Unit 3
A. Forms of Learner-Centered Classrooms Organization, Procedures and Physical Structure
- Classroom structure is a concept in teaching quality and describes how teachers design tasks, share authority, and evaluate students' progress.
Room Structuring
1. Room Structuring
_ means that each student learns at their own pace. Everyone gets the same lessons, but they move forward when they are ready. It focuses on "when" students learn, making sure they don't feel rushed or left behind.
- _ means teaching each student based on their needs. Teachers focus on one skill at a time. Some students may need extra help, while others can skip what they already know and learn more advanced topics.
For Individualized Learning
Individualized instruction
1. Room Structuring
_ helps students learn better by working together. It is based on two key ideas: students build their own knowledge, and learning is social. In small groups, students share ideas, correct misunderstandings, and work together to solve problems
- _ make learning deeper and improve thinking skills, especially for challenging topics.
Group learning
Group activities
• Learning Process - _&_ learning both involve students working together, but they have some differences:
- _ learning lets students take control. They share ideas, discuss different opinions, and work together without a clear right or wrong answer.
- _ learning is more guided by the teacher. The teacher gives a task, assigns roles, and sets rules for teamwork. Students must work together while also being responsible for their own part.
Collaborative
Cooperative
• Group Structure
_ - are quick and temporary. Students are grouped without much planning and work together for a short time, usually one class session or less. These groups help keep students engaged and thinking about the lesson.
a. _: Students are given a prompt (a question, problem, visual, etc.), and asked to think about the prompt individually and jot down ideas. Students then form pairs, talk about their responses, and formulate a joint response. Some pairs are called on to summarize their discussion for the class.
b. _ - Same as the Think-Pair-Share, but two pairs of students join together to share and compare the results, rather than moving to a whole group discussion.
c. _ - Students "turn to a neighbor" and brainstorm answers to a question or discuss a solution to a problem. Call on students for answers. Ask the class for a show of hands of who agrees or disagrees with an answer.
d. _ - During a two to three minute break in lecture, students form pairs and compare notes, rewriting the notes by adding information or correcting as needed.
e. _ - Have students do their homework individually outside of class. During class on the day the assignment is due, have students form groups and then compare their answers to the assignment. The students in each group must agree on answers and turn in a group solution along with their individual work.
Short-term groups
Think-Pair-Share
Think-Pair-Square
Turn-To-Your-Neighbor Discussions
Pair-And-Compare
Small-Group Homework Check
Some short-term group activities require a bit more structure and planning. These include the following:
f. _ - This structure is useful when a topic or problem is complex and involves multiple perspectives. Each group member takes responsibility for one part of the problem, meets with students from other groups who have the same responsibility (expert group), and then teaches his or her part to the members of the original group.
g. _ - After the group is given a prompt, the group members take turns recording a response to the prompt on a single page that is quickly passed from one member to thenext for a specified amount of time.
h. _ - Problems or issues are identified by the groups or by the instructor. Each group proposes solutions these problems or issues.
i. _ - In response to an assigned reading, each student writes an essay question and model response to that question. During class, students pair off, exchange essay questions, and each writes a spontaneous response to the question he or she receives. The pairs compare the spontaneous responses with the model responses for the two questions.
- Jigsaw
- Roundtable
- Send-A-Problem
- Dyadic Essay Confrontation
• _ - stay together for weeks or even the whole semester. The teacher forms these groups to work on big projects. One example is a student team, which works on important tasks and may give feedback to each other.Some specific suggestions for getting started with organizing _ group projects include the following:
a. Develop a clear description of the project and what you expect.
b. Decide what kinds of team compositions are critical for the project.
c. Break the project down into smaller pieces, establishing timeline, and having the teams submit progress reports on their learning and how they are working as a team.
d. Provide students with a rationale for the team project. Include an explanation of the value and purpose of working as a team, and establish guidelines for how the teams should work together.
e. Establish clear and fair guidelines for how the team project will be graded.
