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Content Area Centers
 

Content Area Centers

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Here is the file from today's PLC

Here is the file from today's PLC

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    Content Area Centers Content Area Centers Presentation Transcript

    • Katie McKnight, Ph.D.Katie@KatherineMcKnight.comDIFFERENTIATED INSTRUCTION:CONTENT LITERACY CENTERS
    • Tenets of Differentiated Instruction • Students differ in their learning profiles. • Classrooms in which students are active learners, decision makers, and problem solvers are more natural and effective than those in which students are served a "one-size- fits-all“ curriculum and treated as passive recipients of information. • "Covering information" takes a backseat to making meaning out of important ideas.
    • What are Learning Centers?• Synonymous with Learning Stations.• Learning Stations are locations that a teacher designs for students to work in small groups or individually.• Each center has a clearly articulated learning activity.
    • Getting Started: A Checklist1. Write out all directions for the students for each station.2. Explain procedures and have them written out and posted in your classroom.3. Create a “make up station” at the end of the rotation so that students can complete any unfinished work. Review and revision are key in the development of literacy skills sets. 4
    • Getting Started: A Checklist (cont’d)4. The teacher should circulate among the groups to facilitate answers and questions about the work.5. Formal assessment occurs when the students have finished the novel.6. When possible, give students a choice at each station.I like to make a poster for each station.Let’s look at a model for learning centers. 5
    • A Classroom Picture Sample Stations for First Rotation Content Reading StudyVocabulary StrategyActivity Practice Listening or Make with Viewing Content Center Up Center 6
    • Sample Learning CentersDirections: Circulate around the room to thedifferent learning stations.Consider the following questions:1. How can you use this learning center activity for your content area and classroom?2. As you consider your content area and a specific learning center, what adaptations and suggestions do you have for the activity?Note: These learning centers focus on vocabulary.When you create center activities for yourstudents, you will have a variety of activities, notjust vocabulary.
    • VOCABULARY AND TERMINILOGY CENTERS
    • Learning Center StationVocabulary Samples are from: McKnight, K. (2010). The Teachers Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with 9 Reading, Writing, and the Content Areas. Jossey-Bass.
    • Learning Center StationVocabulary Samples are from: McKnight, K. (2010). The Teachers Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas. Jossey-Bass. 10
    • Concept Sorts• What is it?• Introduces students to the vocabulary of a new topic or book.• Students are provided with a list of terms or concepts from reading material.• Students place words into different categories based on each words meaning.• Categories can be defined by the teacher or by the students.• When used before reading, concept sorts provide an opportunity for a teacher to see what his or her students already know about the given content. When used after reading, teachers can assess their students understanding of the concepts presented.
    • Concept MapYou or the student selects a word or concept for the center box ofthe organizer. In the box directly above, students should write thedictionary definition of the word or concept.Students should record key elements of the word or concept in eachof the boxes on the upper left side.In each of the boxes on the upper right side, the students shouldrecord information that is incorrectly assigned to the word orconcept.Examples of the word or concept are recorded in the boxes along thebottom of the page.The ‘‘What is it like?’’ and ‘‘What is it NOT like?’’ boxes can beparticularly challenging.Be sure to model responses to these or allow students to work inpairs so that they will have greater success in completing this activity.
    • Word Detective• The importance of encouraging students to study words cannot be emphasized enough.• In this center, students are prompted to research the etymology of words (and content area terms) and connect visual images to the words that they encounter.
    • Creating Slide Shows• www.photopeach.c om• Sample from an Algebra teacherhttp://photopeach.com/album/tculv0?invitecode=b684ea3b5c
    • Vocabulary Demonstration Lesson• http://www.adlit.org/media/mediatopics/voc ab/• http://www.adlit.org/media/mediatopics/voc ab/
    • SAMPLE READING ACTIVITIES
    • KWLK= What the reader already knows L= What the reader wants to learn or know. L= What I learned
    • DRTA
    • DRTA
    • Sketch Through TextDaniels, H. and Zimmerman, S. (2004). Subjects Matter:Every Teachers’ Guide to Content –Area Reading.Portsmouth, NH: Heinemann, p 121.
    • Stop and Write
    • Inquiry ChartThe Inquiry Chart (I-Chart) is a strategy thatenables students to generate meaningfulquestions about a topic and organize their writing.Students integrate prior knowledge or thoughtsabout the topic with additional information foundin several sources.The I-Chart procedure is organized into threephases: (1) Planning, (2) Interacting, and (3)Integrating/Evaluating. Each phase consists ofactivities designed to engage students inevaluating a topic. http://www.adlit.org/strategies/21826/
    • I Do, We Do, You Do• http://www.adlit.org/media/mediatopics/com prehension/• Comprehension Demonstration
    • Visuals• Graphic Organizers and other visuals support student comprehension and understanding of text.• Here is an example from a Social Studies teacher• http://www.adlit.org/media/mediatopics/cont entarea/
    • Feedback• I need feedback from you about next steps.• What do you need in order to experiment with content based centers?