1	Helping Children to Become Ethical Researchers & Highly Skilled Communicators
2	Serving Needs of ALL Students Since every unit plan must provide activities appropriate for ALL students, using centers is one solution. Example: When monitoring unit and lesson plans in the district, the most common GT activity listed by teachers is “Peer Tutoring”. This is NOT the most appropriate nor the most effective activity for GT students.
3	The goal of this Workshop is to help teachers: Plan and Implement appropriate learning opportunities for GT students in each classroom Develop Learning Centers that will allow for flexibility in the learning environment as required by the Texas Education Agency for all types of learners. Manage the classroom environment in a more effective and efficient manner than “everyone on the same page at the same time”. Integrate technology in an appropriate and beneficial manner to promote student progress using the TEKS.
4	Workshop Design Self-paced May utilize grade level or subject study small groups to complete this workshop, however, YOUR Classroom Center must be UNIQUELY YOURS. Read through the 16 Slides & utilize all “hotlinks” and all resource materials Fill out Questionnaire and email them to Curriculum Director. Complete a design for a Learning Center in YOUR classroom.
5	Study & Discuss General Resources & All resources for your grade level and/or subject area (click) Goals of Centers in the Classroom To Provide Continuous Nurturing of Learning Objectives To Individualize Instruction SPEED DEPTH MODE METHOD CONTENT To Support Student Needs Curriculum Links (click) Lesson Plans (click) Project-based Curriculum (click) SCANS Character Education Real World, Research Skills Research Skills
6	Role of the Teacher When Centers are utilized in the classroom, the role of the teacher changes. Discuss what new skills a teacher must develop in order to be successful while using Centers. ROLE OF TEACHER TxBESS Framework
7	WHAT IS A CENTER? Arrangement Island – or defined area (table or group of desks) where students can work independently or in small groups Supplies (http://home.att.net/~teaching/centers.htm ) Colored Envelopes or Boxes that hold Module or Unit Materials (directions, content, manipulatives, handouts, text materials, checklists, time span information) Charts or Graphs Self-monitoring progress charts or graphs to keep track of modules completed and mastery Rubrics Criteria to be accomplished in the Center
8	ARRANGEMENT Island – or defined area (table or group of desks) where students can work independently or in small groups Defined area for movable materials Allow learners to select modules by coding levels with different colors or shapes. (i.e. modules may be in boxes, baggies, or large manila envelopes with different symbols, animals, or colors on them) Types of Centers Reading, Writing, Mathematics, Computer, Drawing, Spelling, Science, Career, Project-based, Problem-based, Research-based, Discovery, etc.
9	Designing Center Management The goal of a Center is to allow the student to have some form of control and self management. Designing Charts, Graphs, Reports, Rubrics, and/or Progress Notebooks helps the student to keep track of which Center (Module) they have completed and their degree of mastery. Carol Avery has some suggestions about how to achieve Center Management
10	Charts & Graphic Organizers “Graphic Organizers I have several graphic organizers attached to the chalkboard in the front of the room: * Good Apple Behavior chart -- I use a calendar pocket chart and the Lee Cantor style of color changes to record daily behavior -- and a copy of our Class Rules poem (it's on the First Day of School Page Click). * Literacy Centers Work Board -- I have four groups with no more than 5 students in each, and they have several centers/activities to do each day.
11	Charts & Graphic Organizers * Math Centers Work Board -- A laminated vertical chart with approximately 25 different manipulative activities on it, each listed on a 1x4 label. I have four or five math groups, and each group has their own colored clothes pin to designate their activity for the day. This board is really to keep me organized ... I simply move the clothespins down the chart each day that we use the activities. * Developmental Learning Centers Work Board -- Another activity board with four groups (these are designated by a colored animal, and are different groupings of children than either of the preceding groups). This is the time that kids do specific centers that each group must complete during the week, such as an independent art activity, working with Legos, creative/dramatic play, playdough, etc. I rotate the activity to the next group four times a week, and we have Free Choice on Fridays. Many of these same activities are also used at various times during Literacy and Math centers. “ Carol Avery (Click)
12	Managing Centers -- Discipline Model Correct Behavior – run through a module in front of the class. Model all activities (selecting module, reading directions, following instructions, completing module, recording scores or charting progress, turning in rubric to teacher, putting away all supplies) Discuss time frame – how long should it take to accurately complete the module? How much time is allowed?
13	Managing Centers -- Discipline Discuss criteria for using the module. When should a module be done and by whom? What criteria is to be used for selecting a certain module? What is expected of the student after a module is completed? Is there something to turn in? Print? Email? Report? Chart?
14	Creating Rubrics that are Relevant The following resource will allow you to build a rubric online & then print or save it to a network folder. http://rubistar.4teachers.org/ Use Rubric Tutor to create Rubrics (click) for each level of module in your center.
15	Specific Issues with Technology Centers What to do & What NOT to do….(Click on each) Utilize Collaborative Groups Utilize Collaborative Tools Utilize INTERNET Tools
16	Specific Issues with Technology Centers Do not send students to the computer center without giving them a relevant rubric to complete. Computers are not to be used to “play on” after “work” is completed. Computers are in the classroom to enhance student progress in the TEKS. Computers should be used like little ‘campfires’ around which students collaborate, create, negotiate, and demonstrate teamwork, organizational skills, & productive creativity.
17	Complete Questionnaire & Learning Center Design List all team members List time of completion Email Questionnaire
18	No Child Left Behind “Government, state, & Local support is expected to increase. The “No Child Left Behind” 2002 education school budget is forcing schools to be accountable for their students’ learning through mandatory annual testing that will require the assistance of technology for both testing and instruction.” T.H.E. Journal, April 2002, Dr. Sylvia Charp.
19	No Child Left Behind It is not a difficult stretch to see how Learning Centers can assist teachers in creating an individualized growth plan for each student in their classroom. Since teachers can not be everywhere for every child at the same time, learning to manage and monitor classroom centers has become a valuable skill for all educators.