Student-centered learning by darcy au-yeung https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1 Module 3 Unit 1 Activity 2 en-us 2022-06-16 12:05:04 UTC 2025-10-02 15:20:55 UTC hello@padlet.com https://padlet.net/icons/png/1f469-1f4bb.png Jessica Nestell jessicalynnnestell https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2224879784 Designing a student centred classroom is all about creating a community within the classroom. As a foreign language teacher this means creating opportunities for students to engage with each other. A student entered classroom will give students the opportunity to share their individual views, thoughts, and opinions. In a first grade EFL classroom this can look like students in groups of three. The teacher can be the facilitator, providing students with flashcards and a short demonstration and then allowing the students to engage with each other as they practice the language. In this way students take control of their learning by asking each other questions. As the teacher monitors the class, they can help provide grammar support and pronunciation support to individual groups rather than the all to frequent, call and repeat. Technology can be incorporated by giving each group an iPad, small quizzes can be uploaded using websites like kahoot. If the students have access to headphones websites with stories and games such as The British Council’s Learn English Kids could be used to watch stories and listen to songs. The students could then teach the songs they learned to the class as a whole, thus giving them confidence and a voice in the classroom. Online student centred classrooms for EFL first grade students seems much more challenging. However, it is still possible, with the support of adults in the home, students could be placed in zoom breakout rooms to practice with their classmates. 

Alber, R. (2015, August 17). How Student Centered is Your Classroom. Edutopia. Retrieved June 19, 2022, from https://www.edutopia.org/blog/how-student-centered-your-classroom-rebecca-alber
]]> 2022-06-19 11:18:35 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2224879784 Jessica Nestell jessicalynnnestell https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2224890541 Total Physical Response - or TPR as it is widely referred to, is an approach in which children learn language through physically moving and acting out meaning. Especially when teaching young children, this method can help with understanding and their need to move their bodies. My favourite activity that involves TPR is a modified version of Walk the Talk from Fluent U. Students line up in an equal number of lines. With classes of 30 students I would suggest students lining up in lines of 10 students. The first student from each line comes to the front of the room and is whispered a word or sentence for example “I am eating ice cream”. The students run to the end of their lines and whisper it to their classmate. The classmates turn and whisper it down the line (like the game telephone) til they get to the last student the student then goes to the front of the room and acts out the sentence while saying it. The fastest line gets a point. This activity has the students moving and interacting and in my experience they love it. 

D., S. (2021, January 30). 5 TPR Activities for Kids to Get Their Wiggles Out. Fluent U General Educator Blog. Retrieved June 19, 2022, from https://www.fluentu.com/blog/educator/tpr-activities-for-kids/
Total Physical Response - TPR. (n.d.). British Council Teaching English. Retrieved June 19, 2022, from https://www.teachingenglish.org.uk/article/total-physical-response-tpr
]]> 2022-06-19 11:50:18 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2224890541 Jieun https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2224906341 Evaluate students based on their level of participation. How many different opinions did the students give about the class? How does the student approach new materials? Ask questions such as Have you tried various things? For example, in my art class, there was a printmaking class, but the materials prepared were limited, so new ideas from the students were needed. When the first results of the printmaking did not turn out well, the students expressed various opinions and began to participate directly and actively in the class. In addition, since printmaking is not just drawing, it is a process of printing, it is necessary to plan and predict the finished result in advance. Students who were dealing with all materials for the first time participated more independently in the class, such as using transparent paper and drawing a preview of the expected result of the drawing picture. In addition, they experimented with the characteristics of other materials such as acrylic paints, watercolor paints, and oil paints while making artworks. The reason that the students were able to participate independently was unexpectedly thanks to the “absence of the teacher’s instruction”. I only provided materials for the students' attempts, but I watched as a bystander as they tried and failed. The students re-established the solution they found by sharing it with their classmates and putting it back into their work to create results.
"SEL element 1 (S1): connected, safe, and welcomed; It was found that exchanges made in a safe space where students' opinions are respected, elements such as ”, increased student participation in class and improved academic results.
Reference
https://www.edweek.org/leadership/opinion-here-are-top-sel-strategies-that-can-help-improve-student-engagement-right-now/2020/12?utm_source=eb&utm_medium=eml&utm_campaign=cte&utm_content=SEM

]]> 2022-06-19 12:35:00 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2224906341 Jieun https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2224908656
Student-centered approaches require students to be given certain tasks. When students have their roles, responsibility arises. In my art class, I once had students do an activity similar to role-play. For example, if a student mainly works with oil pastels, call that student an oil pastel master and have other classmates share the material characteristics of oil pastels and how to handle them. The students showed a willingness to do their best in the task assigned to them, and they felt proud to know that each student had a material they handled well. In addition, students could learn how to collaborate while sharing and communicating with other classmates about art materials that may be different for them.

Reference
https://www.earlystartgroup.com/nursery/importance-of-role-playing
As mentioned on this website, the benefits of role-playing are varied, and as an educator, the role-playing role I look forward to the most is “Children learn to empathize with others; taking part in a role-play activity would usually mean that you are taking on the role of character which will teach children about the empathy and understanding of different perspectives. and Allows children to act out and make sense of real-life situations”.to empathize
]]> 2022-06-19 12:42:20 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2224908656 Physical Movement - Drama (Jammie) jammiekirlew1 https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2224966849

Teaching English Through Drama 

Acting out a drama (play, dialogue, skit) requires students to be completely engaged while moving their entire bodies. Students are more likely to eagerly participate in dramas while learning and developing their reading, speaking and listening literacy skills. 

