Chapter+Six+Summary+A+Learning+Centre+Approach

Colleen and Joan's summary of //Chapter six A Learning Centre Approach//

Learning centres

 **Implications for students**


 * **Implications for teachers** ||
 * *  allows for group work
 *  students can often work at various levels of difficulty
 *  can take greater responsibility for their own learning
 *  more willing to take risks in small group situations
 *  gain leadership skills and confidence || *  teacher becomes facilitator
 *  fewer materials are needed as resources are shared
 *  facilitates integration and assessment
 *  learning centres can be especially useful for integrating social skills ||

**Creating effective learning centres- things to consider:**  which centres will be permanent and where they will be situated  centres can be flexible  which centres will involve generic learning (ex: keyboarding) and which will be directly related to a theme or a unit. Some centres can be used for both.  because learning centres target independent learning, students need to possess the basic skills needed to complete the tasks  each centre needs clear instructions and labels  allow time for sharing after learning centre work for questions and reflection

**Planning -** The text suggests using a template such as the following to plan learning centres:

Learning Centre and task name


 * Learning expectations || Assessment || Materials needed || Tracking ||

**Managing Learning Centres - how to move students through learning centres:** 1/ use learning centres when tasks are completed 2/ use a sign up system or schedule 3/ use a rotation system 4/ use tracking sheets

The text offers several examples of each of the above options and includes black line masters for tracking.

**Assessing the Learning Centres**
 *  use the assessment strategies you have planned
 *  observe individuals and small groups, take anecdotal notes
 *  include self assessment on tracking sheets
 *  create checklists and rubrics
 *  you can use a contract or involve parents if students consistently do not complete tasks