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?

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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)

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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).

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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.

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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.

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Sources for center activities include

Textbook assignments Additional resources that

accompany textbooks Internet resources such as

Readwritethink.org Reading strategies & graphic

organizers Your imagination

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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.