In My Classroom

My students are always excited to play the role of their favorite character in a story they have recently read, a video they have watched, or a short dialogue that they are currently learning. They are also motivated to make their own masks and dress up in costumes as we prepare for our class plays. 

Benefits of Dramas

  • The students can repetitiously practice their lines without it feeling monotonous.
  • The students are able to memorize their lines which reinforces their vocabulary and improves their English fluency.
  • Acting out the drama provides context and a better understanding of the story for the students.
  • Students are able to relax their minds, use their imaginations, move around and have fun.
  • Students gain confidence through practice, memorization, and successful communication.

New Adaptations
A new adaptation for dramas in the classroom could be improvisational theater (improv). Students can use their imagination and vocabulary to act out an unplanned or unscripted performance. This method might be more appropriate for older learners, but it could potentially be scaled down for younger learners. 
References

Kawasaki, J. (2022, May 13). Using Drama as an ESL Teaching Method. BridgeUniverse - TEFL Blog, News, Tips & Resources. Retrieved June 19, 2022, from https://bridge.edu/tefl/blog/using-drama-as-an-esl-teaching-method/
Prins, H. A. S. (2008, July 7). Benefits of the Arts in Kindergarten – An ESL Perspective. Iteslj. Retrieved June 19, 2022, from http://iteslj.org/Articles/Prins-ArtsInKindergarten


]]> 2022-06-19 15:07:41 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2224966849 Book Report Gallery Walk (Casey) caseymartins https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225510549 Book reports are an effective way to give students agency in their own learning. Rather than assigning specific material, allow students to choose their own text (perhaps within a certain genre/criteria). This approach gives students the freedom to discover text that appeals to their own interests.

After reading, challenge students to create some physical presentation that captures the main ideas of their book. This may be a story board, poster, painting, video clip, etc.

Hold a class gallery walk in which the students' work is put on display. Have them disperse around the room and view their peers' creations.

Once the viewing period is over, the teacher can elicit further discussion by asking students about their thoughts and experiences.

References
Facing History & Ourselves. (2022) Gallery Walk. https://www.facinghistory.org/resource-library/teaching-strategies/gallery-walk


]]> 2022-06-20 07:31:50 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225510549 Approaches to include physical movement in the class. 【Ben] benjamingilbreath https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225585885 Break up long lessons into smaller chunks, change teaching location (sit on rug, sit in desks, go outside, switch seats, etc.)

Give them plenty of outdoor time.

Their attention follows their hands. Encourage them to draw sketches or diagrams of what they are hearing in a lesson.

Let them use flashcards with information they are learning.

Major, Sarah. (Feb. 3, 2016). Child 1st Publications. Teaching Strategies that Meet the Needs of Kinesthetic Learners – Child1st Publications]]> 2022-06-20 09:05:47 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225585885 Toolbox for Care (Casey) caseymartins https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225591418 The concept of a Toolbox for Care is originally intended to help students process and reflect on global events or news that may be painful or traumatic. The idea is that students create a collection of "tools" that will help them themselves and others through stressful situations. While participating in this activity, students are challenged to explore their own personal needs as well as to think empathetically about others. It also gives the teacher valuable insight into how students perceive their own state of well-being.

Overview

Ask students to consider times in which they felt emotional pain/discomfort or traumatic events. What would have comforted them in those situations? What kinds of "tools" can they use to use to help others?

Students collect or create physical representations of their tools. These can be inspiring quotes, comforting images or objects, personal notes, etc. You can also have the class create a collective toolbox into which they all contribute something. Here are some questions to help students explore and choose what they'll include in their toolbox:

"
  • What will I have in my toolbox that will help me do “small acts” of goodness on a daily basis? 
  • What will I have in my toolbox that will help me turn those small acts into something bigger and more impactful? 
  • What will I have in my toolbox that will help me choose kindness over indifference, especially during difficult times? 
  • What will I have in my toolbox that will help me take care of myself?
  • What will I have in my toolbox that will help me build connections with other people?  " (Facing History & Ourselves , 2022)

Students can share their tools with others, comparing an contrasting their ideas. This will give them insight into the specific needs of their classmates. Encourage students to utilize these tools when they face an adverse situation.

References
Facing History & Ourselves. 2022. Toolbox for Care. https://www.facinghistory.org/resource-library/teaching-strategies/toolbox-care

Vienneau, N., 2017, April 6. Building Your Own 'Self-Care ToolBox'. Blue Monarch Health. https://bluemonarchhealth.com/new-blog/2017/4/4/self-care-tool-box


 
]]> 2022-06-20 09:12:17 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225591418 Kinesthetic Learning (Physical learners) 【Ben】 benjamingilbreath https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225591818 Kinesthetic learning links the process of learning to physical activity. It is a learning style during which the learner has to feel or move in order to learn more effectively.

A kinesthetic learner would rather perform physical activity to learn something, as an active participant, instead of passively listening to a lecture or watching a demonstration.

