Learning Center Model


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Learning Center Model

  1. 1. Learning Center Model Presented by Joanne M. Billingsley M.Ed.
  2. 2. <ul><li>Alexander Fleming 1881 – 1955 </li></ul>“ One sometimes finds what one is not looking for.&quot;
  3. 3. Start with a VISION and recognize it will be a JOURNEY.
  4. 4. <ul><li>Create a Brain-Friendly Science classroom </li></ul><ul><li>Deliver Differentiated Lessons </li></ul><ul><li>Construct an Enriched Environment that Meets the Needs of All Students. </li></ul><ul><li>Establish a Nurturing Place to Learn, Share and </li></ul><ul><li>SUCCEED! </li></ul>Learning Center Model
  5. 5. <ul><li>Absence of fear </li></ul><ul><li>Meaningful Content - relevancy </li></ul><ul><li>Social Interaction </li></ul><ul><li>Choices & Control </li></ul><ul><li>Movement </li></ul><ul><li>Enriched, Stimulating Environment </li></ul><ul><li>Adequate Time – for completion and reflection </li></ul><ul><li>Immediate, Meaningful feedback </li></ul>Eight Brain-Compatible Elements to Improving Complex Learning
  6. 6. Improving Metacognitive Skills For Successful Learning <ul><li>The learning Center Model enhances students’ metacognitive skills In this learning environment, students are encouraged to: </li></ul><ul><li>Take conscious control of learning </li></ul><ul><li>Plan and elect strategies </li></ul><ul><li>Monitor the progress of their learning </li></ul><ul><li>Correct errors </li></ul><ul><li>Analyze the effectiveness of learning strategies </li></ul><ul><li>Change learning behaviors & strategies when necessary and redirect their efforts. </li></ul>
  7. 7. Minimizing Fear & Stress in the Learning Environment <ul><li>Students do not work in isolation. They feel supported by other group members. </li></ul><ul><li>Students have increased access to teacher feedback and support. </li></ul><ul><li>Students feel safe asking questions and exploring new ideas within a small group. They are less fearful of being “put on the spot” in front of the entire class. </li></ul><ul><li>If someone experiences a “put down” by another group member, they have permission to change groups. Students have a choice in selecting their station partners. They are encouraged to work with a wide variety of students. The rule is, “Finish up, get up, split up.” </li></ul>
  8. 8. <ul><li>5. Students determine how much time they spend at each Learning Center activity. They have adequate time for completion & reflection. </li></ul><ul><li>6. Students see a connection between Learning Center activities and student learning goals, reducing the stress of an unknown purpose. </li></ul><ul><li>7. Learning Centers are novel, multi-sensory activities that make the content more meaningful, reducing perceived irrelevance and lack of personal meaning. </li></ul><ul><li>8. A well-designed Learning Center creates a “hook” to which addition information can be attached during elaboration. This results in a more balanced playing field for students with limited prior knowledge and/or limited life experiences. </li></ul>
  9. 9. Social Interactions Facilitate Cognitive Function The Brain is Social Organ <ul><li>“ Human brains evolved to link to other brains and depend on connection and communication to stay alive. Stimulation, challenge and being needed by others tell the brain to be alert, learn new things, and grow. Lack of stimulation, repetitive routines, and isolation tell the brain to direct the body’s energy elsewhere.” </li></ul><ul><li>Louis Cozolino </li></ul>
  10. 10. <ul><li>A simple exchange of views between students solving a problem at a Learning Center requires that they: </li></ul><ul><li>pay attention to each other </li></ul><ul><li>maintain in memory the topic of the conversation and respective contributions </li></ul><ul><li>adapt to each other’s perspective </li></ul><ul><li>infer each other belief’s and desires </li></ul><ul><li>inhibit irrelevant or inappropriate behavior </li></ul>
  11. 11. Differentiated Instruction <ul><li>In differentiated instruction the students are placed at the center of teaching and learning. </li></ul><ul><li>Attempt to match learner’s ability with appropriate materials </li></ul><ul><li>Blend of whole class, group and individual instruction. </li></ul><ul><li>Use numerous approaches to facilitate input, processing, and output. </li></ul>
  12. 12. Differentiated Instruction <ul><li>Develop challenging and engaging tasks for each learner (from low-end learner to high-end learner). </li></ul>
  13. 13. Agriculture Age Farmer Industrial Age Factory worker Information Age Knowledge worker Concept Age Creators Pattern recognizers Meaning makers A Whole New Mind Why Right-Brainers Will Rule the Future By Daniel Pink
  14. 14. <ul><li>Why Stand & Deliver </li></ul><ul><li>was so effective for </li></ul><ul><li>Baby Boomers </li></ul><ul><li>But a disaster for </li></ul><ul><li>Generation Y </li></ul>
  15. 15. Why don’t students seem to value information like they use to? <ul><li>Teacher is no longer viewed as the most value resource for information. </li></ul><ul><li>Easy access of information decreases its value. </li></ul><ul><li>Information Age Conceptual Age </li></ul>
  16. 16. <ul><li>I Taught but They Didn’t Learn! </li></ul>
  17. 17. Orientation Response <ul><li>They are hardwired differently. </li></ul>
  18. 18. <ul><li>They Demand Relevance </li></ul><ul><li>It is difficult to convey relevance in a lecture. </li></ul><ul><li>Relevance is usually discovered during the learning process. </li></ul><ul><li>Meaning is something we must search for as individual </li></ul>
  19. 19. Engage Engage – Explore – Explain - Elaborate - Evaluate
  20. 20. Emotion- Memory, Meaning & Recall Building an Emotional File Folder Increasing the likelihood that information can be retrieved at a later time.
