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Learning Centers in the Differentiated Classrooms
Kim Mearman
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Our Agenda Use the information to plan learning centers
Defining learning centers Planning content Grouping students Managing centers Assessing and monitoring centers
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A Piece of the PIE
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What Is a Learning Center?
A learning center is a collection of materials, resources, and/or activities designed to review, reinforce, or extend a particular skill or concept previously taught. Learning centers wean students away from teacher direction and facilitate student ownership of learning. Tomlinson, 1999
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How Can We Use Learning Centers to Support Differentiation?
DIFFERENCES AMONG STUDENTS Academic Differences Developmental readiness Prior knowledge Reading level Cognitive Differences Thinking skills Learning rate Social and Emotional Differences Interests Learning styles Motivation GROUPING Avoid the one-size-fits-all Use a variety of criteria to arrange students Use contracts and centers to deliver and manage small group learning Develop activities around the interests of of students Provide opportunities for students to pursue their own questions Provide opportunities for students to present their work to small groups of peers Purcell, 2002
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A Rationale More attention to individual differences
More responsive to individual differences than whole group work Less damaging to self-esteem than ability grouping all by itself More effective than random cooperative grouping Provides for scaffolding Purcell, 2002
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Why Use Learning Centers?
To enable learners to work in various groups, same and mixed ability. To encourage active participation among all learners. To enable learners to make decisions, follow directions, work independently, and self monitor. To give students an opportunity to learn responsibility and organization. To facilitate individualized learning.
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Elementary Math TRADITIONAL
Learning Goal: Students will generate, collect, organize and analyze data; and represent the data in tables, charts, graphs, and creative data displays DIFFERENTIATED Students had the following choices for a center: “Who’s Sicker?: Illnesses in Our School” “When You’re Hot, You’re Hot!: Classroom Temperatures in Our School” “Food for Thought: What’s the Most Popular School Lunch Entrée?” “Geeky, But True: Which Students Spend More Time on the Internet?” TRADITIONAL Students work as a whole class to collect and analyze data about illnesses, by grade level, in their school. Each student is asked to create a graph of the results.
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Learning Centers vs. Stations
Instructional level/teacher-directed Required to participate in stations in order to learn core content Connected to each other Structured tasks Independent learning/child-initiated Not required to participate in order to learn core content Not necessarily connected to each other Flexible tasks Connected to curriculum Various types of grouping Accommodates for various learning needs/levels
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Reflection Questions Why are you interested in using learning centers?
What are your goals and objectives for centers? Are centers for review, reinforcement, enrichment, or choice time? How do you plan to schedule centers into the day? How many centers do you want/have space for? How many children do you want at a center?
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What Will Be Taught in Centers
Planning Content What Will Be Taught in Centers
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Types of Centers Curriculum-Based (e.g., reading, writing, math, art, science/social studies, listening) Based on Theme/Unit (e.g., additional center or thread through out) Self-Directed/Student Choice Focused on Multiple Intelligences
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Learning Centers Based on a Topic
Student Reading Read Alouds (listening) Oral Language (speaking) Written Language Math Science Physical Education Art Culminating Activity Social Studies Music Folk Tales Create scenery Compare to folk songs Compare to folk dances Dramatize a folk tale Locate countries of folk tales Write a folk tale Listen to a folk tale Read a folk tale Examples of colloquialisms Story problems with folk tales Determine ecosystems of setting What is really being taught at each center???
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A Piece of Curriculum Pie
What most students will learn What some students What all students Identify animals that are mammals Define the characteristics of mammals Compare the characteristics of mammals to reptiles KU-CRL
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Bloom’s Taxonomy Knowledge Comprehension Application Analysis
Synthesis Evaluation
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Core Knowledge Categories
Facts: A specific detail, verifiable information Concepts: A general idea or understanding, a category or classification Principles: Fundamental truth, law, doctrine, rule, or generalization that explains the relationship between two or more concepts Skills: Proficiency, ability,technique, strategy, method or tool Attitudes: Inclinations, beliefs, state of mind, appreciations. Problem Solving: The ability to use knowledge to address an aim that was not immediately understandable Purcell, 2003
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Core Knowledge Categories
Levels of Learning Reading Facts Use prior knowledge & context to predict Concepts Prediction help us to understand what happens next Principles Good readers make predictions Attitudes Predicting can get the reader involved in the story Skills Predict the next event Problem-solving What makes this a valid prediction
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You Try… Match the statement with the level of learning.
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Core Knowledge Categories
Levels of Learning Science Facts It is important to care for living things Concepts The names of stages of a life cycle (e.g. seed, seedling, tree, fruit) Principles Design an experiment for growing an apple tree Attitudes Sequence the stages of a life cycle Skills Life cycle Problem-solving All living things grow and change
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Core Knowledge Categories
Levels of Learning Science Facts The names of stages of a life cycle (e.g. seed, seedling, tree, fruit) Concepts Life cycle Principles All living things grow and change Attitudes It is important to care for living things Skills Sequence the stages of a life cycle Problem-solving Design an experiment for growing an apple tree
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You Try… Match the statement with the level of learning.
