Learning+centers

//__What is the purpose of learning centers?__// · To promote independence among students · To help students become more responsible · To allow students to learn through self-discovery · To provide teachers with time to pull students one-on-one or in small groups to target specific academic skills, modify and enrich curriculum, and better meet the needs of individual students

__When implementing learning centers into the classroom, think about…__

· Does the center promote independence? · Does it help students become more responsible? · Does it allow students to learn through self-discovery? · Does it provide teachers with time to pull students one-on-one or in small groups to target specific academic skills, modify and enrich curriculum, and better meet the needs of individual? · Asses each of your student and create learning groups that are compatible with a range of levels.
 * Developing the learning center as part of your lesson planning process.
 * Providing clear procedures so that students can navigate the center on their own.
 * Making sure everything needed to complete the learning center activity is readily available and at the center.
 * Self-evaluations for students.

//__Your goals for the learning center…__// · Students are actively engaged in meaningful learning · Student working independently and successfully · A peaceful working environment that is conducive to small group instruction · Require students to complete a self-evaluation form after each visit to the learning center to self-track their progress.
 * The students can be meaningfully assessed on the work that they have accomplished at the learning center, and the teacher can quickly learn by watching students what works at the center, and what should be changed for the next time the center is used.

//__Types of learning centers__// · Small group with the teacher o Students are grouped based on reading abilities or specific teaching needs for various reading skills. The groups are flexible so that they can be adjusted according to individual student needs on a regular basis. Group time is focused on: § Small group reading instruction § Reviewing phonetic sounds and spellings § Reviewing sight words § Pre-teaching and re-teaching concepts to struggling students § Challenging high achievers by extending reading and writing activities ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Center work o<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Students work independently or with a partner to complete centers. Centers such as reading, writing, and math are set up in specific areas of the room. Other centers are kept in clear plastic tubs on a shelf. The tubs are great for small or cramped classrooms because you can create a wide variety of activities and store them in a small amount of space. o<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Only two students are allowed at a center at a time. Also, because there are three different activities occurring at the same time, only one third of the class is working in centers at one time. o<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Students may complete more than one center if time permits. If you notice that a student has completed a center close to rotation time, send the student on to tablework to get started. If they finish tablework early, it's not a problem because they have options to choose from when they finish their assigned tablework activity. ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Tablework: Independent seatwork o<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Students work at their seat on a variety of independent tasks, such as §<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">  Workbook pages or worksheets §<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Journal Writing §<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Reviewing sight words or spelling words alone or with a partner §<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Poetry Journal §<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Assigned Reading § <span style="font-family: Arial,Helvetica,sans-serif;"> Science Identifications §<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Seasonal or Research projects o<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Early finishers can choose one of the following activities if they finish before it is time to rotate: §<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Unfinished Work: I keep an expandable file on my desk. Students file unfinished work there to complete when they have extra time. At the end of the week, I send home any unfinished work home for homework. §<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Writers' Workshop Folder §<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Journal Writing § Poetry Journal § Read a book § Historical time line § Around the world or a specific country §<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Practice spelling words alone or with a partner §<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> File folder games §<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Puzzle //__Universal Design__// o<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Clearly label your learning centers and make them easily accessible. Learning centers should have signs that direct students to them. They should also be located away from obstacles and obstructions. Learning centers that are easy to find and access allow students to derive maximum benefit from their usage. o Provide clear procedures for using learning centers in a variety of modalities. Procedures should ideally be offered in writing and supported with visual supports. o Make sure any moveable parts can be handled for one with any type of physical disability or with fine motor disabilities.
 * Independent or small group math station
 * Extension or Enrichment activities
 * Learning center should be at a table that is either height-adjustable or that a wheelchair can fit beneath.
 * Learning center can be used cooperatively with other students for students that may have physical disabilities.