  21. 21. Content Trailers <ul><li>Using content trailers to show relevance , invoke emotion , motivate student learning and increase retention. </li></ul>
  22. 22. Delivering Content in Contexts with an Emotional impact <ul><li>Students helping students find relevance. </li></ul>
  23. 24. <ul><li>Students accepting responsibility for their own learning. </li></ul>No more forced feeding
  24. 25. <ul><li>Provide concrete multi-sensory experiences. These experiences will become the foundation or “prior knowledge” to which new information can be attached. </li></ul>Goal #1
  25. 26. Goal # 2 <ul><li>Create a brain friendly classroom that incorporates brain friendly lessons. </li></ul>
  26. 27. Goal # 3 <ul><li>Reducing direct- teach time by 50% and replace it with student-centered learning. </li></ul>
  27. 28. Goal # 4 <ul><li>Encourage and provide opportunities for students to accept MORE responsibility for their own learning. </li></ul>
  28. 29. <ul><li>Looking at the Brain to Understand How the Brain Learns . </li></ul>
  29. 30. Building a Web of Knowledge <ul><li>Learning creates a PHYSICAL CHANGE in the brain! Learning involves building and expanding your neuronal networks. </li></ul><ul><li>Learning really is about making connections. </li></ul>
  30. 31. How does learning change the brain? <ul><li>Learning is physical. Learning produces physical changes in the brain. Learning means the modification, growth, and pruning of our neurons, connections–called dendrites – and neuronal networks. Learning changes the brains structure and therefore alters the ways that the brain functions. </li></ul>
  31. 32. What does the brain do with all of the sensory information? <ul><li>Sensory input is routed to the back cortex </li></ul><ul><li>Integrating new information to create meaning and images. </li></ul><ul><li>Connecting the new with the old (prior knowledge. </li></ul><ul><li>Searching for and making connections to create meaning. </li></ul>
  32. 33. Connecting Takes Time <ul><li>Integration of new information takes time and REFLECTION. </li></ul><ul><li>The brain must reflect on prior experiences to create meaning. </li></ul><ul><li>As associations are made the new sensory information begins to develop meaning. </li></ul><ul><li>Meaningful information becomes part of memory. </li></ul>
  33. 34. Learning Experiences <ul><li>Intelligence is a function of experience. </li></ul><ul><li>Schools need to be able to equalize student experiences in order to increase understanding of content. </li></ul>
  34. 35. Prior Knowledge - Creating a Hook
  35. 36. Mechanical/Physical Weathering
  36. 37. What Determines Intelligence? <ul><li>It is not the number of neurons but the number of connections between those neurons that account for the human intelligence. </li></ul>
  37. 38. Learning Center Model A Balanced Approach to Learning
  38. 39. Reaching a Balance <ul><li>Traditional methods </li></ul><ul><li>information intensive </li></ul><ul><li>Pressure to increase the amount of information in our classes </li></ul><ul><li>Problems: </li></ul><ul><li>Information delivered to fast to integrate & comprehend. </li></ul><ul><li>Not enough reflection & connection time. </li></ul><ul><li>Active Learning/Student Centered </li></ul><ul><li>Emphasis on social interaction </li></ul><ul><li>Exploration & communication </li></ul><ul><li>Problems: </li></ul><ul><li>Classroom becomes a playroom. </li></ul><ul><li>Lack the intense concentration needed in learning. </li></ul>
  39. 40. Balanced Lessons <ul><li>Getting the right mix of activities to engage the whole brain. </li></ul>
  40. 41. Engaging the Whole Brain Concrete experience-sensory input <ul><li>Back Brain </li></ul><ul><li>Reflect </li></ul><ul><li>Connect </li></ul><ul><li>(meaning) </li></ul><ul><li>Reflection takes time </li></ul><ul><ul><li>Magic # 7 </li></ul></ul><ul><li>Examples must connect with prior knowledge </li></ul><ul><li>Ask: What does this remind you of? </li></ul>A picture is worth a thousand words A metaphor is worth a thousand pictures Acquire new information
  41. 42. Back Brain Activity <ul><li>Vocabulary </li></ul><ul><li>Learning Centers </li></ul><ul><li>The value of trail & error learning </li></ul>