Reference: (Jan. 25, 2022). Bay Atlantic University. What Is A Kinesthetic Learner? (bau.edu)]]> 2022-06-20 09:12:47 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225591818 Learning strategies. Knowing these can help know the right teaching techniques. (Ben） benjamingilbreath https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225608016
  • Work with quiet music in the background
  • Close your eyes and trace words or images with your finger
  • Make games, puzzles out of what you are learning
  • Read notes while pacing
  • Teach others what you are learning
  • Write notes and draw
  • Get comfortable – some learners like to lie on their back while listening or reading
  • Fidget or eat snacks if you need to – some tactile learners tap pens in rhythm on the desk
  • Work in groups
  • Think of real-life examples of the information you are learning
    • Reference: (Jan. 25, 2022). Bay Atlantic University. What Is A Kinesthetic Learner? (bau.edu)

    ]]>     2022-06-20 09:32:50 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225608016     Warming Students Up to Collaboration -Gamifying & Think, Pair and Share - Nick nicolasellicott https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225629331 Gamifying
    Teenagers can be challenging sometimes to open up and discuss topics with each other. Often is the case the previous lesson may have been a lecture-style lesson and the students have become mentally introverted. This makes collaboration quite difficult later on in the lesson.

    An exercise I use is having a quick competition, spilt the class into 2 groups and play a game such as Hangman, Charades, 20 questions or I might play a speaking game that incorporates the whole class. My three favourites are;

    1. Create a class story - but each person can only say one word and the next person has to carry on the sentence with another word.
    2. I went to town and bought - Each student will say "I went to town and bought an (object)" the next student will have to say the previous person's object plus their own. I will often finish it by me trying to remember everyone's objects. I try to get it wrong every time to show to students it is ok to be wrong.
    3. Count to 20 - Students will close their eyes so as to not see each other. Then I ask the students to count to 20, however, only 1 student can say a number each time. If 2 or more students say the net number at the same time the class goes back to 0.

    Think, Pair and Share
    Collaboration can sometimes be difficult for teenage students to go straight into cold. Using the Think, Pair, and Share approach is a great way to warm students up to collaboration and a topic.

    How to do it?
    • First, give the students a problem and have them spend some minutes quietly thinking about their solution. 
    • Then ask them to partner up and explain their solution to a peer. I will try to partner struggling students with stronger students. As sometimes the weaker student may not have a solution yet. This allows the partners to have a soundboard for their idea(s)/solutions.
    • The pairs will then share their solution(s) with the whole class. During this sharing is when the teacher will try to facilitate further constructive discussion. Usually littered with "what if's."
    ]]>     2022-06-20 10:02:17 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225629331     Darcy Au-Yeung darcyauyeung1 https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225640757 For students at the high school level, the sense of the classroom as a learning community with the teacher playing a less prominent role is important. Students grouped by 4 or 6 facing each other so as to facilitate discussion and reducing the reliance on the teacher to move the class forward. The teacher floats around to each group to act as a resource. Each student has their own laptop so they have control of the information right in front of them rather than looking at a whiteboard at the front  of the room. This maximizes the level of interaction that students have with the topics and content being covered in the classroom. Inspirational words and images decorate the walls of the classroom and student creativity is displayed with equal or greater importance. 

    Reference: 
    Designing Learner-Centered Classroom Environments (and Why You Should Do It). Retrieved on June 20, 2022 from https://www.tetonscience.org/designing-learner-centered-classroom-environments-and-why-you-should-do-it/ ]]>     2022-06-20 10:20:39 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225640757     Student Choice - Nick nicolasellicott https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225643274 Student centered approaches and techniques to use to support differentiation varies depending on the subject, age-group, and abilities of the class. It is important to remember as teacher to differentiate to individual students. 

    One way this can be supported is to allow for student choice. Providing student choice allows for engagement and empowerment in their own learning. 

    Some techniques you may wish to use:

    1. You may have the student complete research or PBL assignment. When giving the task it is important to allow the students to choose their own topic for assignment. This way students will undertake a topic they know they can achieve and they also feel they have an input in the learning process.
    2. Another way to approach differentiation is by letting the student present their PBL assignment in anyway they wish. Some students can present their work through a PPT, a video, a website, blog etc.
    3. Allow plenty of time for the assignment - letting the students know the deadline in advance will help them to decide how they approach the project. Let the students set their own deadlines for each stage of the project will help keep them on track.
    4. Let the students choose who the project/presentation/assignment is intended for - is it for their classmates, the grade level, students in another school etc.

    Spencer, J. (2016, September 26). 10 ways to empower students with choice. YouTube. Retrieved June 20, 2022, from https://youtu.be/L08wNizulOY 
    ]]>     2022-06-20 10:23:46 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225643274     Physical Environment - Display Student Work (Jammie) jammiekirlew1 https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225676605 Display Student Work

    Instead of shopping online to buy classroom decorations, allow the students' work and projects to be displayed around the classroom. This method encourages students to do their best on every project and it is a great way for the students to showcase their accomplishments and build confidence. Furthermore, it provides a daily review of past projects which reinforces the previous lessons. 

    Student Centered Classroom Decorations

    Here is a list of some fun ways to decorate your classroom:

    1. Use clothespins to post work

    It’s very simple and inexpensive. You will just need a few ribbons, tape, and clothespins.

    2. Craft Bobbleheads

    Students and parents enjoy seeing pictures of themselves displayed around the classroom. It’s even better when their work is associated with them. All you need to do is craft a tiny body and add a larger than proportional photo of your student’s head to it.

    3. Memory Book

    Hang up fastener folders around the classroom and allow the students to add their work to it over time. At the end of the semester, the students can take their memory books home.


    In my classroom

    During the holidays, my students work together to design clay turkeys, lanterns, and Christmas boots. We display these projects and other projects around our classroom during the school year.