//__Setting up a learning center__// o<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Conduct one or more orientation sessions with students to familiarize them with how the learning centers should be used. o<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Provide clear instructions for completing learning center activities. (written out clearly, preferably step by step directions) o Allow the students to determine what behaviors are appropriate for the learning center. o Provide students with a communication center to make suggestions for improvement on the learning center. o<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Make sure everything students need to complete learning center activities are conveniently located in the learning center. o<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Provide folders for both completed learning center activities and learning center activities that need to be completed at a later time. o<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Post learning center schedules and activity logs. Learning centers operate more smoothly, efficiently and effectively when students have a set day and/or time to use them. Activity logs that consist of sign-in and sign-out sheets make students accountable for their self-directed learning activities. o<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Do not attempt to make your learning center "too cute" that they will have to be changed out every week. Try to make learning centers open-ended so it can get repeated with different books, poems, or writing topics. If it takes you more time to make the learning center than it will for a student to complete it, was your time really used in an efficient manner. //__Creating learning centers for your classroom:__// · Relate your various centers to the content that students are currently learning. Centers can also be used to review important skills and information. · Clearly label learning centers and make them easily accessible for all students. · Learning centers should be self-directed. Make sure that each center has clear directions for your students. Directions should be offered in writing, with pictures to aid students if appropriate, or even on an audio-tape if necessary. · Try to incorporate technology when it is possible into your learning centers. · Change the content of your centers frequently so that students can experience and enrich their minds with different information. · Use bookshelves to distinguish center areas from one another. __//I//__ __//mplementing learning centers in your classroom://__ · Before students work in centers, create a list of rules as a class to guide their small-group learning. Post the rules in the classroom or at each center and take time throughout the year to review them. · Model for students the procedures for each learning center to ensure that each student knows how to carry out each activity appropriately. <span style="font-family: Symbol,helvetica,sans-serif;"> · Keep track of which centers your students complete during center time. Tracking methods may include: o Center Cards (for early childhood): students wear a necklace during center time that is made out of string or a piece of lanyard that is threaded with a clothespin. During center time, each student attaches his or her center card that corresponds to the center that they will complete during that day to the clothes pin, and then goes to the center. Center cards have the same icons that are displayed at the center. Once the students complete their center, students can color in the picture on their center card and stamp their center card with the correct day of the week stamp. Students should complete a different center each day, and on Friday of each week, students can choose to re-visit whichever center they would like. o Center Folders (for elementary): students have their own folders and place their completed center activities in their folders at the completion of center time each day. At the end of the week, students take their activities out of their folders, paper clip them, and hand them in for credit. //__Extra Notes:__// · Do not be afraid to ask for help! Ask your principal, PTA, families, and even retiring teachers to donate materials to your learning centers. Also apply for grants! These grants can benefit the success of your students. - Also, be sure to educate your parents about what are learning centers and why they are important in a classroom. They may only see the children are playing, but in reality the students are working on a wide variety of skills. Also, it is important to explain to parents the proof of success behind the effect of active learning. "Back to School Night" is a great time to educate your parents of your philosophy and use of learning centers. You may even choose to give them a poem entitled "There is Nothing in My Bag Today." You can follow the link [|here] to retrieve it.
 * Ensure students are aware of the expectations you have for them upon completing and while using the learning center. If they think it is a way to get out of doing work or to fool around, it is not being used constructively.
 * Each student should get a chance to use the learning center, and should get approximately equal time as all other students.
 * Students should have an assigned time and/or date to work at the learning center so that each student can get the most out of it, and it does not get inundated or broken when many students are trying to use the learning center simultaneously.

// __Additional Resources__ // [|How to Incorporate Learning Centers in the Classroom] [|Kathy’s Schrock’s Guide for Educators: Learning Centers] http://instech.tusd.k12.az.us/balancedlit/handbook/blsetclass.htm [|Literacy Centers]

//__References__ // Bright Hub. (2009, September 21). //Creating and managing effective differentiated classroom learning centers.// Retrieved February 5, 2010, from http://www.brighthub.com/education/k-12/articles/13906.aspx

Houghton Mifflin Company. (1997). // Setting up the classroom //. Retrieved February 2, 2010, from http://www.eduplace.com/rdg/res/classroom.html

Gallagher, C. (2007). // Teaching heart’s learning centers page. // Retrieved February 1, 2010, from [] McDowell, J. A. (2008, August 5). // Classroom centers. // Retrieved February 1, 2010, from http://www.mrsmcdowell.com/centers.htm

McDowell. (2008, August 5). //Classroom centers//. Retrieved from http://www.mrsmcdowell.com/centers.htm#How to Manage

McFarland-McDaniels, M. (2009, September 21). //Using Learning centers in the classroom//. Retrieved from http://www.brighthub.com/education/k-12/articles/13906.aspx

Scholastic, Inc. (2010). // A new approach to learning centers //. Retrieved February 1, 2010, from http://www2.scholastic.com/browse/article.jsp?id=4396

Setting Up the Classroom. (n.d.). //Curriculum & Innovation - Redirect//. Retrieved February 3, 2010, from http://instech.tusd.k12.az.us/balancedlit/handbook/blsetclass.htm

Smith, V. (1999, July 24). // Literacy centers //. Retrieved February 2, 2010, from http://www.kinderkorner.com/centers.html