  42. 43. Engaging the Whole Brain Changing information into useful knowledge <ul><li>Front Brain </li></ul><ul><li>Create (new ideas) </li></ul><ul><li>Hypothesis </li></ul><ul><li>Action (test) </li></ul><ul><li>Generate ideas that are an action plan for the future </li></ul><ul><li>Information produces new thoughts </li></ul><ul><li>Change from a receiver to a producer </li></ul><ul><li>Power to generate new ideas without outside sensory input. Not teacher dependent . </li></ul>
  43. 44. <ul><li>Front Brain Activity </li></ul>
  44. 45. <ul><li>Study the diagram and analyze the model at this station. </li></ul><ul><li>What does the cardboard tube represent? </li></ul><ul><li>What about the yarn that is wrapped around it? </li></ul><ul><li>What do the multi-colored strips represent? </li></ul><ul><li>Why did I place the tube in a plastic bag? </li></ul><ul><li>What does the box represent? </li></ul><ul><li>What is one limitation of this model? </li></ul><ul><li>List three ways you could improve this model. </li></ul><ul><li>Write a short paragraph that describes the relationship between the terms Chromosomes-DNA –Genes. </li></ul>
  45. 46. Amazing Ice Melting Blocks It’s not magic…It’s Science!
  46. 47. Did you guys see what just happened here? Totally weird…
  47. 48. What are students doing at those learning centers? <ul><li>Collect-Connect-Reflect (finding meaning) </li></ul><ul><li>Hypothesize-Create-Act ( generating new knowledge) </li></ul><ul><li>They are using their whole </li></ul>
  48. 49. Learning Centers <ul><li>Provide sensory experiences that build prior knowledge </li></ul><ul><li>Provide a brain friendly environment </li></ul><ul><li>Include brain friendly lessons & activities </li></ul><ul><li>Are student centered. Students accept responsibility for their learning. </li></ul><ul><li>Reduce direct teach time by 50% </li></ul><ul><li>Engage the whole brain </li></ul>
  49. 50. What do Learning Centers Look Like?
  50. 51. Feedback
  51. 52. Guidelines for Design <ul><li>Use Clarifying Statements to establish a list of learning goals. </li></ul><ul><li>Each center should address one learning goal. </li></ul><ul><li>Balance front vs. back brain activities. </li></ul><ul><li>Students directions must be clear and self explanatory. </li></ul><ul><li>Consider different learning styles in planning centers. Diversify. </li></ul>
  52. 53. <ul><li>Ideally students should move approximately every 15-20 minutes </li></ul><ul><li>Be available for immediate feedback </li></ul><ul><li>Centers should provide a multi-sensory experiences when possible </li></ul><ul><li>Provide extending learning opportunities for the gifted and remediation of the struggling students </li></ul>
  53. 54. Examples - Framework <ul><li>Researching information on the web </li></ul><ul><li>Organizing information into a foldable </li></ul><ul><li>Note taking </li></ul><ul><li>Graphic organizers </li></ul><ul><li>Building/analyzing models and diagrams </li></ul><ul><li>Solving an inquiry lab </li></ul><ul><li>Exploring interactive websites </li></ul><ul><li>Graphing data/ Interpretation of data/ making predictions </li></ul><ul><li>Predicting future results & applications </li></ul><ul><li>Children’s literature </li></ul><ul><li>Compare & contrast </li></ul><ul><li>Concept maps </li></ul>
  54. 55. Guided Practice <ul><li>Some things are best done in a cooperative group , some things are best accomplished individually and some content is best taught to the whole class . </li></ul>Engage – Explore – Explain - Elaborate - Evaluate
  55. 56. Modified Direct Teach <ul><li>Modified direct-teach with learning centers in place. </li></ul>
  56. 57. Learning Center Reflections <ul><li>The reflection process is a complex mental activity involving memory, analysis, and high level thought. Reflection creates a bridge between previously acquired information and new data, so that learning can take place. There is power in the process of PERSONALIZED REFLECTION. </li></ul>
  57. 58. <ul><li>Guidelines for Reflective Writing </li></ul><ul><li>When creating a written reflection, include the following features. </li></ul><ul><li>1. Description - Briefly describe your experience (class activity or reading). </li></ul><ul><li>2 . Impact - Tell what you have learned and how you feel about what you have learned. React to what you have read or done by agreeing or disagreeing. </li></ul><ul><li>3. Intent (Action) - Make a statement about what you intend to do because of your learning and feelings. Be specific and give examples. </li></ul>
