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Hadley Differentiated Learning Centers


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Hadley Differentiated Learning Centers

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