Post on 26-Dec-2015
DIVIDE AND CONQUERUsing Centers/Stations for Interactive Learning in All Grades
Presented by Susan Goggins, PVHS; Leigh Thomas, Pinson Elementary; and Stacey Yarbrough, Johnson Elementary
LEARNING OBJECTIVES
The objectives of this session include the following: Explore new uses for centers/stations in your
classroom. Collect strategies for managing centers in your
classroom. Discuss options for curricula and activities for
centers.
THE SECRET TO SUCCESSFUL CENTERS:
ORGANIZATION
ORGANIZATION
•4 groups with 4 or 5 students
•Rotate every 15 to 20 minutes
•Teacher Table
ORGANIZATION
•Movement Plan
•Established Rules
•Advance Set-up Needed
ORGANIZATION
•Non-ending Assignments
•Assessments (Self-check, Partner-check, Rubric, Product)
ORGANIZATION
•Reading – 4 each day
• Math – 2 each day
• Science – 1 each day
CENTER MANAGEMENT - UPPER ELEMENTARY
Start off at the first of the school year with very clear expectations--post “center rules” at each center location.
Have as much space between center areas as possible: divide with book shelves or tables have “quiet” centers away from centers that
require conversation
CENTER MANAGEMENT - UPPER ELEMENTARY
Set a pattern for “traffic” when changing centers to cut down on “visit” time among students during transitions.
Have early finishers ideas posted for those students who finish early: A finished early shelf stocked with flash cards,
skill review games reading material and math activities
Make sure center is stocked with supplies needed to complete the activity
Pocket chart displaying daily centers and chart below with centers for the week.
Directions for all centers that need to be completed for the week.
CENTER ORGANIZATION - UPPER ELEMENTARY
Have directions for centers displayed on a classroom display and clear center directions at each center location.
Have a weekly assignments chart displayed so that students who are absent will know what centers they missed.
Have clear directions/examples at each center. For all learners, illustrations as well as words make for clearer directions.
CENTER ORGANIZATION - UPPER ELEMENTARY
Use a timer that is loud enough for all student to hear and know it is time to transition to next center
Make sure all centers are meaningful learning opportunities that reinforce/review a skill and can be completed independently
Have several different activities for each center and alternate weekly to avoid boredom.
CENTER ACTIVITIES SUGGESTIONS Skill center – focus on weekly skill Vocabulary center
• ELL vocabulary poster• Picture dictionary• Word webs• Flip chart
Silent/partner reading center• use alternative material (lit sets, favorite
picture books) • apply skills through journal writing
Fluency center • Listening• Whisper phones• Reread a familiar text• rubrics and checklist for self assessment
Writing center• Use sequencing cards – retell story• ELL poster
Technology center• Research topics covered in nonfiction paired
selections• Waltkes Web – review vocabulary and skills
CENTER ACTIVITIES SUGGESTIONS
Students complete reading response exercise.
ASSESSMENT OPTIONS
Self checklist for students to self-assess center completion
Group checklists to completed by students Journals Reading response (can also be used at
listening center) before, during, and after questions
Have something that students are accountable for at each center to assure activity completion and mastery of skill.
Students respond
to graphic organizer
s.
ASSESSMENT OPTIONS Quick thought notes on index cards or sticky
notes– have a guide questions about the center activity
Graphic organizers (skills centers)• Individually created or a class graphic
organizer with sticky notes• Exit slip (must write or tell response
before leaving the class
WHY SHOULD I USE CENTERS IN MIDDLE SCHOOL
OR HIGH SCHOOL?
CEN
TER
S IN
MID
DLE/H
IGH
S
CH
OO
L????
WH
AT A
BO
UT S
TAN
DA
RD
S A
ND
LE
SS
ON
PLA
N R
EQ
UIR
EM
EN
TS
?
Centers used in grades 6-12 provide opportunities for
Diverse learning styles and differentiated instruction
Students to be the “expert” Exposure to technology One-on-one small group time with
teacher Word wall interaction Mini-lessons—short bursts of focus
on one skill or standard Cooperative interaction Teachers to monitor students as
needed (more for some, less for others)
CEN
TER
S IN
AC
TIO
N
One student station involves viewing and responding to a teacher-created Power Point. A teacher can also make a short video of him- or herself teaching a concept (Flip camera).
CEN
TER
S IN
AC
TIO
N
At this station, students create a word wall using the textbook-recommended vocabulary words for the literature they are studying. They will create drawings to post near the words.
CEN
TER
S IN
AC
TIO
N
When is the last time your class asked, “Can we watch a movie today?”
Use a station to view a lesson-enhancing scene from a movie, tv show, or documentary. Some of our texts have short videos as well.
Centers can be used with even large and unruly middle/high school classes because centers
Allow students to talk to each other.
Permit students to move about while keeping the movement under control.
Don’t require long stretches of focus.
Provide a natural environment for differentiated learning and addressing different learning styles (visual, kinesthetic, auditory, etc.)
Offer clear directions for every activity.
CEN
TER
S IN
MID
DLE/H
IGH
S
CH
OO
L????
WH
AT A
BO
UT C
LASS
RO
OM
M
AN
AG
EM
EN
T?
Sources for center activities include
Textbook assignments Additional resources that
accompany textbooks Internet resources such as
Readwritethink.org Reading strategies & graphic
organizers Your imagination
CEN
TER
S IN
MID
DLE/H
IGH
S
CH
OO
L????
WH
ER
E D
O I FIN
D T
HIN
GS
FOR
TH
EM
TO
DO
IN C
EN
TER
S?
Almost any activity that encourages discussion,
interaction, and advanced thinking skills can be turned into
a center activity
FINAL ADVICE FOR SUCCESSFUL
CENTERS:
Plan ahead. Engage as many
learning styles as possible. Be fearless—try something new.