Select a specific objective for learning center(s) you wish to teach or currently teach. Expand the objective to each of the levels of learning.
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Learning Centers Based on a Concept
Student Reading Read Alouds (listening) Oral Language (speaking) Written Language Math Science Physical Education Art Culminating Activity Social Studies Music Cause and effect relationships Create new colors by mixing primary colors Connect how music makes you feel Determine how exercise effects health Draw a diagram of a cause and effect series Dialogue how behavior causes the need for rules Write a folk tale Listen to a story with direct cause and effect Identify cause and effect relationships in a story Talk about cause and effect relationships in daily life Determine what causes things to balance in weight Experiment with how gravity affects objects
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Learning Centers Based on a Principle
Student Reading Read Alouds (listening) Little Louie The Baby Bloomer by Robert Kraus Oral Language (speaking) Talk about changes in our life, e.g.losing teeth Written Language Math Measurement of growth of a plant Science Observation log of growth/ change of tree/plant Physical Education Graph in speed over time Art Culminating Activity Social Studies Create time lines Music Various songs/music related to change Things Change Over Time Paintings/drawings of cartoons of young to old Create photo journal of change process When I was little I couldn’t…now I can… Various books at different levels with the theme of change
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You Try… Place a key learning in the center. Brainstorm center ideas.
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IEP Matrix for Centers Accommodation
IEP Matrix for Centers Accommodation Modification Instruction for IEP Goal Math Reading Art Listening Writing Computer Counting 1 to 10 Mainipulatives Number line Give directions which requiring counting out supplies Math counting game Fine motor skills Large objects Large crayons, special scissors Large pencil, raised paper, can draw instead of writing Special key board Identify letters in name Copy name on paper Read aloud to student by para or peer Write name on paper Types name Use full sentences when speaking Student responds orally to questions Says sentence aloud before writing
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How to Group Students for Learning Centers
Planning Grouping How to Group Students for Learning Centers
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Common Forms of Grouping
Cooperative grouping 4-5 students Mixed ability Be strategic with group make-up Set some time to teach students to work cooperatively, don’t assume students know how to work together
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Cooperative Learning Is… Is Not… Having everyone able to participate
Respecting differences Having everyone’s contributions essential to the whole task Planning strategically the make-up of the group and the structure of the task Is Not… Using tasks that are too difficult or too easy Creating competition Using roles that separate students contributions Grouping students to work on a task together
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Common Forms of Grouping
Partner 2-3 students Mixed or leveled Be strategic with partner make-up Avoid putting very high with very low
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Common Forms of Grouping
Ability or Tiered No set amount of students Leveled grouping by a specific skill Avoid always using the same focus to make up group Avoid labeling groups with labels that can indicate order (e.g. 1,2,3 or a,b,c)
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Common Forms of Grouping
Compacting Leveled grouping by a specific skill Criteria for compacting Much information is already known on the topic Determine what is unknown and cover just that material Use with enrichment or accelerated study
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Common Forms of Grouping
Mixed/Random Arbitrary mix Use fun techniques to mix up students, such as, find some who…
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How To Make Random Groups Quickly
Count off Find a common sticker Find someone with the same___ as you Everyone who likes___ Pick a card (from a deck or colored index card) Whoever has a___ Sit by birthdays Group by your favorite___ Whoever is wearing___ Who has recently been to ___ Who had___ for breakfast
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Common Forms of Grouping
Interest Students self-select by topic or project To avoid students from selecting by basis of membership, have students fill out a slip privately Sometimes it’s okay to be in a group with your friend
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Common Forms of Grouping
Learning Profiles Groups are determined by learning profiles Modality preferences Work habits Multiple intelligences Preferences for learning environment
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Lesson Planning with the Multiple Intelligences
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Determining Interests and Learning Profiles
Parent interviews Interest inventories Observing how students Approach free choice Solve problems Interact with others
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You Try… Refer to your brainstorm list of center ideas.
What kind of grouping do you think you will use. Why?
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How to Organize and Manage Centers
Managing Centers How to Organize and Manage Centers
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When to Use Centers As part of station teaching
During guided reading/“small group explicit instruction” When other tasks are completed/choice time When using alternative teaching/working with small, needs-based groups When conducting individual student assessments/conducting running records
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Scheduling Options Rotation system
Use of a rotation wheel/chart is necessary Specific time allotment for each center/signal More structure Self-selected system (Pavelka Model) Use of contracts/planning sheets to document what activities have been completed Need to determine number limit at centers Students develop more independence
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How Should Center Time Be Spent?
Class Meeting/Planning Time (5-10 min) Children discuss plans for their work at centers Center/Work Time (20-25 min.) Children and teachers working in centers Children produce tangible outcomes Sharing/Review Time (10 min.) Children discuss what they accomplished, how their plans may have changed, and begin thinking about what they plan to do next
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Organizing the Classroom
Areas for small group work Places for student-to-student interaction Balance between quiet and not-so-quiet areas Signs and labels Materials/supplies/equipment organized for students’ use Places to display student work Maintenance and clean-up system Traffic flow
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Importance of Labeling
Signs for centers should be placed at the eye level of children. When center materials are clearly labeled in a way that makes sense to the children: The materials become a method for teaching the printed form of words, and Children are more likely to be able to put the materials away when the containers and their spaces are clearly marked (e.g., Outline, matching colors).