    New Approaches

    Displaying the students’ work over the year could create quite a bit of clutter. This issue can be resolved by using newer technology; For example, teachers can display the students’ work by using a digital bulletin board or digital frames. Both of these items allow mass storage of work and can display multiple images throughout the day.

    Online Toolkit

    My students are currently in kindergarten, therefore there isn’t much online instruction. However, I do regularly send them review videos of our lessons and educational songs that they can sing at home.

    References:

    Staake, J. (2021, September 13). 18 Clever Ways to Display Student Work In the Classroom and Online. We Are Teachers. Retrieved June 20, 2022, from https://www.weareteachers.com/display-student-work/


    ]]>     2022-06-20 11:17:18 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225676605     Muriel Koopman murielkoopman https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225900408 What are some student-centered approaches or techniques for reading?
     
    Student-centered approach to reading considers the reader as an active and empowered role player in the reading, understanding and learning process. There are few techniques to explore when thinking about teaching students to engage in this approach to the reading activity. One of the biggest factors in reading is to make sure that the reader is interested in the subject, if not, the task becomes a bit more daunting in that an active way of attracting the reader is to be encouraged and not forced.
     
    One technique will be to encourage students to ask purposeful and meaningful questions before, during, and even after the reading to check and share their understanding of the text. 
     
    Another technique is to start off the reading process with a prediction of what the students think the reading is about, get the students involved in actively asking questions they think the reading could answer. They could discuss what outcomes the reading could have. In this process the students should take responsibility to activate their prior knowledge to engage in getting to know the topic.
     
    Making connections and inferring information is something that students in my class struggled with in terms of English language learning when reading some materials. The aim would be to teach the students the technique to use their prior knowledge and schema to identify and relate to what they know within the text they are reading. The student’s  language ability may deter them from making connections or inferring the meaning of the text, give the students vocabulary, work on what the meaning of the words are and then allow them to search the connections. Help the students to highlight important information and guide them through activities that can get them to use their knowledge and the information learned in class, collaborating on projects like connection idea boards, I think, now I know cards and many more where they work individually and in groups using what they read to expand on their understanding. 
     
    There are other techniques like summarizing, monitoring  and evaluating what students read, they can use all the prior mentioned techniques to restate the main ideas, write or discuss a different ending to the text, writing a report or even giving a presentation on data they think the text represent. 
     
    These techniques are just a few, there are many more that should be explored and discussed. Students are too often thought of as receptors of information where reading is concerned and reading is usually more of a chore than a joy. This view should be changed, students should be encouraged to read for fun, enjoying the process and participating in and engaging with what they read instead of just receiving information for them to be ‘tested’ on the memory of what they read. 
     
     
    References: 
    Dong, Y., Wu, S., Wang, W., & Peng, S. (2019). Is the Student-Centered Learning Style More Effective Than the Teacher-Student Double-Centered Learning Style in Improving Reading Performance?. Frontiers In Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02630
     
    MaineDOEComm. (2013). Learner Centered Literacy: Owning Their Own Reading [Video]. Retrieved 18 June 2022, from https://www.youtube.com/watch?v=xxx0P_euuSw.
    ]]>     2022-06-20 15:57:43 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2225900408     Jordan jordansitorius https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2226447166 Utilizing a project based learning approach within the classroom can allow for a student centered engagement and learning environment. For PBL (project based learning), students begin with a driving question and then investigate through a variety of materials, utilize critical thinking skills, and communicate and collaborate with their peers to discover and learn more about the questions they would like to know more about. This approach also engages the students in topics they are interested in and questions they would like answers to that are relevant within their own daily lives. As a kindergarten teacher, we utilize this approach within our classrooms to provide more of a student centered learning environment. Instead of teacher to student instructions, we guide the children to discover their own answers through projects and self discovered research. Our job as teachers is to provide a classroom full of appropriate materials and tools for the children to utilize during this process. Now due to the children being so young, less technology is utilized and more physical materials and tools are used. However, there are still ways to utilize technology within this approach for such a young age. One part of the PBL approach is documentation. What the children have observed throughout the process of their projects. Sometimes this can be done through drawings or writings, as shown in the video above. However, technology for documentation can also be used. Providing the children with cameras to take photos or record videos of interviews with their fellow peers is one way to do this. Or taking photos of what they have observed in their environment for discovery (for example, if the children are working on a project about tree houses and determining how to create a tree house for the birds and the structure of support that the tree will provide, they can take photos of the tree they will use and learn more about its structure prior to constructing their project). This allows the children more access to their own learning through the use of simple technology and a way to reflect on their own work and the learning process. Another way is through utilizing smart board access. Although my school does not have smart boards, this could be another technology utilized within the classroom for the PBL approach. Providing students with a way to touch a screen to expand a world map or draw our their own designs on the board could allow more expansion into their self-discovery. By providing appropriate tools within the classroom for the students' age, and guiding the students through a PBL approach, we as teachers are allowing the children more control over their own learning and creating a student-centered classroom.

