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1 Louisiana Believes To meet these raised expectations, we must clarify our focus on what our students need. Specifically, we must ensure this year that.

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Presentation on theme: "1 Louisiana Believes To meet these raised expectations, we must clarify our focus on what our students need. Specifically, we must ensure this year that."— Presentation transcript:

1 1 Louisiana Believes To meet these raised expectations, we must clarify our focus on what our students need. Specifically, we must ensure this year that our students… English language arts Comprehend (access) meaningful, on level texts Speak and write in response to meaningful texts Math students Master math concepts of priority, on level content and practice standards (not just procedures) Master targeted remedial content that allows practice faster focus of on level content Instructional Vision

2 Teacher Leader Summit: Day 1 Ready! This Summit will prepare teachers to make these shifts beginning the first day of the 14-15 school year. This will include focused training on: Student Learning Targets Assessment Standards, curricula, and instructional strategies Louisiana Believes 2

3 Learning Centers in Middle/High School Classrooms Dr. Lisa Juneau

4 Session Overview Teachers will learn to put their energy and efforts into the planning phase of teaching as opposed to the direct instruction component of lessons/class time in order to create student-centered classrooms. Learning centers increase student engagement as collaboration allows students to be in charge of their own learning.

5 Session Overview O Are you tired of the same routine? O Do you wish students would be in charge of their learning? O Are you a planner? Do you like to plan ahead? O Wish students would be more engaged in class? O Wish students would put as much effort into the lesson as you do?

6 Instructional Framework

7 Learning Centers Increase engagement Increase learning

8 Previous Knowledge Lesson Objectives Future Application

9 Previous Knowledge O Most people have knowledge of learning centers from elementary school. O Some people might have heard of learning stations or performance stations instead of learning centers.

10 Lesson Objectives O Participants will recognize the benefits of learning centers as an instructional strategy allowing students to direct their own learning. O Participants will learn how to implement learning centers in their own classrooms to increase student engagement.

11 Future Knowledge O At the end of this session, participants should be able to implement learning centers in their own classrooms. O Participants should be able to share the benefits of using learning centers with other educators.

12 Have you seen this?

13 Disengaged Students

14 Bored/Sleepy Students

15 Shy Students

16 Yelling Teachers

17 Teachers Giving Answers

18 2-3 Students Answering

19 Busy Work

20 Lack of Collaboration

21 Questions

22 Who is more engaged?

23 Who is actively learning?

24 Who is assessing?

25 Who is having more fun?

26 Who is burned-out?

27 Learning Centers Increase engagement Increase learning

28 Try out centers!

29 Center 1 Directions: 1.) Go to http://www.ehow.com/how_6607771_set- centers- middle-school-classroom.html 2.) Read each of the six steps. 3.) Decide which is the easiest and hardest step. 4.) Record why you believe that step is easy or hard. 5.) Share with your group and why you believe the step recorded is the easiest or hardest. 6.) Record which steps the group found easiest and hardest.

30 Setting Up Learning Centers

31 Grouping Students O How many students would you like in a group? O Groups can vary from 2-6 students. O A four student group is ideal. O If students are absent, a group of two or three could become a group of only one student. O When five or six students are in a group, side conversations are more likely to occur. O More students in a group increases the space they will need in your room.

32 Grouping Students O Group according to behavior, ability, and effort. O Behavior: Some students will not work well with others. Consider any altercations students have had such as fighting. O Ability: You might wish to have strong students grouped with weaker students. You might wish to have strong students grouped together and weaker students grouped together to ensure strong students do not do all the work for the weaker students. O Effort: Look at the effort students put into their work. Some will take their time to do their best work while other will rush to finish. O Groups can and should be modified.

33 Group Leader O Each group needs a leader and sub-leader. O If the leader of the group is absent, the sub-leader becomes the leader. O The leader can be selected by the group or by the teacher. O Leaders are in charge of the group. They pass out the supplies for the center and gather absent students’ work. O Students can take turns being the leader.

34 Number of Centers O The number of centers depends on the amount of content you are teaching. O First, decide on what you want you students to learn. O Then, decide what the students need to do to learn what you want them to learn. O Finally, decide how you can divide that into different activities and each activity can become a center. O Center can also come from CCSS and general teaching practices. O ELA: literature, non-fiction, vocabulary, writing, literary elements O Math: learn, practice, check your work, apply

35 Center Locations O A common complaint is that classrooms do not have enough space to use centers. O To maximize classroom space, have groups face corners or walls and have one group in the middle of the room. O To solve lack of space issues, consider using outdoor spaces and hallways. O Think outside the box and be creative: it can work. O Hang signs on the wall where each center is located. O Have a method to inform students what center they are working at that day. A chart is very efficient.

36 Example Location Chart

37 Center Locations and Signs

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39 Locate Centers in Corners

40 Create the Learning Centers

41 Center Materials O Use folders, binders, or storage container tubs to hold the materials students need to complete the work at each centers. O All material must be located in the tub before class begins. O The container must have a detailed direction sheet that tells students what to do. O Create the direction sheet on bright colored paper. Using clear plastic sleeves or card stock paper will increase the durability of the direction sheet.

42 Center Direction Sheet

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46 O This is the most important item in the container. O Include on the direction sheet O Lesson objectives O Student expectations O What the leader should gather for absent students O Directions O What to turn in and how to turn it in O Extension activities

47 Scheduling Learning Centers

48 Frequency O You can use centers every day for the entire class period. O You can use centers for part of the class period. O You can use centers a few times a week. O You can use centers once a week. O You can use centers the day before a holiday. O You can use centers on club day, picture day, awards day, or any day a school event changes the schedule. O You can use centers as often or as seldom as you wish.

