Developing Blocked Centers Time in a K-2 Classroom

1. Developing Blocked Centers Time in a K-2 Classroom Wendy Merritt Kindergarten Teacher, Reading Specialist St. Patrick, Fayetteville

2. Classroom Learning Centers:A Nontraditional Approach • Veers from the traditional “teach and listen” approach into a more hands-on learning style • Actively engages learners • Allows teachers the ability to work with students one-on-one or in small groups to target specific skills • Promotes independence, responsibility, and allows opportunity for self-discovery

3. Classroom Learning Centers: What to Focus On • Activities that allow students to figure things out through hands-on activities with flexible outcomes • Set up the system so that it includes “must do” and “can do” eliminating the “I’m done, now what?” option for keeping the children busy • Activities that incorporate cognitive skills training (Thinking processes are tended to - not just subject material learning activities)

4. What Subject Matter Can Be Covered in a Center • Reading • Second Language Skills • Mathematics • Science • Social Studies • Religion • Writing • Handwriting/Motor Development • Technology (iPads, laptops, desktops)

5. Types of Activities to Consider • Flip books • File folder games • Work mats • Math manipulative sets • Craft-type creations • Technology • Writing activities • Dry erase boards • Cut/paste sheets • Student created books • Experiments • Educational toys/puzzles

6. Flip Books Organization of data “Fold-ables”

7. File Folder Games Books that sell premade templates Maybe have more than one activity on topic/theme and children can pick their preferred

8. Math Manipulative Work Patterning Calculations Geometry: tangrams, 3D objects Place value work

9. Manipulative Options

10. “Workjobs” Boxes

11. Craft-type Creations Kinesthetic learners Themed/holiday related Following written directions exercises

12. Example Crafts – directly related to subject matter

13. Writing Activities Daily sentence writing Labeling Book Handwriting practice

15. Weekly Themed Sentences

16. Dry (or wet) Erase boards and mats Dry erase boards (making lists, etc.) Make any worksheet at reusable mat by laminating

17. Cut/Paste Activities and Other Worksheets Math fact sheets (with manipulative sets to assist – Remember the “workjob” boxes?)

18. Student Created Books Considered breaking down the work of a book over the course of several days

23. Science Experiments Magnets Floating/sinking On-going data recording opportunities

25. Accountability Self-Check/Assess Teacher Assessed Teacher is able to see results and give instant feedback on accuracy, effort, and creativity of the work • Students determine accuracy through some set standard about the completion of their task(s)

26. Self-Check/Assess Options • Allow students to have access to “answer key” • Post rubric/checklist for students to confirm completion, if there are no “exact” answers • Students need to some how show their own record of completion (Holds them accountable and confirms for them and you that the center is complete)

27. Self-Check/Assess Advantages Disadvantages Design of rubrics or answer keys can be difficult Students may not properly complete tasks Students may misuse answer keys • No need for teacher to “sign-off” • Students can move through tasks without waiting for approval to go from task to task

28. Teacher/Adult Assessed • Teachers ensures accurate use of skills • Correcting and re-teaching is done immediately, as needed • Proof of completion is done by the teacher Consider parents or older grade student volunteers to support your assessing

29. Teacher/Adult Assessed Advantages Disadvantages Students must wait for teacher/others to “check” their work • Individualized attention and conversation makes for more meaningful experience • Immediate feedback • Ensures accurate skill usage

30. Visual Accountability • Student can see their progress/status and note completions • Communication to Parent from teacher • Parent can engage child “What did you do today?”

31. Annotation Options

32. Annotation Options

33. Setting Up Your Classroom Environment • Know your availabilities and limitations • Space, furniture, available personnel • Schedules, curriculum, available materials • Management plans for students • They will finish their tasks at different times • Make it something that works for you! • The likelihood of you doing this depends on how “on-board” you are

34. How to Organize Pods, Tables, Rows Trays or Baskets Children stay at own seat and move to retrieve materials from organized location • Children know what they are doing based on placement of activities

35. Pods, Tables, Rows • Materials are available at the designated area • Activities planned for each designated area • Consider setting up a longer activity among two tables • Movement transitions can benefit some learning styles but be difficult for others – watch for this!

36. Pods, Tables, Rows Advantages Disadvantages If using desks set in pods or rows: Supply management Ensure personal spaces are respected Enough seating for students coming to designated area (consider “over-flow” area) • Area designated for specific type of work • Student movement allows for good transitions • Students sitting next to different students at each activity

37. Trays and Baskets • Materials are kept on trays or in baskets • Determine whether students will take whole tray/basket to their seats or they must remove only the necessary materials to take with them to their seat • Trays/baskets must be kept in a “staging” area and be easily accessed by multiple students at one time • Consider your traffic flow

38. Trays and Baskets Advantages Disadvantages Students have to return to their seat Staging area must be large enough to contain items and allow for continuous movement in/out of the area • Students have to return to their seat • Good for rooms without tables/pod seating • All materials are prepared kept in one place

39. Sample Classroom Layout