Student Centered Learning at Hall-Dale Elementary School
The Diversity of Student Centered Learning
I believe it has always been the dream of educators to have a classroom where each student is given the opportunity to reach their full potential over the course of a school year. It is also my belief that educators are always looking for ways to provide the most comprehensive program of academics for their students and improve upon current practices. With this high level of dedication and determination from our educational professionals, it is no wonder that student centered learning has piqued the interest of so many.
Student-centered learning is not a boxed program; it is a way of life in the classroom. A student -centered classroom starts with a classroom environment that is created by the students. It starts with a student developed code of conduct or a set of rules that the students create and agree to follow. The code of conduct is not a sedentary document. It is created with the understanding that students can check and adjust it at any time based on how they feel it is working for them in the classroom. In addition to creating a code of conduct, students also create a shared vision. The shared vision encompasses the students as individuals, the teacher(s), and the classroom as a whole. The students focus on what they need to contribute as individuals to maintain a productive classroom environment. They also outline their expectations for their teacher(s), and the classroom as a whole. These two student-created documents provide the foundation that is essential to the building blocks of a student-centered classroom.
Student-Centered Learning:
This year I began by sharing the expectations for literacy and math with students. I created kid-friendly posters which visually showed each expectation, from recognizing colors and shapes to skip counting and reading sight words. Next, I pre-assessed all of my students as I do each year, recording their preliminary results in a binder. Over the course of the year, students were able to select an area in which they would like more practice. We then began to meet individually during their choice time first thing in the morning to set a plan for how they would like to meet their goals. AT first, students weren't sure of what they needed to know and what tools were available to help meet their goals. I made some suggestions, but they quickly came up with ideas of their own. I began to create a list of their ideas and shared them with the entire class. One idea that they came up with was asking an “expert” for help. After creating the posters showing the expectations, the students and I decided that a great way to know who was an expert in that skill, was to have them write their name on the poster once they had mastered the skill. From that point on, their learning has accelerated! They ask to help each other and no one is the expert at everything.
Students have access to their “goal notebook” at all times. They meet with me weekly to set a new plan for their goals. I have tried to limit them to one goal at a time to better manage their time as well as my own. I send home the plans to their parents so that parents can also help their child work at home, perhaps playing a game or reviewing flashcards.
In past years, we have utilized the fourth grade class as our reading buddies. However, this year students have found another “expert” to help them with their goals. Every other week, our 4th grade buddies join us to help kindergarten students meet their goals. Students share their goal notebooks with their buddies and together they gather tools from the classroom to work for approximately 30 minutes. Kindergarten students delight in showing what they have mastered since the last time they met with their buddies. Fourth graders gain confidence when they find that their teaching has paid off!
Trish Jamison
Kindergarten teacher
Hall-Dale Elementary School
Student-Centered Learning
An expectation in first grade is for all students to learn the Dolch lists of sight words. The expectation is for students to master at least one list per trimester. I usually begin the year with a pre-assessment of my students to see what list they need to begin with.
This year I have set up time during word work for students to have more voice and choice in how they acquire these words. I have a variety of activities and games ready for them to choose to work on.
They include individual, partner, and small group opportunities for them. I have decks of flash cards, activities that incorporate penmanship practice as well as sight word practice including “rainbow words “where an individual or small group has a deck of sight word cards and a practice paper. They take turns choosing a card and writing it in a color on their sheet, they write it a total of 3 times using a different color each time. “Rock, Paper Scissors ,” incorporates the popular hand game with phrases for the students to read. Each time they win the rock, paper, scissors challenge they read a phrase on their side of the game board and the first person to reach finish wins. (This has been a wildly popular choice) 4 in a Row, word Searches, Read, Write, Think, & Say and word wheels are just some of the choices.
Also during this time, I am available for re-assessments. If a student feels they are ready to read their words to me they can request a conference and “have a go” with their list of words. If they can read all their words to me they are given a sheet that I have signed off on, they take their sheet home and read their words to 2 more people and have them sign the sheet. After the sheet is returned to me we celebrate that student's accomplishment as a group and they color their name in on the sheet posted in the classroom. ( It was their choice to have the sheet posted rather than in their file).
This has proven to be a much more interactive and enjoyable way to ensure that students practice their words and I can keep track of their progress.
Kim Mills
First Grade
HDES
Student-Centered Learning
In my third grade classroom students have individual reading goals they are working towards. Each student has selected two literacy strategies to master. They are using a book of their choice, but on their reading level to work on their strategies. Through individual conferences students demonstrate their progress on their goals. They keep a log as they read to show how and when they are using their strategies. Once they have three to five pieces of evidence demonstrating the correct use of a strategy, their goal has been met and another goal is set.
Students are also working on individual word lists. Each week students select seven words to practice. They complete three pieces of evidence. These 'evidence activities' range from building words, creating word puzzles, to using the words to build to pictures. After a student has completed three pieces of evidence they can meet with me for a 'check-in' to show mastery of the words.
Carolyn Nott
Third Grade
HDES
