Learning+Centers+Strategy

GRADE L-EV-E~LS-N-CS-S-C-URRICU-L-U-M--S-TRANDS V K-2 V 3-5 V 6-8 A learning center is an area in the classroom where students explore new concepts, themes, and skills independently or in small groups. Learning centers may include multiple lessons or stations through which students progress over a period of time. Centers enhance student learning by providing opportunities to practice a skill or review content, adding enrichment activities, or introducing a related concept. Traditionally, teachers set aside a specific time period each day for students to spend in learning centers. Each station focuses on one or more activities that students complete individually or in small groups. Many classrooms have two or three learning centers attending to different academic areas or different topics. For example, one classroom may contain separate social studies, science, and writing learning centers. Another classroom may contain separate learning centers on environmental stewardship, immigration, and peace movements, each one integrating appropriate academic areas. Well-developed learning centers encourage students to self-monitor their learning and cooperation. They can also accommodate the different abilities and learning styles found in a typical classroom. As explained in the above description, it is easy to see why learning centers are particularly appropriate in social studies. Social studies is a conceptually rich discipline, and elementary students vary in their ability to grasp abstract concepts. By providing the opportunity to engage in some selfpaced learning, as well as the opportunity to revisit challenging (and enjoyable) lessons, students have the additional time with the abstract nature of the curriculum. In addition, social studies units often include cultural elements such as art, music, and literature. An exploration of these elements is often more meaningful when students, individually or in small groups, experience and study the elements "close up," both literally and figuratively. • Choose an appropriate topic, concept, or skill. The learning center can supplement the teacher-led unit, or it can stand alone as a unit of study, requiring only a teacher-led introduction and culminating activity. • After determining the learning objectives, list all the activities that would help students master the unit's objectives. Select those activities that encourage individual or small-group learning or that may be readily adapted to the learning center environment. • Consider activities that accommodate multiple learning styles: visual, auditory, and kinesthetic. For example, include listening, reading, writing, and observing activities as well as manipulatives. • Also consider activities that encourage independent and small-group learning. Balance these opportunities throughout the different stations. For small-group activities, use heterogeneous groups to maximize academic and social benefits. • If students will be learning a new concept or skill, develop different activities that help students learn the new concept or skill, apply the concept or skill, and extend their understanding by comparing what they are learning to previous knowledge or creating a new understanding. • Gather a variety of resources for each station. Stations that include reading should have a variety of texts and trade books. Include books that are at various reading levels but still reinforce the topic, concept, or skill under study. For struggling readers, create audiotapes of each text so students can listen to the tape while following along in the book. • Determine the order or approach for student participation. Will students rotate in small groups during a set time each day? Do students need to complete all or some of the stations in a.Specific order? Will everyone complete Station 1 on the first day, Station 2 on the second, and so forth? In making these decisions, consider which stations build on prior knowledge from other stations. If there is not room for students to physically move about the room, set up all of the materials in one place. This type of center dictates that large groups of students cannot work at the center itself. • Organization is key to a successful learning center. If students are to physically move from location to location, several organizational tips are helpful. • Set up tables or chairs or somehow distinguish one area from another. Reading areas may include comfortable pillows and chairs, but writing areas should have a table and chairs to make it easy for beginning writers to develop a comfortable writing form. • Create station titles and prominently display them at each station. If students must work in a set pattern or order, it is best to arrange the stations in the order required. Also, make students aware of any specific time limits. • Establish a checklist for students so they can keep track of their own progress. This should be something that students can carry around with them and that the teacher checks periodically. Avoid a classroom display that allows students to see one another's progress. A display of this type can reinforce a competitive environment, which is not conducive to a well-run learning center. A form listing all tlle activities and providing a space for both the teacher and the students to note completion is appropriate, as are more creative checklists that relate to the unit's topic. For example, students studying other countries or working on mapping skills may use a passport that the teacher can check periodically. • Provide a place for each student or group to turn in the work the teacher