement.
 
Sources:  
Miller, Andrew. (January 8, 2016). 6 Strategies for Differentiated Instruction in PBL. Retrieved from  https://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller
Barrett, Brad.  (September 22, 2017). Student-Centered Differentiation Strategies [Youtube video].  Retrieved from https://www.youtube.com/watch?v=5sJW9CiGYSY.  
ASCD, (December, 2015) Differentiated Instruction With Multiple Art Forms.  Retrieved from http://inservice.ascd.org/art-is-more-than-just-added-flavor-differentiated-instruction-with-multiple-art-forms/ on May 19th, 2019
Miller A., September, 2015. Using Assessment to Create Student Centered Learning. Retrieved from https://www.edutopia.org/blog/assessment-create-student-centered-learning-andrew-miller on May 19th, 2019 
US D.O.E., 2010, Student Centered Learning, Retrieved from https://www.edutopia.org/blog/assessment-create-student-centered-learning-andrew-miller on May 19th, 2019


]]> 2021-08-16 17:58:20 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680832377 5) What student-centered approaches or techniques include physical movementas a central element? yuchie92 https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680837717 Incorporating physical activity into the classroom will nearly always enhance the learning experience.  Kids, and adults, can only sit for so long before becoming uncomfortable and/or losing focus.  Below are some ideas to inject kinesthetic activities into your lessons:
 
Human Timeline
When teaching (or learning) history, one of the most mundane requirements will nearly always be the memorization of timelines.  One way to diversify and reinforce this requirement is to build a "human timeline" within your classroom.  Once the timeline and content is established, students will assign themselves their respective portions, memorize the dates and relevant content, reword the material in their own, conversational tone, and rehearse their real-time oral presentation of the material.  When students are ready, they will physically assemble in chronological order in the classroom and present their respective sections sequentially.  At the end of each presentation, and the end of the timeline, teachers can give opportunities for more in-depth discussion of the historical context and cause/effect of each event.
https://www.facinghistory.org/resource-library/teaching-strategies/human-timeline

Go Noodle
Provides short interactive meaningful breaks to students throughout the day.  Available through a mobile app or website are games, interactive activities, kid-friendly entertainment, and "brain breaks" that promote physical activity, active learning, heightened engagement, and enhanced focus. 

Gallery Walks
Great for analyzing multiple texts. Teachers post texts on large print and post on the walls of the room. In small groups, students will rotate through the room and respond to texts using sticky notes/post it notes.

Sources:
GoNoodle. (n.d.). Retrieved May 16, 2019, from https://family.gonoodle.com/activities/banana-banana-meatball?utm_content=teacher&utm_medium=8568488&utm_campaign=share_link&utm_term=banana-banana-meatball&utm_source=clipboard
Harton, E., & Ramirez, J. (n.d.). The Teacher Toolkit: Gallery Walk. Retrieved 2019, from http://www.theteachertoolkit.com/index.php/tool/gallery-walk
]]> 2021-08-16 18:02:15 UTC https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680837717 6) What are some student-centered approaches or techniques for reading? yuchie92 https://padlet.com/ajamariecordovacouso/x360yyyvni0whpb/wish/1680845239 Think, Pair, Share/Jigsaw
Students are first given a topic based off the assigned reading. Once class has started a discussion, teacher can pair students up to start collaborating and thinking of guiding questions. After a few minutes, students will share out loud to the class what they have come up with. This is a very traditional, but simple activity. It helps promote reading comprehension, while also targeting key concepts about the story. This is also know as Jigsaw. You can split groups into chapters or characters. Once each group speaks on their assigned subject, they share aloud in the class so everyone learns a little something about each category. 

Response Cards
These are great to help ignite a discussion of certain topics. There are 2 cards given to each student: 1 red and 1 green. Once a teacher asks a specific question, students are then asked to raise a card to decide if they agree (green) or disagree (red). These can be used for true/false questions, multiple choice, and critical thinking. Students will then discuss how they feel about a certain character or main idea. This will spark conversation on what students agree or disagree on. 

Quick Draw
This is a twist on the quick write activity given to students at the beginning of class. Have students pair up. While reading the story, have the teacher break after each chapter or main event. Then have 1 student draw and the other make guesses of what the drawing could be. This helps promote creativity and critical thinking skills regarding the story. Visual learners will love this activity and can help students remember key ideas.

Promote Student Choice
Student centered learning should always be student driven. This starts with giving students lots of choices including the books they read. Studies have shown that students learn better when they have interest in it. Try taking a vote to see what book your class wants to read. Promote reading at home of any genre. This can be done by using a genre pizza chart where students are encouraged to read a book from each of the genres listed on pizza chart. In order to prove they have completed reading a genre they submit a short review to the teacher.   The book review can be done on paper or digitally using an online google form. Once the entire class has read a literary piece from each genre they get a pizza party.  Another great way to promote student choices through Peer suggestions or book whisperers. Having a friend or classmate give advice might give student’s a boost of confidence from someone else other than a teacher.

Ruben Knapen (2018). 20 interactive teaching activities for in the interactive the classroom. Retrieved from https://www.bookwidgets.com/blog/2018/06/20-interactive-teaching-activities-for-in-the-interactive-classroom
John McCarthy (2015). Student centered learning: it starts with the teacher. Retrieved https://www.edutopia.org/blog/student-centered-learning-starts-with-teacher-john-mccarthy
Janelle Cox (2012). Teaching strategies to create student-centered learning. Retrieved http://www.teachhub.com/teaching-strategies-create-student-centered-classroom
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