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What If We Have Limited Space?
Ziplock Bags Gift Bags Five-Drawer Chest Lunch Boxes Magnetic Boards Magazine Holders/Cereal Boxes Pizza Boxes
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You Try… When will you do your centers?
Where will the centers be located? How will you organize the centers? Materials Space Directions
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Classroom Management Classroom management is the key to success
Preplan how your grouping will look Establish a clear method for students to seek help Establish classroom rules that work with centers Avoid reward systems that promote competition
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Classroom Management Teach students how to work in groups
Practice, practice, practice How to compromise Develop new idea Merge ideas How to have modified consensus Everyone can live with it How to positively support each other
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Model and Practice Expectations
Rotating from center to center/how to read schedule Recognizing signals (e.g. Clean-up, noise level) Being a good group leader/group member Help procedures/signaling the teacher w/out disruption Handling a problem (e.g. Paint spills, broken pencil)
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Tips for Building Independence
Use materials that are at the students’ independent level Group students heterogeneously Teach students how to help each other Teach students how to problem-solve Clearly define expectations Be organized, consistent, and structured.
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Classroom Management Team Building
Have fun team building activities to create bonding Make a group flag Find something in common Group name and logo Take time to discuss problems Problem solve with students, not for students
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You Try… Develop a list of “FIRST” lessons for learning centers that you will teach your students How to seek help How to move to centers How to work together
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Need Help? Ideal for co-teaching experiences
Paraprofessionals can help facilitate or help with classroom management Parent volunteers can help, especially with hands-on activities Older students can also help
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Monitoring and Assessing
How to Monitor Centers and Assess Student Progress
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Products Advance organizer Advertisement Animation
Annotated bibliography Argument Assignment Audiotape Biography Blueprint Board game Book jacket Bulletin board Bulleted list CD disc Calendar Campaign Card game Census Ceramics Chamber music Character sketch Charcoal sketch Chart Choral reading Chronology Collage Collection Comic strip Computer game Computer program Costume Critique Dance Debate Diagram Diary Dictionary Diorama Display Dramatic monologue Drawing Economic forecast Editorial Elegy Essay Etching Experiment Fable Fact file Fairy tale Family tree Festival Filmstrip Glossary Graph Graphic organizer Greeting card Haiku Hypercard stack Hypothesis Illustrated story Interview Invention Investment portfolio Journal Landscape design Learning profile Lecture Lesson Letter Limerick Line drawing List Magazine article Map Maze Memoir Montage Movie Museum exhibit Musical composition Newspaper Notes Observation log Oil painting Oral history Oral report Outline Overhead transparency Pamphlet Pantomime Paragraph Pattern Photo essay Photo journal Play Picture dictionary Picture book Poem Portfolio Poster Pottery Powerpoint Prediction Protocol Proposal Puppet Puppet show Questions Radio show Relief map Reflection Reflective essay Research report Rubbing Rule Science fiction story Scrapbook Sculpture Set design Short story Silk screening Simulation Skit Slide show Small-scale model Social action plan Song Sonnet Stencil Summary Survey Table Terrarium Textbook Timeline Theory Think piece Topographical map TV documentary TV newscast Video Video game Vocabulary list Weather instrument/log Web Worksheet Wrapping paper design
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Monitoring the Progress of Centers
Teacher Directed Observations/ checklists Rubrics Conferences Interviews Informal Methods (e.g., post-its, computer labels, index cards) Student Directed Self-assessment Charts/planning sheets Audio tapes Response logs or journals Partner checks Graphic organizers Portfolios
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Student Self-Assessment Questions
What have I done? How well did I do each task? Did I stick to the task? If I did the task again, what would I do differently? Why? What new question do I want to research? How do I feel about what I’ve done? Did I follow directions? Did I work without disturbing others? Did I help others? If so, how? Was I independent in my work? Did I recheck my work? What aspect of my work makes me most proud?
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Keep In Mind… Kid-watching is one of the best learning center assessment tools you have. Ask yourself: Do the students know what is expected? Do they seam eager to get involved? Do they stay on task for a reasonable amount of time? Are they able to pick up where they left off last time? What do they seem to like best? Are some tasks too difficult/too easy? What do they return to again and again?
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You Try… Make a plan of how you will monitor centers and assess student progress.
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Some Guiding Questions
Is the focus on meaningful instruction? Do the activities reinforce/extend current knowledge? Will students enjoy it and be successful? Will it sustain minutes of involvement? Can students be independent? Are options available to accommodate abilities of all students? Are there increasing levels of challenge? Do students understand the management procedures?
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Final Thoughts Start small. Learn how many centers you and your class can handle comfortably. Change some things, some of the time. Aim for a mixture of choice and expectation to assure students experience the activities and social interactions they need. Put a storage system in place from the onset. Pack center supplies, activities, list of ancillary materials (e.g., children’s literature), center evaluation, and a snapshot for future use.
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