Creating Student-Centered Classrooms

1. Creating Student-Centered Classrooms Changing Classroom Practices What does it mean? Why is it important?

2. THINK: Remember a time when you were in the “flow” and learning was enjoyable. • 2. PAIR: Describe that time to another • participant. • 3. SHARE: What are the behaviors and • attitudes common to the experiences • you described?

3. What does research say? • Our brain pays more attention to stimuli and events that are accompanied by emotions. How we feel about a learning situation often affects attention and memory more quickly than what we think about it • Imaging studies have shown that brain regions associated with motivation are more active in subjects who are learning tasks and receiving feedback than in subjects doing the same tasks with no feedback. • Past experiences always affect new learning. As we learn something new, our brain transfers into working memory any long-stored items it perceives as related to the new information. These items interact with new learning to help us interpret information and extract meaning, which is part of the principle called transfer (Sousa, 2006).

6. "Standards are the destination, curriculum is the roadmap, and teachers are the drivers on the road.” Focal Points for Teaching and Learning and a Yardstick for Evaluation

7. Common Core State Standards • English Language Arts • Mathematics • New Jersey Core Curriculum Content Standards • Health & Physical Education • Science • Social Studies • Technology • Visual & Performing Art • World Language • 21st Century Life and Careers

8. Traditional • Standards Aligned Traditional vs. Standards Based Curriculum Adapted from : Madfes, T.J. & Muench. A (200) Learning from Assessment. San Francisco: WestEd Select a topic from the curriculum/textbook Provide instruction Assess Grade Move on to new topic Select topic from assessment Provide multiple learning opportunities Assess on standards Re-teach, give feedback, or move to next standard

9. Creating a Student-CenteredLearning Environment • Balance content with student engagement • Promote student responsibility for learning • Collaboration • Communication skills • Creativity and Innovation • Critical thinking & problem solving

10. “Shift” in mission & purpose • From teaching to learning • Puts students in situations that compel them to read, speak, listen, think deeply, and write. • Makes the student bear the responsibility for learning What does “student-centered mean?

11. Consider The Schoolroom… Study the picture of the 1990 classroom. What changes have taken place in classrooms in the last twenty years? How have classrooms adapted to the students in our schools today?

12. The rigor that matters most for the 21st century is demonstrated mastery of the core competencies for work, citizenship, and life-long learning.  ................................. • In today’s world, it’s no longer how much you know that matters; it’s what you can do with what you know.-- Tony Wagner, The Global Achievement Gap

13. Demonstrate independence. • Build strong content knowledge. • Respond to the varying demands of audience, task, purpose, and discipline. • Comprehend as well as critique. • Value evidence. • Use technology and digital media strategically and capably. • Come to understand other perspectives and cultures. Students Who are College and Career Readyin Reading, Writing, Speaking, Listening, and Language…

15. Transmission-reception Model

16. Think-pair-share: teacher poses a question that students first consider alone and then discuss with a classmate before settling on a final answer. One-minute write activities ask students to stop what they are doing and produce a written response in only one minute. Question of the day exercises are short activities for the beginning of class that engage students with the material. Students give a short explanation, annotation, calculation, or a drawing that engages them in connecting prior and new knowledge and/or applying learning. Interactive Lectures: Engagement Triggers

17. Interactive Lectures: During the Lecture

18. We must consider the possibility that students are justified in being bored, that we have been too cautious and unimaginative, that we have let our schools stagnate in the backwaters of our national life… Education is hard work, and that is true. But it is also great fun, an everlasting delight, and sometimes even ecstasy Education Nation by Milton Chen

19. Behavior-Shaping Model

20. Bloom’s Revised Taxonomy Blo

21. What’s the pattern? How do I know? Are the exceptions anomalies or clues that it’s really a different pattern? • Who’s an American? Says who? • What’s the difference between a good read and a great book? Is it important? • Are there 21st century heroes? Who are they? How do we know they are heroes? Questions? Questions? Questions?

22. Knowledge: What are some of the things that Goldilocks did in the bear's house? 2. Comprehension: 1.Why did Goldilocks like the little bear's chair best? 2. Application: 1.If Goldilocks had come into your house, what are some of the things she might have used? 2. Analysis: 1.What parts of the story could not have actually happened? 2. Synthesis: 1.How might the story have been different if Goldilocks had visited the three fish? 2. Evaluation 1.Do you think Goldilocks was good or bad? Why do you think so? 2. Creativity If you were the author, how might you change the story and why?

23. Cooperative Model

24. Cooperative Learning Strategies: Jigsaw: Groups with five students are set up. Each group member is assigned some unique material to learn and then to teach to his group members. To help in the learning students across the class working on the same sub-section get together to decide what is important and how to teach it. After practice in these "expert" groups the original groups reform and students teach each other. Three-Step Interview (Kagan) - Each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner's response with the team. Team Pair Solo (Kagan)- Students do problems first as a team, then with a partner, and finally on their own. It is designed to motivate students to tackle and succeed at problems which initially are beyond their ability. It is based on a simple notion of mediated learning. Students can do more things with help (mediation) than they can do alone.

25. Collaborative Model http://www.edutopia.org/stw-replicating-teachers-story-video

26. Whip Around Consider a lesson that you will be teaching this month. Jot down two adjustments and/or strategies you will use to make the learning student-centered and cognitively engaging. Share one idea with the group.

27. The biggest enemy to learning is the talking teacher. - John Holt • Knowing is not enough; we must apply. 
Willing is not enough we must do. - Goethe • I never teach my pupils; I only attempt to provide the conditions in which they can learn. - Albert Einstein • Retention is best when the learner is involved. - Edward Scannell, director, University Conference Bureau, Arizona