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Slide Notes
This presentation is for my Instructional Leadership class. It required us to create and present a potential professional development plan for our school or district.
It discusses he benefits and implementation of learning centers into the schools and classrooms of economically disadvantaged students.
It discusses he benefits and implementation of learning centers into the schools and classrooms of economically disadvantaged students.
Learning centers
Published on Nov 18, 2015
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PRESENTATION OUTLINE
Learning centers
for Secondary Students
This presentation is for my Instructional Leadership class. It required us to create and present a potential professional development plan for our school or district.
It discusses he benefits and implementation of learning centers into the schools and classrooms of economically disadvantaged students.
It discusses he benefits and implementation of learning centers into the schools and classrooms of economically disadvantaged students.
Learning center
- self-contained
- directions, activities and self-evalulation
- independent (from teacher) learning
- teacher as facilitator
- not just for primary students
Self-contained - the student doesn't have to leave the designated area for instructions, help or materials. Everything is provided and readily available in the area, with few exceptions.
Independent learning -students work with groups or alone to accomplish the goals and objectives of each station
teacher is a facilitator of learning. this is inline with constructivism learning theory.
Independent learning -students work with groups or alone to accomplish the goals and objectives of each station
teacher is a facilitator of learning. this is inline with constructivism learning theory.
Photo by athene.noctua
Students from impoverished communities tend to be more kinesthetic and tactual learners
(or both).
So why are we still teaching them with traditional methods?
In secondary classrooms, we have abandoned centers for more traditional teaching methods - including rote memorization and "drill and kill." While direct instruction is necessary and can be effective when paired with rigorous and differentiated learning opportunities, when used alone, students have little time for creative thinking, problem solving and critical thinking.
What we know is that kids don't outgrow the need for mutlisensory and hands-on learning.
So, why are we still using it to teach kids, especially those from disadvantaged communities?
What we know is that kids don't outgrow the need for mutlisensory and hands-on learning.
So, why are we still using it to teach kids, especially those from disadvantaged communities?
Photo by mariskar
Using the same strategies
Produces the same (or worse) results
Because we are scared of these things - high stakes testing.
This is a comparison of division reading SOL test scores from 2006 to 2013. As you can see, districts with high poverty are falling as tests increase rigor.
During this window, I worked in RPS as an English and History teacher. We were prescribed a lesson model for teaching following Hunter's seven elements of instruction. She never intended these to be implemented as a system, yet RPS dictates that all teachers in all content areas use the seven elements as steps, in order for every lesson.
Why are we still using the same traditional teaching methods if we know they aren't working?
This is a comparison of division reading SOL test scores from 2006 to 2013. As you can see, districts with high poverty are falling as tests increase rigor.
During this window, I worked in RPS as an English and History teacher. We were prescribed a lesson model for teaching following Hunter's seven elements of instruction. She never intended these to be implemented as a system, yet RPS dictates that all teachers in all content areas use the seven elements as steps, in order for every lesson.
Why are we still using the same traditional teaching methods if we know they aren't working?
Constructivism
A Learning THeory, not A Teaching Method
Why are we talking about this? Because, if teachers are going to successfully implement learning stations, they can't do so with the same meaningless activities that have been occurring in traditional classrooms.
Photo by Iberian Proteus
constructivism
- Actively acquired knowledge
- Construction, creation and experience
- Builds on prior knowledge
- Social interactions value
- Teachers guide instead of lead
Learning stations have to be paired with activities that promote collaboration and meet the needs of children to grow knowledge instead of passively receive it.
Some examples of this type of learning include:
experiential learning - learning from experience. Aristotle said " For the things we have to learn before we can do them, we learn by doing them"
self-directed learning - student select, manage and assess their own learning, by setting goals and with peer collaboration. this is the bird nest.
discovery learning - provided with the materials to learn themselves.
inquiry training - investigation and research through collaboration
problem based learning - explore real world problems and challenges
Teachers are a guide instead of the head of the class or the leader.
This works well for economically disadvantaged students because it sets high expectations for learning, engages their hands, feet as they move around the room and engages their minds during peak learning times (lots of beginning and ends) and when implemented, well offers multiple modes of learning in the different centers.
Some examples of this type of learning include:
experiential learning - learning from experience. Aristotle said " For the things we have to learn before we can do them, we learn by doing them"
self-directed learning - student select, manage and assess their own learning, by setting goals and with peer collaboration. this is the bird nest.
discovery learning - provided with the materials to learn themselves.
inquiry training - investigation and research through collaboration
problem based learning - explore real world problems and challenges
Teachers are a guide instead of the head of the class or the leader.
This works well for economically disadvantaged students because it sets high expectations for learning, engages their hands, feet as they move around the room and engages their minds during peak learning times (lots of beginning and ends) and when implemented, well offers multiple modes of learning in the different centers.
Photo by wmacphail
Learning centers
A Strategy for success
Now, pairing learning stations with our knowledge of constructivism. And we have a strategy for success!
Photo by Elephi Pelephi
learning centers
- Reinforce, enhance and enrich learning
- Construct, create and explore
- Clear instructional plan
- Review and revise, as needed
Not meant to introduce new skills, concepts or content. some direct instruction will be needed up front.
activities should be planned with constructivism in mind.
plan plan plan. centers can be a lot of work on the front end, but once they are done, they are done, of course, they will need to be reviewed for efficacy and revised as needed.
activities should be planned with constructivism in mind.
plan plan plan. centers can be a lot of work on the front end, but once they are done, they are done, of course, they will need to be reviewed for efficacy and revised as needed.