will evaluate. • If there are dimensional products or performances to be evaluated, create a sign-up sheet and space for students to present their work. • Clearly arrange all of the necessary materials or directions for obtaining materials at each center. This includes reference materials, reading and writing materials, scissors, glue, study guides, audiocassette or compact disc players with headphones, and other equipment. • After all of the materials have been gathered and prepared, introduce the learning center and its activities to the students. Stimulating interest in the learning center with an engaging lesson works well. Explain to students how their progress in the learning center will be monitored by the teacher and them. • A learning center does not mean the teacher turn students loose. One may still monitor, encourage, evaluate, and participate in the learning center activities. Ms. Jones created a world geography learning center for her sixth-grade class. With the exception of the first and last lesson, students moved through the different stations of the learning center in small groups or independently. Ms. Jones predetermined that students would need 30 to 45 minutes three times a week for 5 weeks to successfully complete the learning center. The sixth-grade social studies curriculum focused on world history, and tl1is particular learning center, which was implemented early in the year, reinforced basic geography skills and built interest in places around the world by examining the famous "Ancient Wonders of the World." The first lesson was facilitated by the teacher and included a review of major geography themes TABLE 27.1 JOURNAL CHECKUST .- ...: "ANCIENT WONDERS OF THE WORLD" LEARNING CENTER CHECKLIST JOURNAL ENTRY- JOURNAL ENTRY- LESSON ASSIGNMENTS- LESSON ASSIGNMENTSSTUDENT Ms. JONES STUDENT Ms. JONES Introduction Lesson N/A N/A The Great Pyramids (latitude and longitude exercise, readings, and th ree-di mensional building of pyramids) The Parthenon (examine topographic map of site, judge location of site in relation to purpose) The Taj Mahal (read stories of the relationship that inspired the monument, interpretation of specific parts of the site) The Great Wall of China (mapping of site, historical purpose, interpretation of photographs over time) The Leaning Tower of Pisa (computer research/ report on attempts to preserve site) Add a new Wonder N/A N/A and concepts. Students completed individual, small-group, and whole-group activities reviewing basic concepts such as cardinal directions, longitude and latitude, development of regions, and both human and environment interactions. Ms. Jones also introduced and explained how students would progress through the learning center. Each student was given a "Travel Journal" that included (a) student responsibilities and overall directions for the learning center, (b) a lesson completion checklist for teacher and student monitoring of progress, and (c) formats for Journal entries. The Journal entries were one assessment task completed for each lesson. Students wrote which "Wonder" they were studying, why it was an important place, interesting things they learned and observed regarding the physical and human geography, plus one piece of advice to give to a future traveler. This Journal provided a quick way for the teacher to ensure that students were involved with the different lessons. Table 27.1 illustrates the checklist Ms. Jones used in her students' Journals to assess their progress. Each lesson/station also included different assessment tasks related to geography themes and concepts. All lessons attended to absolute and relative location as well as human and physical characteristics. During the lesson on the Great Wall of China, students also examined the theme of movement of people and ideas. Students examined the themes of human and environmental interaction and regions. In addition, the different lessons accommodated the different abilities and learning styles of students. Students were involved in kinesthetic, visual, and auditory experiences. The culminating lesson was facilitated by Ms. Jones and required students to synthesize their learning from the center. In the large group, students discussed what they learned at each site and why they believed that site was considered a Wonder. Students were then assigned to small cooperative groups and asked to nominate another landmark to receive the status of Wonder. The small groups examined a variety of international landmarks and built a case for why their particular landmark deserved Wonder status. The small groups made presentations to the entire class, a group discussion was facilitated, and consensus was achieved that Uluru (formerly known as Ayres Rock) in Australia~was most deserving of Wonder status. Gardner, H. (1993). Multiple intelligences: The theory into practice. New York: Basic Books. Gardner, H. (2000). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books. Consider these texts in designing or adapting activities to accommodate the multiple intelligences or learning styles of students. Geographic Education National Implementation Project (GENIP) (1987). K-6geography: Themes) key ideas) and learning opportunities. Skokie, IL: Rand McNally Educational Publishing Division. Geographic Education National Implementation Project (GENIP). (1989). 7-12geography: Themes) key ideas) and learning opportunities. Skokie, IL: Rand McNally Educational Publishing Division. Geography Education Standards Project. (1994). Geography for life: Nationalgeography standards. Washington, DC: National Geographic Research & Exploration.