  58. 59. <ul><li>Student Guidelines For Learning centers </li></ul>
  59. 60. Students Guidelines for Success Learning Centers <ul><li>Please do not move chairs without permission. </li></ul><ul><li>Do not rush but do not WASTE TIME. Stations usually take 10-20 minutes to complete. </li></ul><ul><li>Stay on task: All conversation should be related to the station activity. </li></ul><ul><li>When you complete a station, MOVE ON don’t wait for friends. </li></ul><ul><li>Clean and straighten up before you leave each station. </li></ul><ul><li>Take all of your stuff with you. Don’t leave folders behind. </li></ul><ul><li>Push in your chairs when you leave a station. </li></ul><ul><li>COPYING = CHEATING = ZERO: working & discuss with your partners but ALWAYS compose & write your own answers. </li></ul><ul><li>Check off each station as you complete it. </li></ul><ul><li>Place all student activities you complete into your folder. </li></ul><ul><li>Turn in your folder at the end of each class period. </li></ul><ul><li>Organize you handouts by number with cover sheet first and staple the upper left hand corner before turning them in on the last day. </li></ul>
  60. 61. Student Commitment: <ul><li>I will be responsible for my own learning. I will support and encourage other group members. I will not distract or disrupt other classmates from learning. I will use my time wisely and put forth good effort. </li></ul><ul><li>Student signature __________________ </li></ul><ul><li>Date ____ </li></ul><ul><li>Warning 1 2 3 </li></ul>
  61. 62. Student Folders NAME Scientific Measurement Learning Centers
  62. 63. Chemistry Learning Centers: Part 1 <ul><li>___ Pocket Book (Elements & Compounds) </li></ul><ul><li>___ Does it all add up? </li></ul><ul><li>___ Measuring properties </li></ul><ul><li>___ Amazing Ice melting Blocks </li></ul><ul><li>___ Peroxide Bubbles: what are they? </li></ul><ul><li>___ Compound Confusion </li></ul><ul><li>___ Properties (Chemical & Physical) </li></ul><ul><li>___ What is an Element? </li></ul><ul><li>___ Carbon Foldable </li></ul><ul><li>___ coversheet & Word search </li></ul><ul><li>Centers 1-10 required </li></ul><ul><li>Centers 11 & 12: optional </li></ul>
  63. 64. Grading Rubric <ul><li>Learning Centers: 10 pts each </li></ul><ul><li>Coversheet: 5 pts </li></ul><ul><li>Neatness/effort 5pts. </li></ul><ul><li>You must attempt all questions and follow all instructions to get full credit. </li></ul>
  64. 65. Elements of an Enriched Environment
  65. 66. <ul><li>Characteristics of an Enriched Environment </li></ul><ul><li>Modified from Magic Trees of the Mind by Marian Diamond  and Janet Hopson </li></ul><ul><li>An Enriched Environment </li></ul><ul><li>Includes a steady source of positive emotional support </li></ul><ul><li>Provides a nutritious diet with enough protein, vitamins, minerals, and calories </li></ul><ul><li>Stimulates all the senses (but not necessarily all at once!) </li></ul><ul><li>Has an atmosphere free of undue pressure and stress but suffused with a degree of pleasurable intensity </li></ul><ul><li>Presents a series of novel challenges that are neither too easy nor too difficult for the student at his or her stage of development </li></ul>
  66. 67. <ul><li>Allows for social interaction for a significant percentage of activities </li></ul><ul><li>Promotes the development of a broad range of skills and interests that are mental, physical, aesthetic, social and emotional </li></ul><ul><li>Gives the student an opportunity to choose many of his or her own activities </li></ul><ul><li>Gives the student a chance to assess the results of his or her efforts and to modify them </li></ul><ul><li>Offers an enjoyable atmosphere that promotes exploration and the fun of learning. </li></ul><ul><li>Above all, allows the student to be an active participant rather than a passive observer. </li></ul>
  67. 68. <ul><li>Teaching is the Art of Sculpting The Brain. </li></ul><ul><li>If you use the correct tools, are patience and thoughtful in planning the design… you can sculpt a masterpiece. </li></ul>