Photo by designsbykari
Six Components
- Materials and Activities
- Assessment
- Self-Evaluation and Self-Corrections
(1) the physical setting of the learning centers inside the classroom;
(2) the measurable learning goals and specific skills, content and concepts to be learned must be clear to the student;
(3) clear directions and their method of presentation to the student;
(4) the number and types of multimedia materials and multi-level activities the student will complete;
(5) how learning will be assessed authentically and holistically; and
(6) how student progress will be recorded using self-evaluation and self- correction
(2) the measurable learning goals and specific skills, content and concepts to be learned must be clear to the student;
(3) clear directions and their method of presentation to the student;
(4) the number and types of multimedia materials and multi-level activities the student will complete;
(5) how learning will be assessed authentically and holistically; and
(6) how student progress will be recorded using self-evaluation and self- correction
Photo by dbtelford
outcomes
- Acquire knowledge and retention
- Deeper, more meaningful connections
- Confidence and independence
- Importance of hard work and learning
- Positive peer interactions and social skills
Photo by University of the Fraser Valley
Project implementation
Professional development components
This will be a sustained effort to introduce and support teachers in implementing this strategy in their classrooms at the secondary level. Formal implementation lasts a year with support and remediation lasting for subsequent years.
Photo by Ravages
Components
- Volunteers and coaches
- Formal professional development days
- Professional learning communities
- Sustained, job-embedded collaboration time
- Faculty meetings
Volunteers and coaches identified.
day 1 - formal introduction
day 2 - collaboration
PLC -department and grade levels
coaches will observe and offer feedback at department meetings
common planning periods will be used for collaboration time to review and revise.
two yearly faculty meetings for collaboration and debriefing
day 1 - formal introduction
day 2 - collaboration
PLC -department and grade levels
coaches will observe and offer feedback at department meetings
common planning periods will be used for collaboration time to review and revise.
two yearly faculty meetings for collaboration and debriefing
Photo by Jon Chevier™
Evaluation
- Reflect, analyze and refine
- Observations
- Student engagement rubrics
- Student reflection
- Work samples and formal assessments
Several components
1. PLC and collaboration with departments and grade levels. coaches will attend meetings to offer feedback and meet with teachers individually.
2. peer evaluations - once per each implementation with a designated student engagement rubric
3. student reflection - students will be asked to reflect, with a predesigned instrument - on their perceptions of the usefulness of centers
4. informal assessments from teacher circulating room, work samples and formal assessments
1. PLC and collaboration with departments and grade levels. coaches will attend meetings to offer feedback and meet with teachers individually.
2. peer evaluations - once per each implementation with a designated student engagement rubric
3. student reflection - students will be asked to reflect, with a predesigned instrument - on their perceptions of the usefulness of centers
4. informal assessments from teacher circulating room, work samples and formal assessments
Photo by Jon Chevier™
Go Forth
And plan
Honigsfeld, A. & Dunn, R. (2009). “Learning-style responsive approaches for
teaching typically performing and at-risk adolescents. The Clearing House, 82(5), 220-224.
Movitz, A.P. & Holmes, K.P.(2007). Finding center: How learning centers
evolved in a secondary, student-centered classroom. The English Journal. 96(3), 68-73. doi: 10.2307/30047298
Ocak, G. (2010). The effect of learning stations on the level of academic success and
retention of elementary school students. New Educational Review, 21(2), 146-156.
Ramirez, A. (2003). Gifted and poor: America’s quiet crisis. In J.F. Smutny (Ed.),
Underserved gifted populations: Responding to their needs and abilities (pp. 129 - 138). Cresskill, NJ: Hampton Press, Inc.
Steurer, S.J. (1978). Learning centers in the secondary school. Journal of
Reading, 22(2), 134-139. Retrieved from http://www.jstor.org/stable/40027015
Vacca, J.L. & Vacca, R.T. (1976). Learning stations: How to in the middle
grades. Journal of Reading, 24(7), 563-567. Retrieved from
http://www.jstor.org/stable/40032839
Yilmaz, K. (2008). Constructivism: Its theoretical underpinning, variations, and
implications for classroom instruction. Educational Horizons, 86(3), 161-172.
teaching typically performing and at-risk adolescents. The Clearing House, 82(5), 220-224.
Movitz, A.P. & Holmes, K.P.(2007). Finding center: How learning centers
evolved in a secondary, student-centered classroom. The English Journal. 96(3), 68-73. doi: 10.2307/30047298
Ocak, G. (2010). The effect of learning stations on the level of academic success and
retention of elementary school students. New Educational Review, 21(2), 146-156.
Ramirez, A. (2003). Gifted and poor: America’s quiet crisis. In J.F. Smutny (Ed.),
Underserved gifted populations: Responding to their needs and abilities (pp. 129 - 138). Cresskill, NJ: Hampton Press, Inc.
Steurer, S.J. (1978). Learning centers in the secondary school. Journal of
Reading, 22(2), 134-139. Retrieved from http://www.jstor.org/stable/40027015
Vacca, J.L. & Vacca, R.T. (1976). Learning stations: How to in the middle
grades. Journal of Reading, 24(7), 563-567. Retrieved from
http://www.jstor.org/stable/40032839
Yilmaz, K. (2008). Constructivism: Its theoretical underpinning, variations, and
implications for classroom instruction. Educational Horizons, 86(3), 161-172.
Photo by broken thoughts
