Introduction to Learning Centers

What Are Learning Centers?

Learning centers are areas of the classroom focused on different activities for different academic areas. Multiple activities are offered at the different centers to allow the students to practice, reinforce and extend their learning (Diller, 2). They can be portable or stationary. Centers allow for teachers to save space in the classroom (Diller, 3).

Why Use Learning Centers?

Learning centers, depending on how they are used, allow students to make choices and learn at their own pace. They also encourage students to become more independent (Diller, 4). Allowing students to make choices regarding the learning centers aids in the ability for them to be successful (Diller, 4). Encouraging students to change their locations frequently, is a simple way to get the brain’s attention (Jensen). They also need to opportunity to practice what they are learning in large and small groups. Centers allow to students to become actively involved in their own learning while cooperating with others.

Centers should not be an extra task to be done when all other assignments are done, but should be available to everyone (Diller, 2). Students can use the different levels of challenge that centers offer. Teachers can create centers that incorporate multiple learning styles, allowing the teacher to reach all students. They also allow for teachers to work with small groups of students at a time. In addition, they allow teachers time to assess, work 1:1, and to observe. They require students to work independently while at the same time, cooperate with one another.

Creating Learning Centers

When creating learning centers, teachers need to think about what the objective for each center will be. How often will it change? Teachers also need to take into account the diverse learners in their classroom so the centers will benefit all of them. Students should be working on things that are meaningful, not just busy work. Students are more eager to learn when they see how it will be useful to them. It is important that all students are challenged, but not to the point of frustration. Once this has been decided upon, teachers need to provide materials and directions for each learning center whether it be at a designated center or in the learning center’s bucket. Teachers also need to determine how student learning will be assessed at each center.

Planning

A classroom that uses learning centers needs to be organized with labels all around. This aids in the decision of where centers will be located. When planning, teachers should consider activities that will provide practice for skills being taught in large or small groups. The activities should be “hands-on” as much as possible. The activities should be able to meet the needs of all of the students at their various stages. Teachers need to first decide what centers they will have in their classroom.

· Are all of them required or are some optional?

· How often will the centers be changed?

· What behavior and expectation will be expected of students? Are they allowed to work together? Are they allowed to talk? What happens if they choose not to follow directions?

· How many students will be allowed at each center?

Training Students to Use Learning Centers

Don’t expect students to be able to use centers right away without any instruction as to how to use each one. Explain where each center is and what occurs at each center. Take a great deal of time explaining and demonstrating expectations and rules. Teachers should introduce each activity/new material and make sure that the students understand how to use them before they place them in the center (Diller, 4). Each time that you introduce new centers, make sure that you take the time to go over them with the students. Start with just a few centers and gradually increase the number offered. Teach students how to read the workboard if they will be using it.

Teachers should also teach mini-lessons at the start of the year and throughout as needed. Some topics to include are:

How to use the equipment/materials
How to share materials
How to take turns
How to use the management board (if applicable)
How to use the “I Can” list
How to solve a problem
Where to go for help
How to put things away
How to switch to the next center

(Diller, 13-15).

Learning Center Expectations

1. Help yourself to learn

· Pay attention to your work

· Organize your materials

· Ask questions when you need information

· Talk yourself through complicated situations

2. Help others to learn

· Work without disturbing others

· Make positive and encouraging statements to others

· Share your knowledge and skills when appropriate

· Take care of the materials

· Clean up after yourself

Center Rules

· Do your best

· Read and follow all directions

· Use your inside voice

· Keep all pieces together

· Clean up after each use

· Ask other students before asking an adult

Keeping Track of Work

There are multiple methods to keeping track of student work. Students can sign in and out of centers that they have visited. Students may turn in work in a number of ways. Some examples are a storage tray in the room where students turn in all of their completed work (may have sub-folders/baskets), collect products at each station, and giving each child a folder to keep all of their center work in.

Assessment

Teachers may assess their students learning by observing both process and product. There are various methods of assessment both formal and informal.

Formal:

· Computer games often provide scores

· Check work periodically

· Take pictures

Informal:

· Self-checking

· Teacher Observation

Group Time

When centers are done for the day, teachers may want to have the class join together as a group to discuss centers. This allows students to reflect about the day and what they have learned. Some questions to focus on include:

· What did I do at centers today?

· What did I have fun doing at centers today?

· What didn’t I like about centers today?

· What did I do to help myself become a better reader today?

· What did I do to help myself become a better writer today?

· What do I think we should change about centers?

· How did I solve a problem at centers today?

· How did I help someone else solve a problem at centers today?

(Diller, 21)