    Reference: https://education.vermont.gov/sites/aoe/files/documents/edu-project-based-learning-a-student-centered-approach.pdf

    https://www.edutopia.org/kindergarten-project-based-learning]]>     2022-06-21 05:26:12 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2226447166     Jordan jordansitorius https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2226554185 Process portfolios can be used as a form of assessments within the classroom that are geared towards student centered learning. At my school, each level of kindergarten have yearly portfolios for each student to display their work, understand their own processes and growth and discover what areas they would like to or want to improve upon. Within these portfolios are the six main learning domains our school focuses upon. Each unit we learn about/month we focus on these domains and the students have autonomy as they progress to determine which pieces of work they would like displayed within their portfolio. This portfolio is accessible at all times for the students to look at, share with their friends, and share with their parents. These portfolios are a great way for the children to self-assess and peer assess as well. They help engage students in their own creation and growth and help them to determine their own goals, aside from their parents or teachers.
    Other ways of a student centered assessment approach could be the use of exhibitions to showcase the students' work. Portfolios are progressive, while exhibitions are more summative. An exhibitions can be used as a conclusion to a unit or to the year. It is another way for the students' to self-evaluate and peer evaluate their progress in determining if they met their initial goals. Both progressive portfolios and exhibitions can also incorporate the use of technology. Photographing students' work into a collective process or recording videos of their work as well can become a way for self-assessment through the use of technological advances.

    Reference:
    https://studentsatthecenterhub.org/resource/assessment/

    https://studentsatthecenterhub.org/wp-content/uploads/3_SATC_AssessTools_ProcessPortfolio_042413.pdf]]>     2022-06-21 07:40:19 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2226554185     Some general techniques to keep in mind for collaborative learning (Ben) benjamingilbreath https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2226660856 Create learning opportunities that are complex
    • One way to do this is through rigorous projects that require students to identify a problem and agree—through research, discussion, debate, and time to develop their ideas—on a solution which they must then propose together.

    Prepare students to be apart of a team
    • Establish expectations and norms for working together.

    Create small groups of no more than four or five people. When there is less room to hide, nonparticipation is more difficult.
    • Assign meaningful roles, such as manager, monitor, or leader for each subtask of the activity. This can allow the teacher to assess students based on successful completion of these roles. 

    Build in opportunities for discussion and consensus
    • Don't always focus on the product and dividing labor. Rather, focus on engaging the students in a shared intellectual experience. 

    Key takeway about techniques for collaborative learning: teachers can promote real collaboration by shifting their role from instructor to coach—promoting team autonomy, checking in on students and providing instant feedback, and helping them increasingly learn to work together productively to attain a common goal.

    Reference: Burns, Mary. (Nov, 22, 2016). 

    5 Strategies to Deepen Student Collaboration. 5 Strategies to Deepen Student Collaboration | Edutopia




    ]]>     2022-06-21 09:53:34 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2226660856     Peer Teaching (in my classroom) benjamingilbreath https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2226744884 One simple technique that can be used is giving a book or other material to a "leader" student. Once this tag has been placed on the student, sometimes magic can happen. The student can facilliate some question and answers with a small group. In the best situation, they collaborate/discuss the material. ]]> 2022-06-21 11:59:24 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2226744884 Project-based learning benjamingilbreath https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2226747415 Project-Based Learning: Raising Student Achievement for All Learners - YouTube

    Here are some key questions to help teachers plan for a PBL scenario.

    • What skills will students need in terms of the language?
    • What vocabulary instruction might they need?
    • What sort of speaking and listening skills should we scaffold?
    • What functions of the language must be considered?

    ***Teachers should give students tools for showing what they know about the content. Provide sentence starters and stems to ELL students. 

    ***Many of PBL projects are authentic and reach real audiences to make real impact in the world around us. Instead of demanding only products in English, ask for products in both English and another language to broaden the project's audience and impact. 

    Reference: Miller, Andrew. (July 9, 2015). Supporting ELLs in PBL projects. Supporting ELLs in PBL Projects | Edutopia
    ]]>     2022-06-21 12:03:30 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2226747415     Fishbowl cathalthomasburke https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2226750778

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

    Activities that require student collaboration within the classroom is a great opportunity for learners to establish a greater and more nuanced understanding of what is possible when working as part of a team, group, or collective. It also awards the students a greater deal of autonomy in shaping the trajectory of their own lessons. Ideally, I hope the students in my elementary school class can enjoy opportunities for collaborative group activities, and ultimately take away a greater appreciation for the power of working together to achieve a common objective.


     Fishbowl 

    This fishbowl activity is great when you want to make sure all students participate in a classroom discussion or brainstorming session. It can help the learner gain a greater understanding of what exactly strong, open discussion can achieve. If successful, the Fishbowl should aid the students greatly during future collaborative efforts. The activity also helps when the group is brainstorming activities for either individual or group projects or as a warm-up in preparation for mapping out writing assignments. I like the autonomy it gives participants;  the fishbowl allows students to structure their discussions in a manner that is of their own choosing. 

    Note* - I work with Elementary school students and recommend this topic for fifth-grade students and up. Lower grades can benefit from the activity also but they require a far greater degree of scaffolding in my experience. 

    What is the ‘Fishbowl’

     The “fishbowl” is a teaching technique that aids students as they practice conversation skills. The students perform the role of being both contributors and listeners in a discussion environment. Students sit in a circle and ask questions, share information and present their thoughts and opinions, when they sit within the “fishbowl”. Meanwhile, students on the outside observe the process. After a set period of, time the two groups exchange roles. 

     The Fishbowl Schematic. 

    1. Select a Discussion Prompt  

    Keep the topic open-ended and broad. This should allow students to go in many directions with their prompt and allow for a diverse set of opinions. 

    Here is one my sixth graders discussed recently
    1. Is introducing a toll for motorists driving within Taichung city (their home city) center on weekends a good way to reduce pollution within the city? 
    2. If not what other strategies do you recommend?


     2. Setting up the room

    A circle of chairs will be “the fishbowl” and we leave enough room around the circle for the remaining students to observe what is happening in the “fishbowl.” 

