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LEARNING CENTERS
A
Research Based Approach |
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There are many things that a teacher can do in the classroom to
facilitate differentiated instruction through the use of Learning
Centers. I have seen first hand how
Learning Centers inspire students to become engaged in the
curriculum. As part of my Specialist Degree I conducted a
Qualitative Research study on how teacher can use Learning Centers to
differentiate instruction. I have used the information from
the study to provide teachers with information on how to create Learning
Centers that meet the needs of all learners.
Having
a well balanced curriculum is the key to a successful
learning environment. I hope that you are able to use some of
the ideas listed in these pages. If you have suggestions for
Learning Centers that could benefit another teacher, please
send me an email. Not all suggestions will make it onto the
website, but your time and thoughtfulness are appreciated.
Please be sure to put "Learning Centers" in the
subject line.
Thank you,
Mrs. McDavid |
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Research
on
Learning
Centers
Today general education
classroom include students of mixed ability
levels. The goal for the teacher is to create
classroom environments that are inviting, engaging places
for student to grow and learn. For students to succeed
they need to believe that they can learn. They need to feel
that what they are learning is important, relevant, and
useful to them.
In a differentiated
classroom students are asked to demonstrate mastery in ways
that are of interest to them. Learning Centers
provide opportunities for students to work in flexible
groups, recall and rehearse information presented in whole
group instruction, and become actively engaged in the
learning process. Learning centers add novelty,
choice, individuality, and accountability on the part of the
student. The best learning occurs when students take
an active rather than passive role in the learning
process.
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What Is
Differentiated Instruction
Differentiated
Instruction is a teaching practice that ensures "all
students are actively engaged in the learning
process. Not all students are alike and teaching
to the middle is no longer an acceptable teaching
practice. Differentiated Instruction requires teachers
to be flexible in their teaching approach and to adjust the
presentation of information.
Learning Centers allow teachers to facilitate
differentiated instruction by grouping students in
meaningful ways.
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What Is
Flexible Grouping
Flexible grouping allows teachers to
group students based on their ability and/or interest level. In
flexible groups, students work in teams of four to five
students, which allows more concentration on specific
targeted skills. Once students have mastered a
concept, they are removed from the group a new group is
formed based on addition needs or interest levels. Gregory
& Chapman (2002) remind us that flexible grouping
encourages students to learn social skills as well as
cognitive skills and they use higher levels of thinking as
they discuss and clarify information. For more
information on Differentiated Instruction through flexible
grouping, please read the article Differentiating Through
Flexible Grouping by Michael Ford. He includes
examples of various flexible grouping models.
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What Is a
Learning Center
A Learning Center is a place or activity
that invites students to practice and apply strategies that have
been taught or modeled in shared inquiry or whole group
instruction. Through the use of Learning Centers, teachers
are able to create outcomes that accommodate the needs of
all
learners. Learning Centers are based on targeted standards
that are designed to meet the needs of a variety of learners
(Gregory & Chapman, 2002). Learning Centers provide
students with opportunities for choice and provide them with a
voice in their own learning, which builds a sense of autonomy
(being responsible for their own learning).
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Designing A
Learning Center
Learning Centers include a
collection of materials designed with a purpose in mind.
Multilevel tasks should be designed for each
centers.
- Standard:
Identify
the standard that will be addressed in the Learning
Center
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- Objective:
Identify the
objective of the Learning Center (What do you want
students to be able to do)
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- Essential
Question:
Identify an essential question that
students should be able to answer after completion
of the center.
How will
being able to use a dictionary correctly help me to
become a better speller?
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- Task/Activity:
Focus in on
the Task. Design a task that will address
remediation, on-grade level, and accelerated
learners
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- Location:
Decide if the
Learning Center should be stationary or portable. If
it is stationary, create a designated location in
the room for the center
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- Materials:
Decide
what materials and resources will be needed for the
center (crayons, markers, scissors, glue, books,
pencils, paper, etc.)
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Using a
design template when creating a Learning Center will ensure
that all of the critical areas are addressed and that the
Learning Center will be a success. The book
Differentiated
Instructional Strategies: One Size Doesn't Fit All by
G.H. Gregory and C. Chapman is a wonderful resource.
The book includes a design template for Learning Centers as
well as examples of differentiated Learning Centers.
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Types of
Learning Centers
Elementary classroom
include a wide range of Learning Centers. Most K-1
classrooms include Literacy based classrooms where 2nd - 5th
grade classrooms tend to focus on learning stations or learning
centers that include Reading, Writing, Math, Science, Social
Studies, and Research.
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Language
Arts Centers
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Poetry
Center
Students
choose activities from the poetry
pocket that go along with a selected
poem. Most poems were downloaded
from the Internet and activities range
from the author's purpose to grammar
and language skills.
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Cassette
player storage units were purchased
from The Dollar Tree. They are
actually shower caddies. Too
cute!. |
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Listening
Center
Books
and cassette tapes are kept in clear
Zip-Lock bags. The books on tape
are stored in a two-tiered metal
crate. Students
choose books on tape and then select a
numbered portable cassette player. |
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Library
Center
Students
choose books
from the classroom
library
to read independently |
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Writing
Center
Students
work on individual writing
projects |
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Self
Selected
Reading Center
Students
choose books
from the classroom
library
to read independently |
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Independent
Learning Center
Students
select and complete independent
learning activities
from the
pocket |
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Activity
Boxes
Students
choose activities from the red
activity boxes during Independent
Learning Centers. |
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Activity
Pockets
Students
choose phonics, language, or math
activity pockets during Independent
Learning Centers. |
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Math
Centers
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Puzzles
& Games Center
Students
practice math concepts through math
puzzles and games |
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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 1minute 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
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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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Assessing
Learning Centers
In a
differentiated classroom, assessment is ongoing. Data drives
instruction and the way teachers design lessons. Assessment is
essential during center time. It is important that the teacher
move in and out of centers to interact with learners and monitor
progress. Monitoring how well students accomplish tasks at
Learning centers is important for student accountability and for the
teacher's awareness of when centers need to change. Assessment
provides the teacher with the necessary information to reorganize
flexible groups, determine needed materials, assist groups who become
stuck and need feedback in order to move on, and design centers that
target specific learning objectives.
Types
of assessment include:
An additional
assessment that works well in Learning Centers are 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,
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This website is designed and maintained by Karen
A. McDavid © 2004.
Ideas,
content, activities, and documents for this website
are copyrighted by Karen A. McDavid and should not be
copied or downloaded without permission.
All
graphics seen throughout this website should
not be removed, copied, or downloaded.
You
may download the banner below with a link back to this site.
Graphics
by
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