49 Frequency O You can use centers everyday for the entire class period. O Guide Book Units O Novel O Plays O You can use centers for part of the class period. O Anchor Activities O Skill Focus O Multiplication Facts/Division Facts O Comma Rules/Capitalization Rules

50 Rotations O Rotate centers weekly O If you are using centers once a week O Rotate centers daily O If you are using centers daily O Rotate centers after 10-15 minutes O If you want students to visit each center during one class period

51 Developing the Lessons for Learning Centers

52 Keys to Successful Centers O Centers should be student-centered by using discovery learning. O Have students look up what key terms mean. O Have students research important events or people. O Teachers are the facilitator. He or she should visit each center to monitor progress. O Students are teaching themselves. O Centers should include opportunities for student choice. O Provide a variety of extension choices. O Have different extension activities for multiple learning styles.

53 English Learning Center Centers based on CCSS O Writing Center O Reading Center O Non-Fiction Center O Vocabulary Center O Literary Elements Center

54 English Learning Center Writing Center O Argumentative Essay O Expository Essay O Narrative Essay O NOTE: Have as many prompts as you will have students in a group. Break Down O Rotation 1 O Rubric Creation O Outline O Rotation 2 O Rough Draft O Rotation 3 O Edit O Final Draft O Turn in

55 Writing Center

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57 English Learning Center Reading Center O Novels O Short Stories O Plays O NOTE: Have students take turns reading aloud to members of their group Break Down O Rotation 1 O Read a chapter O Read a short story O Read part of a long short story O Read an act O Read a scene

58 Reading Center

59 English Learning Center Non-Fiction Center O Research people, places, history O Read non-fiction related to reading center O NOTE: Have as many research topics as you will have students in a group. Break Down O Rotation 1 O Research Notes O Rotation 2 O Create presentation O Rotation 3 O Present to group

60 Non-Fiction Center

61 English Learning Center Vocabulary Center O Read passage that includes the word and use context clues to determine word meaning O Confirm meaning with dictionary O Use the word (varies) O Use the word O Draw images O Compare/contrast O Real life examples O Use in a sentence O Write a RAFT about the word O Act out the word O Create a 3D object O Determine prefix, suffix, and root

62 Vocabulary Center

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64 English Learning Center Literary Elements Center Examples O Propaganda O Match advertisements to the correct propaganda technique O Create an advertisement with four propaganda techniques

65 Literary Elements Center

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68 English Learning Center Centers based on guide books O One center would be the extension activity O The other centers would be different lessons O Some lessons will take longer than others and will need to be divided into two centers O The amount of lessons will depend on how many centers you wish to have

69 English Learning Center Centers based on Guide Book Unit 1 for English II Whole group (lesson 1/Introduction to unit) O Center 1 (lesson 7/extension research task) O Center 2 (lesson 2/ethos and pathos) O Center 3 (lesson 3/logos and ethos) O Center 4 (lesson 4/pathos) O Center 5 (lesson 6/persuasion or propaganda) Whole group (present extension task) Whole group (summative task culminating writing task) Whole group (lesson 8/cold-read task)

70 Math Learning Center Centers based on guide books Monday: Whole class is taught a key concept. Tuesday-Friday: Centers O Practice Problems Center O Word Problems/Real World Center O Create Word Problems Center O Write the Steps Center

71 Math Learning Center Practice Problems Center O Group solves one problem together O Complete a couple practice problems individually O Exchange with group members to peer assess O Group talks through the practice problems to check that they are solved correctly O Students make corrections on peer’s paper O Papers are passed back to the owner to self-evaluate their understanding of the key concept

72 Math Learning Center Word Problems Center O Group solves one word problem together O Complete a word problem individually O Exchange with group members to peer assess O Group talks through the practice problems to check that they are solved correctly O Students make corrections on peer’s paper O Papers are passed back to the owner to self-evaluate their understanding of the key concept

73 Math Learning Center Create Word Problems Center O Each student creates one word problem that would relate to a real world situation (They may view an example word problem.) O Group members exchange word problems O Students solve peer’s word problem making notes or corrections in word problem as needed O Members give answered word problem back to creator to check the answer O Group discusses each problem and answer

74 Math Learning Center Write the Steps Center O Students are given two problems O Students write out the steps, in sentences, to solve one of the problems O Students read their directions to the group, so the group can peer assess O Using the other problem, students use those directions to solve the problem to make sure the directions are correct

75 Math Learning Center Centers based on Solving Right Triangles Unit in Geometry Monday: Whole class is taught how to solve right triangles. Tuesday-Friday: Centers O Student Extended Constructed Response (p 135-136) O Real-World Preparation/Research (p 133-134) O Create a constructed response word problem and solve it O Write the steps to solve right triangles

76 Helpful Center Tips O Your direction sheets might need to be revised after you see what students did not understand in your directions. O Evaluate your centers and make changes.

77 Dispel Negative Thoughts O Centers are ONLY for elementary students who want to do their work! This is just a fad  O I DO NOT have time to make five different lessons each day! O Students are SOOOOO going to copy off of each other!!! O How are students going to do their work if I don’t tell them what to do?! O I can’t grade all of their work; it will be too much.

78 Try out centers!

79 Center 2 Directions: 1.) Complete the handout steps to begin developing centers for your class. 2.) Talk with people around you. You can get ideas from each other. 3.) Bring back this idea to your school and spread the word about learning centers.

80 Learning Centers Increase engagement Increase learning


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