     3. Preparation

    Give the students time to think independently before joining the group. I usually allow five minutes and ask the students to write down what they are thinking so they won’t forget. This way allows me to give some hints to expand on points they have noted on the paper

     4. Establish rules and boundaries

    I allow discussions to last 10 minutes and then call for the changeover. I also stress that students need to allow each other students the opportunity to have their say. So I have to stress, before each discussion break-out, the importance of listening to each other and keeping a consistent volume so we can avoid shouting each other down or drowning out a classmate. 

     5. Reflection

     After the discussion, you can ask students to reflect on how they think the discussion went and what they learned from it. I ask the students to select a point made by another student that they thought was good. I generally like to highlight some points made by students, that I took note of during the discussion, it helps to jog students' memories if the need arises.

    References
    1. Student-Centered Learning,(2019, October 20) Question 2 Student-Centered Collaboration. https://sites.google.com/view/student-centered-learning/question-2-student-centered-collaboration

    2. TeachLikeThis. (2013, November 14). How to do a Fishbowl - TeachLikeThis [Video File]. Taken from https://www.youtube.com/watch?v=xkWl9b0FZSE




    ]]>     2022-06-21 12:08:33 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2226750778     Physical Movement - Gamification (Matt) matthewelliott4 https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2226801189 Gamification in education is a technique in which elements of the learning environment are structured to resemble games or elements of games, with the goal of creating a more stimulating and engaging experience for students. Gamification can be particularly effective when physical movement is also incorporated, as students (especially younger students) tend to enjoy any opportunity to be up and out of their seats. My 2 favourite student-centered activities that incorporate physical movement are;

    1. The King Game - Select 6 students from the class to sit in a 3-2-1 triangle, and have the rest form 3 lines, one in front of each student at the bottom of the triangle. The students in that bottom row will ask the student at the front of their line a question, which can be as open-ended ('What will you do tomorrow?') or as direct ('What grade are you in?') as the needs of the lesson dictate. After the question is answered, the students play a quick game of rock-paper-scissors, and the standing student either moves on to the next tier to be asked a new question if they win, or returns to the back of a different line if they lose. 
    This activity offers them a chance to use their bodies and move around the classroom while also interacting with their peers, and the role of the teacher is largely facilitating the game.

    2. Running Dictation - Post a number of sentences in various locations around the learning environment. Organize the students into groups, with each group receiving a sheet with incomplete versions of the sentences on them. ('1. The hat is ________.') One student from each group will 
      hunt down a completed sentence, read it, and return to their group to dictate it to another member who will fill it in on the paper. Students then swap roles. 
    This activity also incorporates physical movement in the learning process while keeping the focus and the pace of the activity largely centered on the students.

    Reference: Waterford, 2019. 

    How to Use Gamification in Your Classroom to Encourage Intrinsic Motivation.

    https://www.waterford.org/education/gamification-in-the-classroom/
    ]]>     2022-06-21 13:11:27 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2226801189     Reading - Paired reading (Matt) matthewelliott4 https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2226852951 Paired reading is a technique aimed at compensating for a lack of fluency by having students read certain texts aloud to each other. The reading material can be as simple or as complex as the needs of the class allow. Learners who are proficient enough can select their own materials they wish to practice reading, and those requiring greater structure can be given selected passages. Partner selection can be done by the students themselves to allow for greater social cohesion, or by the teacher to better balance the learning and socialization needs of the students.

    In an ELL or EFL context, a passage can first be presented by the teacher to the class with a focus on listening and comprehension before organizing students into a paired reading activity. A further check on comprehension can be included by having pairs read the passage aloud to the teacher when they feel they've grasped the material thoroughly enough.

    The following video offers a demonstration of a paired reading activity in an elementary level class.
    https://www.youtube.com/watch?v=_dUrS_4GHa4

    References

    The Balanced Literary Diet (2011, November 29). Pal Reading: Developing Fluency and Comprehension with Paired Reading. YouTube. Retrieved June 20, 2022, from
    https://www.youtube.com/watch?v=_dUrS_4GHa4

    Reading Rockets (2011) Paired (or Partner) Reading. Retrieved from https://www.readingrockets.org/strategies/paired_reading]]>     2022-06-21 14:05:05 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2226852951     Muriel murielkoopman https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2226872686 Learner centered assessments approach should be focused on clear, specific learning progression, rather than learning being a grade focused process.  Student-centered approach allows for all involved to follow the students’ progress based on projects, tasks and regular formative assessments and reporting whether students are mastering certain tasks rather than achieving certain grades. The ‘old grade achieving test taking approach’ does not always show the amount of information learned and is often done through summative assessments, normally at the end of the school semester which cannot really be accepted as a timeous manner as it might be up to three months after a student learned specific materials. Thus, revisiting this approach and looking at a more learner friendly approach centered around what the learner has done and giving the learner the opportunity to show their knowledge in a timely manner instead of memorising is becoming an increasingly important factor in the learning sphere today (Heick, 2022). 
     
    According to Frisella (2019), students today need assessment and feedback in a timely manner as this will aid them in improving rather than waiting with work bulking it till the end of the semester and then lacking in the way we do feedback to students as it is long forgotten or never given to students, thus a loss of information occurs. Snelling (2021), claims that the turn of the 21st century has provided teachers with technology and online learning challenges due to Covid poses a new continuous assessment query, how to do this remains a challenge, thus, she propose three ways to check for understanding namely Assessment of learning, Assessment for learning, Assessment while learning. 
     
