1. D IVIDE AND C ONQUER Using Centers/Stations for Interactive Learning in All Grades Presented by Susan Goggins, PVHS; Leigh Thomas, Pinson Elementary; and Stacey Yarbrough, Johnson Elementary

2. L EARNING O BJECTIVES 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.

3. T HE S ECRET TO S UCCESSFUL C ENTERS : ORGANIZATION

4. 4 groups with 4 or 5 students Rotate every 15 to 20 minutes Teacher Table

5. O RGANIZATION Movement Plan Established Rules Advance Set-up Needed

6. O RGANIZATION Non-ending Assignments Assessments (Self-check, Partner- check, Rubric, Product)

7. O RGANIZATION Reading – 4 each day Math – 2 each day Science – 1 each day

8. 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

9. 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

10. 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. 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.

11. Have clear directions/examples at each center. For all learners, illustrations as well as words make for clearer directions. 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

12. Have several different activities for each center and alternate weekly to avoid boredom. 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

13. 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

14. Students complete reading response exercise. 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.

15. Students respond to graphic organizers. 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

16. W HY S HOULD I U SE C ENTERS IN M IDDLE S CHOOL OR H IGH S CHOOL ?

17. C ENTERS IN M IDDLE /H IGH S CHOOL ???? W HAT ABOUT STANDARDS AND LESSON PLAN REQUIREMENTS ? 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)

18. C ENTERS IN A CTION 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).

19. C ENTERS IN A CTION 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.

20. C ENTERS IN A CTION 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.

21. 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. C ENTERS IN M IDDLE /H IGH S CHOOL ???? W HAT ABOUT CLASSROOM MANAGEMENT ?

22. Sources for center activities include Textbook assignments Additional resources that accompany textbooks Internet resources such as Readwritethink.org Reading strategies & graphic organizers Your imagination C ENTERS IN M IDDLE /H IGH S CHOOL ???? W HERE DO I FIND THINGS FOR THEM TO DO IN CENTERS ? Almost any activity that encourages discussion, interaction, and advanced thinking skills can be turned into a center activity

23. F INAL A DVICE FOR S UCCESSFUL C ENTERS :  Plan ahead.  Engage as many learning styles as possible.  Be fearless—try something new.