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What are
learning centers?
Center
1
Center
2
Center
3
Center
4
Center
5
WHAT’S AT WORK HERE?
• Small groups (Alvermann, Di...
Considerations
• Center Materials
• What learning materials should be provided at each center to
center to support student...
Examples
• Specific centers set up around the room --
- students move
• Specific tasks given to students in folders
--- st...
CENTER
#1
CENTER
#2
CENTER
#3
CENTER
#4
CENTER
#5
OPTION A:
 Learning centers are stationary.
 Student groups move throu...
GROUP
#1
GROUP
#2
GROUP
#3
GROUP
#4
GROUP
#5
OPTION B:
 Student groups are stationary.
 Learning Centers rotate from gro...
GROUP
#1
GROUP
#2
GROUP
#4
GROUP
#5
GROUP
#3
OPTION C:
 Student groups are stationary.
 Learning centers are stationary....
Contact the CEE for
more information or planning assistance!
Learning Centers for the College Classroom
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Learning Centers for the College Classroom

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Learning centers are often discussed in articles related to primary grade students. But, the benefits of learning centers as an instructional strategy can also be realized in the college classroom.

For more information on Learning Centers, contact the CEE today at cee@unoh.edu or 419-998-3102.

Published in: Education
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Learning Centers for the College Classroom

  1. 1. What are learning centers? Center 1 Center 2 Center 3 Center 4 Center 5 WHAT’S AT WORK HERE? • Small groups (Alvermann, Dillion, & O’Brien, 1987; Readence, Bean, & Baldwin, 2004) • Social Learning Theory (Piaget, Vygotsky) • Peer Teaching • Peer Learning • Discussion Learning • Cooperative Learning • Problem Solving • Debate • Practice • Enrichment • Task Centered WHAT ARE THE BENEFITS? • Increased motivation • Increased involvement • Increased engagement • Increased student confidence • Increased attitude toward class/instructor Learning centers are defined as a set of carefully constructed activities designed to guide groups of students as they acquire specific skills” (Higgins & Miller, 2009, p. 23).
  2. 2. Considerations • Center Materials • What learning materials should be provided at each center to center to support students in learning concepts and completing tasks. • What directions are needed at each center? • Will students have specific roles to assume at each center? center? • Center Organization • How will you group students? • How will you group tasks? • How will you keep students on-task? • Independent Learning Activities to Prep & Throughout • What knowledge or task ability should students master prior prior to participating in the centers? • What learning activities can students complete at each center center in addition to the group activities? • Follow-Up Activities • How will you assess learning? • Will students complete a follow-up assignment or project project or quiz? Center 1 Center 2 Center 3 Center 4 Center 5
  3. 3. Examples • Specific centers set up around the room -- - students move • Specific tasks given to students in folders --- students fairly stationary • Shared tasks with poster paper around room for students to compile thoughts, progress, brainstorming • Engage both the small group and the individual • Specific roles for different group i.e. time keeper, task moderator, note- keeper, reporter, etc. Knowledge Application – case studies, scenarios, probing questions, application activities, formative assessment of knowledge at various taxonomy levels Skill Practice – specific skills-based tasks, formative assessment of skills
  4. 4. CENTER #1 CENTER #2 CENTER #3 CENTER #4 CENTER #5 OPTION A:  Learning centers are stationary.  Student groups move through the centers. Works well when: • The order of the centers is not critical (e.g. the group that starts at Center #5 will move to Center #1 next). • You have the space for students to move. • You have a variety of materials for each station’s set-up. Benefits: • Many types of materials can be set up at each station. • Centers can reset so each group starts anew OR groups can add their outcomes which can be built on by the groups that will visit the center next. • Having students physically move offers a kinesthetic transition period. Drawbacks: • Space is needed for students to travel between centers. • Classroom management must be a focus during the moving/transition time. OPTION A
  5. 5. GROUP #1 GROUP #2 GROUP #3 GROUP #4 GROUP #5 OPTION B:  Student groups are stationary.  Learning Centers rotate from group to group. Works well when: • The order of the centers is not critical (e.g. the group that starts with materials for Center #1 will receive the materials for Center #5 next). • You don’t have space for student groups to easily move around the room. • Centers use materials that can be easily passed from group to group. Benefits: • Centers can reset so each group starts anew OR groups can add their outcomes which can be built on by the groups that will get the center next. Drawbacks: • Centers must be easily passed from group to group. • Students are stationary which prohibits a kinesthetic transition period. OPTION B
  6. 6. GROUP #1 GROUP #2 GROUP #4 GROUP #5 GROUP #3 OPTION C:  Student groups are stationary.  Learning centers are stationary. Works well when: • The order of the centers is critical (e.g. each group needs to start with the same task and progress sequentially to the final task). • You don’t have space for student groups to easily move around the room. • Enough materials are available for each group to have their own. Benefits: • There are no transitions required between groups or centers. • No management of centers between groups. • Each group has their own materials to work from. Drawbacks: • Students and centers are stationary which prohibits a kinesthetic transition period. • There is no opportunity to have groups build on the work of other groups. OPTION C
  7. 7. Contact the CEE for more information or planning assistance!

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