    Assessment of learning should be done in real-time or as the student is learning. Thus, this could involve actions like self-assessment or review, group discussions, playing games and doing a project where the teacher can clearly see the students’ understanding of the subject and know where to improve and what more needs to be done from these results, if anything else needs to be reviewed or revisited. For these forms of assessments teachers could use applications and or real-time in class checking like Kahoot or self-assessment forms for students to check their work. 
     
    Assessment for learning could involve peer assessments as this will allow for immediate feedback, students taking ownership of the assessment as well as presenting the feedback means they learn to think critically, communicate the other’s mistake and learn how to not make the same mistakes. There are tools like Flipgrid or a similar application that could help students to teach and reach others. Peer-assessment forms can be created online (anonymously) through a host of form creators to help give students confidence to be critical and honest to their classmate without fearing feedback hatred, and if a student has a query they approach the teacher to clarify openly what they struggle to understand or disagree with. 
     
    Lastly, Assessment while learning is an interactive way to assess whether students understand, know and comprehend the tasks, information and subject matter by exhibiting or creating portfolios of what they think the lessons are about. They can create these tasks again with or without technology and teachers could use a platform that they can follow the students’ progress or in class use low-tech ways to follow student performances, give and allow for input from others and give students the opportunity to check on each other through pair work or peer-review strategies where they can share ideas. 
    There is still room for a lot of assessment improvement and all education stakeholders should continue to search for best practices to ensure that both students and teachers’ needs are being met. 
     
    References: 
    Frisella, C. (2019). Measuring what matters. Iste.org. Retrieved 20 June 2022, from https://www.iste.org/explore/measuring-what-matters.
     
    Heick, T. (2022). What Are The Best Examples of Student-Centered Teaching?. Retrieved 19 June 2022, from https://www.teachthought.com/pedagogy/student-centered-teaching/
     
    Snelling, J. (2021). It’s Time To Re-Evaluate K-12 Assessments. Iste.org. Retrieved 20 June 2022, from https://www.iste.org/explore/professional-development/its-time-re-evaluate-k-12-assessments.
     
     
    ]]>     2022-06-21 14:25:25 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2226872686     Student-centered approaches that are based on collaboration: roselie305 https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2227252414  
    Collaborative learning is a student-centered educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product.z
    Defining a student-centered learning approach is hold more complexity than 
     you may imagine. First of the words themselves, student-centered learning can't be defined without using the word in the name itself — it’s a teaching approach that’s centered on the student and their experiences 
     - This approach takes the following segments into consideration:
    * Academic and life goals
    * Learning styles
    * Culture
    * Interests
    * Learning needs
     
    Some activities that include collaboration include:
    -       Think pair-share (TPS)
    -       T : (Think) Teachers begin by asking a specific question about the text. Students "think" about what they know or have learned about the topic.
     
    -       P : (Pair) Each student should be paired with another student or a small group.
     
    -       S : (Share) Students share their thinking with their partner. Teachers expand the "share" into a whole-class discussion.
     
    This style of learning can be used in almost all subjects form of learning such as language art, math, social studies, science
    It helps students to think individually about a topic or answer to a question.

    Another is group-writing assignments.

    This learning activity involves collaborative work that culminates in a group‐authored document. Assign groups to write (and submit) Wikipedia entries on course‐related topics or create study guides for the course.  
     

     

    Reference:

    https://www.readingrockets.org/strategies/think-pair-share

    http://tnaugust17cohort4.pbworks.com/w/page/120465129/Student-centered%20approaches%C2%A0or%20techniques%20that%20are%20based%20on%20or%20require%20collaboration

     

    ]]>     2022-06-22 00:30:58 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2227252414     Book Creator Cathal cathalthomasburke https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2227875650
    Understanding Differentiation 


    Once I began researching the topic of student-centered approaches or techniques to address differentiation, I learned that there is quite a broad field of information and approaches in existence already, and results of practices will vary greatly depending on the environment, age, subject, and ability. However, one thing that was a constant across all of these different sectors, is the need for differentiation within the classroom. Differentiation should be a part of every classroom in fact. Each student is their own unique combination of experiences, abilities, and of course needs. Differentiation within the classroom can cater to all of these experiences by providing a dynamic and proactive, student-centered experience that blends both group, and individual education practices. 


    Incorporating Differentiation Within the Classroom


    Shaelynn Farnsworth identifies four areas teachers can incorporate differentiation within the classroom. 


    Assessment     – Understanding what students have learned and what they still need to work on.

    Content – What do students need to learn and what will allow them to access this learning.

    Process – Here we have activities the student will engage in that should allow them to understand or master the required content

    Products – Projects or activities that allow the student to display or expand upon what they have learned. 


    I decided to examine the fourth category ‘Product and here I discovered the activity ‘Book Creator’. Generally, after the learning is done and we are approaching the review stage the student is required to display their understanding of what they learned through some sort of activity that summarizes their thoughts. ‘Book Creator’, should free the student from this restrictive approach and instead allow them to get creative, by transforming those lessons into a product of their own making, through the ‘Book Creator’ program.

    What is book creator?
    Book creator is an application which allows the students in the classroom to take what they have learned in the classroom and create their own projects or books from it. This allows students to get as creative as they like with their books and display what they have learned in a manner that is unique to them.

    Sample Activity (Taken from my Sixth Grade ELL Reading Class)


    We recently got finished reading two different abridged books ‘The Adventures of Tom Sawyer and ‘The Merry Adventures of Robin Hood’. I split the class into groups of two and gave them the following prompt when creating their books. 

