Principal’s
Retreat
Level 1 and 2
Ashley Higgins
Important Aspects for Centers
 Classroom

Arrangement
 Routines and Expectations
 Typical Center Rotation
Classroom
Arrangement
Instructional
Center

Evidence and
Assessment
Center

Imagine
Learning
Center

Flow Chart for Center
Rotation
Listening
Ce...
Centers
The six table centers feature:
•
Three separate folders that
are color coded to
correspond to a specific
target, g...
Back of Room
•

The back of the room
features activities including:
•
•
•
•
•

Word Wall Exercises
Leveled Readers
Books o...
Typical Center
Execution
•

Dividing students, targets, and
learning objectives:
•

•
•
•
•

Assess students at the beginn...
Routines
and
Expectations
Cleaning Up a
Center
To transition to a new center:
1.
I ask my students to stop their
activity and say “if you can
hear m...
Movement to a
New Center
1.

2.

3.

I ask my students to point to the
center they will go to after I get
they show me the...
Checkmark
System
•

If you receive more than:
•
•
•
•
•

3 check marks it is half of your
recess
6 checkmarks you lose all...
Clip Marking
System
•
•
•

Every table possess a clip
chart
Every three checks a student
receives a color change
My studen...
Clear
Expectations with
Rewards
Posted at the front of the room I have posters
that reveal:
•
Personal Rewards you may rec...
Engaging Family
To ensure that parents understand their
students behavior and mastery of targets I
send home a sheet of pa...
Typical Center
Rotation
The Division Of
Groups
Typical division of groups requires:
•
A Performance Series test that possess
their relative master...
Following the
Green Group:
Objective: Review of Word
Families
Center Activity: Small Group
Instruction
Following the
Green Group:
Objective: Review of Word
Families
Center Activity: Listening
Center
Following the
Green Group:
Objective: Review of Word
Families
Center Activity: Buzz Center
(varies depending on the unit)
Following the
Green Group:
Objective: Review of Word
Families
Center Activity: Group Practice
Center
Following the
Green Group:
Objective: Review of Word
Families
Center Activity: Staple Center
Following the
Green Group:
Objective: Review of Word
Families
Center Activity: Imagine
Learning
Following the
Green Group:
Objective: Review of Word
Families
Center Activity: Evidence or
Assessment Center
Scoring For
Centers
Buzz Grades
After a student completes a
specific objective and shows
mastery through three pieces
of evidence I enter thei...
Sticker Chart
Following their grade on Buzz I
allow my students to place a
sticker on their target chart
which they greatl...
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EAA: Ashley Higgins Classroom

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These slides walk through the practicalities of a station rotation in the blended learning model of the Education Achievement Authority schools.

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EAA: Ashley Higgins Classroom

  1. 1. Principal’s Retreat Level 1 and 2 Ashley Higgins
  2. 2. Important Aspects for Centers  Classroom Arrangement  Routines and Expectations  Typical Center Rotation
  3. 3. Classroom Arrangement
  4. 4. Instructional Center Evidence and Assessment Center Imagine Learning Center Flow Chart for Center Rotation Listening Center Buzz Center Staple Center Group Practice Center
  5. 5. Centers The six table centers feature: • Three separate folders that are color coded to correspond to a specific target, group, and level • Within these folders are various activities that function to assist the students to master a target or targets
  6. 6. Back of Room • The back of the room features activities including: • • • • • Word Wall Exercises Leveled Readers Books on Tape Educational Puzzles Flexible Meeting Area for Discussing the Agenda on the Carpet
  7. 7. Typical Center Execution • Dividing students, targets, and learning objectives: • • • • • Assess students at the beginning of the year through Performance Series then divide intro appropriate groups with corresponding colors (change groups with each testing period) Have two to three students at a center Provide individual and collaborative projects Offer various learning modalities to show mastery Provide table and carpet exercises
  8. 8. Routines and Expectations
  9. 9. Cleaning Up a Center To transition to a new center: 1. I ask my students to stop their activity and say “if you can hear my hands clap once, if you can hear my hands clap twice, if you can hear my voice clap three times, wiggle your fingers in the air, now give me a scholar position.” 2. Following this attention grabber I ask my students to clean up silently and place their heads on their table when finished. When the table finishes I inspect them and give them a point depending on quickness and cleanliness. Behavioral Narration is key
  10. 10. Movement to a New Center 1. 2. 3. I ask my students to point to the center they will go to after I get they show me their center is finished by having the head down. I then as my students show me how they move (with a hug and bubble). Finally show me what they will do with their heads when they arrive. Behavioral Narration is key
  11. 11. Checkmark System • If you receive more than: • • • • • 3 check marks it is half of your recess 6 checkmarks you lose all your recess 9 checkmarks it is a transfer to a buddy room 12 checkmarks is a phone call home 15 checkmarks is a pass to the office
  12. 12. Clip Marking System • • • Every table possess a clip chart Every three checks a student receives a color change My students know that every clip down has a certain consequence
  13. 13. Clear Expectations with Rewards Posted at the front of the room I have posters that reveal: • Personal Rewards you may receive depending on your individual point gains • Group Rewards depending on the amount of points your group receives • Very concise and clear rules for the maintenance of centers • Consistent consequences of what may occur if you fail to recognize our rules
  14. 14. Engaging Family To ensure that parents understand their students behavior and mastery of targets I send home a sheet of paper that dictates: 1) How may check they received throughout the week, 2) The targets mastered, 3) Followed by additional comments.
  15. 15. Typical Center Rotation
  16. 16. The Division Of Groups Typical division of groups requires: • A Performance Series test that possess their relative mastery of various targets • Dividing groups allows you to focus your attention on weak areas that students need more focused attention upon • The colors offer the target which the group desires to master that week and therefore the main objective of every activity in their folder at the various centers
  17. 17. Following the Green Group: Objective: Review of Word Families Center Activity: Small Group Instruction
  18. 18. Following the Green Group: Objective: Review of Word Families Center Activity: Listening Center
  19. 19. Following the Green Group: Objective: Review of Word Families Center Activity: Buzz Center (varies depending on the unit)
  20. 20. Following the Green Group: Objective: Review of Word Families Center Activity: Group Practice Center
  21. 21. Following the Green Group: Objective: Review of Word Families Center Activity: Staple Center
  22. 22. Following the Green Group: Objective: Review of Word Families Center Activity: Imagine Learning
  23. 23. Following the Green Group: Objective: Review of Word Families Center Activity: Evidence or Assessment Center
  24. 24. Scoring For Centers
  25. 25. Buzz Grades After a student completes a specific objective and shows mastery through three pieces of evidence I enter their grade within Buzz.
  26. 26. Sticker Chart Following their grade on Buzz I allow my students to place a sticker on their target chart which they greatly enjoy.
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