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Hadley Differentiated Learning Centers

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  • 1. Differentiated Learning Centers Stations with a Twist
    Compiled By
    Stacey Wallace &
    Connie Hadley
  • 2. Differentiated Learning Centers
    What they are….
    Activities or materials set up in different areas throughout the room used to extend knowledge, enhance skills, and teach to student interest and learning style.
    What they do….
    Focus on standards and skills.
    Monitors students learning growth.
    Address the range of reading levels, intelligences, interests, and skill levels.
    Provide clear instructions and expectations.
    Teach accountability for knowledge and independence/interdependence.
  • 3. How Do I Use This Method?
    Find out students learning styles and interests.
    How? Formal Survey; Learning Style test; Ice Breakers
    Clearly define the learning goal/standard.
    Establish clear objectives for each center.
    Develop an avenue for students to achieve that objective at that center.
    How do they learn best?
    What interests them?
    Assign students tasks according to ability.
    Have students keep a record of their center.
  • 4. Different Approaches to Learning centers
    Students work on centers after the teacher directed instruction and assigned work is done.
    Pro: Motivates completion of homework and learning.
    Con: Students to not do assignments to the best of their ability.
    Have students choose the centers to attend.
    Pro: Motivates learning through choice and interest.
    Con: Not enough space to attend to all interests.
    Extend the Curriculum
    Choice Learning
  • 5. Different Approaches to Learning centers
    Students learn the majority of content through centers.
    Students attend all centers.
    Allow for students to self-pace time on each center.
    Students demonstrate knowledge of content prior to formal assessment.
    Students choose their centers based on interests/learning styles.
    Delivery of Content
    Review of Content
  • 6. Preparedness:
    Leave time to allow individual questions from students.
    Have procedures and expectations clearly explained in writing at each center.
    Establish anchor activities when students complete work at a station and are waiting to move on.
    Give each student their own check list and opportunity to self-assess quality of work.
  • 7. How To Use This Method
    Determine students learning styles.
    Pre-assessment of skill levels (homework, observation).
    Create centers based on determined styles.
    Differentiate levels in groups.
    Give clear directions (written, auditory, picture prompts).
    Establish clear expectations (what will it look like).
    Give students a recording system to track of their centers.
  • 8. Survival Skills
    Clear directions
    Establish routine
    Accountability
    Portfolios, checklists, rubric, etc.
    Connectivity with new, old or current content
    Flexibility
    Extra/alternate materials & changeable within given centers
    Anchor questions
  • 9. What can Be used for Visual Learners?
    Puzzles
    Drawing
    Writing
    Reading
    Visual sequencing
    Memory
    Tracing
    Big books
  • 10. What Can Be used for Kinesthetic Learners?
    Clay
    Stamping
    Dice or card games
    Floor
    Puzzles
    Experiments
    Role playing
  • 11. What can Be used for Auditory Learners?
    Books read to them by a partner
    Electronic books read
    Teacher instructed small group
    Retelling into a tape recorder
  • 12. References:
    Middendorf, Cindy Retrieved July 27, 2009, from Differentiating Learning Centers Web site: http://74.125.93.132/search?q=cache:xyZ21RsYV9cJ:community.learnnc.org/dpi/ec/archives/Differentiating%2520Learning%2520Centers.doc+differentiated+centers&cd=1&hl=en&ct=clnk&gl=us
    Tomlinson, C.A. (1999). The Differentiated Classroom. Alexandria, VA; ASCD
    Association for Supervision and Curriculum Development. www.ascd.org
    © Connie Hadley & Stacey Wallace (2009)

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