    How did reading these books make you feel? Which did you enjoy more? Create a book to share your thoughts? 


    After that, I gave the students three periods to plan and create their lessons. At the end of the time period, we printed out the books and made a mock display in our school library, and asked the groups to share their books with their classmates. 


    Take Away 

    Students were able to share their takeaways from the two books with their peers in a creative manner. They were later able to compare and contrast how those feelings were individually expressed by sharing their books with their peers and having their peers share their books with them. 


    References 

    Shaelynn Farnsworth, 4 EdTech Ways to Differentiate in a Student-Centered Classroom (February 9, 2019), Taken from https://shaelynnfarnsworth.com/2018/02/05/4-edtech-ways-to-differentiate-in-a-student-centered-classroom/

    ]]>     2022-06-22 13:40:26 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2227875650     roselie305 https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2227959511 Collaborative learning is a student-centered educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product.
    Defining a student-centered learning approach is hold more complexity than 
     you may imagine. First of the words themselves, student-centered learning can't be defined without using the word in the name itself — it’s a teaching approach that’s centered on the student and their experiences 
     - This approach takes the following segments into consideration:
    * Academic and life goals
    * Learning styles
    * Culture
    * Interests
    * Learning needs
     
    Some activities that include collaboration include:
    -       Think pair-share (TPS)
    -       T : (Think) Teachers begin by asking a specific question about the text. Students "think" about what they know or have learned about the topic.
    -       P : (Pair) Each student should be paired with another student or a small group.
    -       S : (Share) Students share their thinking with their partner. Teachers expand the "share" into a whole-class discussion.
     
    This style of learning can be used in almost all subjects form of learning such as language art, math, social studies, science
    It helps students to think individually about a topic or answer to a question.

    Another is group-writing assignments.

    This learning activity involves collaborative work that culminates in a group‐authored document. Assign groups to write (and submit) Wikipedia entries on course‐related topics or create study guides for the course.  
     
    Reference:

    https://www.readingrockets.org/strategies/think-pair-share

    http://tnaugust17cohort4.pbworks.com/w/page/120465129/Student-centered%20approaches%C2%A0or%20techniques%20that%20are%20based%20on%20or%20require%20collaboration

    ]]>     2022-06-22 15:11:05 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2227959511     Student- centered approaches or techniques that are based on collaboration - Bermet kanybekovab11 https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2228162746 Collaboration activities are always great to start a class whether it would be English or math. Having students collaborate helps to build a relationship and creates a friendly atmosphere where everyone is free to contribute their answers.

    Starting a class with a warm up is great introduction to collaboration. While I get ready with last minute preps, I have my students work in groups to solve the warm up questions that are on my screen. Students work in pairs to solve the problem, then share their answer with another group before giving their final answers to the teacher(me). This benefits the students in a way that reduces anxiety and helps them be prepared to cover the material.

    Another activity that I like conducting in my math classes is to have students create 1 Kahoot, where everyone can contribute a question and at the end, everyone can play the game. This way of collaboration enables students to ask questions from each other and then play it all together.

    Project-based learning is one of my student's favorite ways to cover a unit. In geometry classes, students have built their marshmallow spaghetti tower, built their 3D constructions, 3D Maps, Hexa-flexagons, and many more hands on activities that require collaboration.

    One last activity that I would like to share is the game Mafia, which follows the same rules are as the traditional Mafia game, except every action whether it would be to kill, cure, or justify someone is followed by a math problem in which they have to solve and prove/justify their answer to the rest of the group. Usually, this game can be used as a unit review before the test or just as an enrichment activity.


    References:
    Paterson, James. “Building a Culture of Classroom Collaboration.” NEA, https://www.nea.org/advocating-for-change/new-from-nea/building-culture-classroom-collaboration.

    “Student Centered Learning - Question 2 - (Student-Centered Collaboration).” Student Centered Learning - Question 2 - (Student-Centered Collaboration), https://sites.google.com/view/student-centered-learning/question-2-student-centered-collaboration?authuser=0. 






    ]]>     2022-06-22 20:29:56 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2228162746     Student-centered learning assessments - Bermet kanybekovab11 https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2228184451 Student-centered learning assessments are multidimensional;  and are one way of getting rid of test anxiety and pressure, instead adding real life applications where students are tested on the whole idea of learning through projects, experiments which adds more knowledge and repetition.

    The main purpose of assessment is to retrieve the information taught, but this method of retrieval can be done in various ways.
    - Project based assessment
    - Point of Mastery after every class
    - Exit tickets after every class
    - Student self assessments
    - Mini quizzes
    - Rubrics that clearly state what is expected of them
    - Portfolio assessments

    Through student-centered assessments, students are able to peer review, collaborate and find answers together and take pride in accomplished projects.

    References:
    “Student Centered Learning - Question 3 - (Student Centered Assessment).” Student Centered Learning - Question 3 - (Student Centered Assessment), https://sites.google.com/view/student-centered-learning/question-3-student-centered-assessment?authuser=0.

    Vanoni, Juan Carlos Córdova. “Student-Centered Learning: Essential Conditions.” Student-Centered Learning: Essential Conditions, 1 Jan. 1970, http://eflshire.blogspot.com/2017/09/student-centered-learning-essential.html. 





    ]]>     2022-06-22 21:16:17 UTC https://padlet.com/darcyauyeung1/ya5zdgdwteh1aan1/wish/2228184451