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Managing
Learning Centers
Learning Centers
can be implemented and managed using many different formats. Most
Kindergarten and First Grade classrooms begin by having a teacher
directed center where the teacher can focus on specific targeted
skills though direct instruction. While the teacher is modeling
appropriate strategies other students are visiting independent
learning centers or stations. Students sign up for a center each
day and during the course of the week rotate through 4 to 5
different Literacy Stations. Another strategy is to allow
students to visit two Learning Centers each day.
One Rotation
(20-25 minutes)
Students sign up for a center or station
each morning and spend 20-25 minutes in that center each
day. Two
Rotations (40-50 minutes)
Students are assigned two 20-25
minute learning centers each day. Students begin working in the
first center and upon hearing a designated signal students rotate to
their second center.
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Two
Rotation Literacy Centers |
Two
Rotation Math Centers |
Directions
for Designing a Learning Center With Two Rotations
1. Decide on the type of centers that will be used (there
are four centers in the
pictures shown above)
2.
Assign students to flexible groups
(there are four groups in the pictures)
3.
Each
group is assigned a group number or group name
4.
Each
morning groups are assigned to two learning centers
5.
Groups
begin in the first center and remain there for 20 minutes
6.
The
classroom lights are dimmed and this signals that students have 1
minute
remaining in the center. Students begin cleaning up.
7.
At the sound of the signal (music playing) students rotate to the
next center
8. Students remain in the second center for 20 minutes
9.
The
classroom lights are dimmed again and this signals that students have 1
minute remaining in the center. Students begin cleaning up.
10. At
the sound of the signal (music playing) students move to the
carpet or
back to their seats
Creating Center
Cards
The center cards and group name cards were designed using Microsoft
Word. Each card was printed on a 3 x 5 index card and then
laminated for durability. Each card was then assigned a graphic using clipart.
Graphics are a great way of getting student's attention. Without
spending too much time, students quickly scan the transition chart for
the two centers they are assigned to by first locating their group name
or number and then by identifying the centers they will be
attending.
Creating Student
Picture Cards
Student picture cards were created using a digital
camera. Each card is
approximately
3
inches x 3 inches and laminated for durability. Students like to see
their picture displayed in the room. Display student pictures, names,
and student work makes students feel important and a valued member of the
classroom environment.
Teacher
Directed Instruction
One center is always designated as
Teacher Directed Instruction or "Guided Instruction".
During Teacher Directed Instruction, students report to a designated
area of the room (the carpet, a table, a circle of pillows) where they
will receive direct instruction from the teacher. During this
time the students who are working independently must understand that
they are not to disturb the Guided Instruction group. Procedures
must be in place to guide students in what to do if they need
materials or have a question. The first ten minutes of the lesson
involves guided practice or modeling. The last ten minutes of
the lesson includes independent practice. During the independent
practice portion of the lesson, the teacher should remove herself for
3-5 minutes to allow students the space they need to work
independently and to monitor the progress of the other centers.
It is important that the teacher walk the room to ensure that all
learners are engaged during Learning Centers. What
To Do If Someone Needs Help
During Guided Instruction it is
inevitable that someone will require assistance. Someone will
need a restroom break, have a question about directions, or need
additional materials. During Guided Instruction students need to
understand that they are not to interrupt the group to talk with the
teacher. The following procedures will help to guide students on
what to do if they need the teacher.
Should a student
need a restroom break during center time, have a log or chart by the
door. The student silently signs their name and the time they
leave the room. Upon returning to the room, students silently
record the time they return and then quietly resume the activity
they were working on. For students who do not yet know how to
read an analogue clock, then have a small digital alarm clock by the
door so that young students can read the time.
Student
Notes
When
students have questions or need materials, they can use a
sticky note to write the teacher a note. The student
should write their name and the question they have on the
sticky note and then place it in a designated
location. Once the teacher has the Guided Instruction
group working on independent practice, he/she can retrieve
any notes from students and address their needs. |
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Ask
3 Then Me
Another strategy is for student that have a
question to ask three classmates before asking the
teacher. If a student does not know how to complete a
task, he/she can ask three other students who have already
been through the center. This will ensure that the
student remains on task and that the teacher remains free to
work with the Guided Instruction group. |
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Teacher's
Assistant
Another strategy is to assign a teacher's
assistant during Learning Centers. The student
assigned this task should be responsible for answering
questions and assisting students in following learning
tasks. The Teacher's Assistant can wear a hat or visor
that reads "Ask Me". This will ensure that
students have a resource when they have a question or need
assistance but will enable the teacher to work with the
Guided Instruction group. |
(Picture
Coming Soon)
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Student
Accountability
During
Learning Centers, students are responsible for the time that they are in
centers and for the tasks they are assigned. Center work is just as
important as the time students spend in direct instruction. Learning
Centers provide students with opportunities to become engaged in the learning
process and demonstrate mastery of learning objectives. Students are to
complete audit cards or learning logs during each center.
Audit
Cards
An
Audit Card is a form that students fill out at the conclusion of a
center that documents their time and products created in the
center, The Audit Cards are left in the center.
Learning Logs
Learning
Logs are secured in a 3-Prong folder with pockets and travel with the student
as they move from center to center. At the conclusion of each center
students record the date, name of the center, and a short description of what
was learned. Any work created in the center is held in the front pocket
of the folder.
Transitions
Students
need to be able to recognize when transitions are expected. During the
last minute of a center students need a signal that they have one minute to
put away materials and straighten the center for the next group of
workers. During the last minute of a center, teachers can ring a bell,
clap, or dim the lights to signal the one minute countdown. Students
will need a separate signal to indicate when to transition from one center to
the next. Music is a great transition device. Teachers should
select a song that is long enough for students to move safely and effortlessly
but short enough that time is not wasted. A 1.5 to 2 minute song is
adequate. For more information on transitions please click on the
transitions link.
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