Long-term groups or teams
•_ - depends on the purpose of the group work. Teams usually have 3 to 5 students, chosen by the teacher either randomly or based on specific needs. Bigger projects may need larger teams. Letting students pick their own groups is usually not recommended.
- _ means forming teams by chance. Here are some simple ways to do it:
a. Ask students to team up with their neighbors.
b. Have students count off (e.g., 1 to 6) and group those with the same number.
c. Give out color-coded or numbered cards, and students with the same color or number work together.
- _ - chosen by the teacher for big or difficult projects. The teacher creates balanced groups based on things like skills, experience, or background. First, they learn about the students, then they carefully form the teams.
a. _ - Ask for details like major, past courses, work experience, and interests.
b. _ - Have students rate their skills (e.g., computer use, writing, organization) and learning styles.
c. _ - If students already have resumes, they can submit them to help match teams based on experience.
Team Formation
Random Selection
Instructor-selected teams
Student data sheets
Questionnaires
Resumes
c. Activity-Oriented Classrooms
- _ is a fun and interactive way of teaching. Kids learn by doing different activities at their own pace. Teachers can also observe their skills, like coordination, speech, and social interactions.
- makes learning fun by keeping kids engaged and helping their brains grow. It encourages them to think and respond
- This learning happens through three main ways, experimentation (trying things out), expression (sharing ideas), and exploration (discovering new things).
Activity-Based Learning
2. Classroom Routines and Procedures
- _ help keep the class organized and make learning smoother. They save time, make teaching easier, and help students focus and succeed.
a. How to establish
- Setting up this early helps the class run smoothly. It saves time and prevents students from feeling confused during transitions.
- help with daily activities like entering in the morning, switching tasks, and getting ready to leave.
- When students learn and follow classroom routines, they know what to do on their own. This helps teachers focus more on teaching.
b. _ the routine to your class. Tell your students why the routine is important and what you expect them to do as part of the routine. Allow students to ask questions about the routine and your expectations.
c. Model your _. Act out, in detail, what you expect from students when completing a routine. Break the routine down and narrate what you are doing. Show each step of the routine and how it should be properly completed.
d. Have students _ the routine. Select one or two well-behaved students to demonstrate the routine first, allowing the class to see how the routine should be completed by the student. Once students all understand what is expected, have the whole class practice the routine.
e. _ the routine in your day. Once students understand the routine, have them complete it during the day. As you implement the routine, remind students of proper procedure and your expectations, making your reminders less detailed until they are able to complete the task completely on their own.
f. _ your routine as necessary. If the class struggles to remember the routine or has trouble completing the routine after a break from school, review your expectations andhave students practice the proper way to complete the routine again.
Classroom routines
Explain
expectations
practice
Implement
Review
2. Classroom Routines and Procedures
_
- A classroom with clear procedures and routines is more organized, productive, and relaxed, helping students build good relationships.
a. _ - Beginning-of-the-day routines are important for classroom management and some of the most significant procedures you can set. (Greet your Students, Start on time, Give bell works)
b. _ - Have a clear procedure for asking questions so students feel comfortable asking for help. This keeps lessons on track while giving students chances to get support.
c. _ - Set up a bathroom system that lets students go without disrupting the class while ensuring their needs are met.
d. _ - Have a simple system for collecting student work to keep things organized and avoid confusion.
e. _ - Ending the class end-of-day routine should be like your beginning-of-day routines in reverse.
- To provide some closure to your students, gather the class and have them sit at their desks to discuss the day either before or after clean-up.
- Finally, just as you greeted your students at the beginning of the day, see them out with a warm gesture of goodbye.
Classroom Procedures
Begin class intentionally
Establish a procedure for asking questions
Create a system for restroom use
Determine how you will collect work
End class and lessons efficiently
3. The Social Environment: _,_,_&_
- _ are necessary to facilitate optimally adaptive student outcomes, including learning, motivation, school adjustment, and achievement.
- Schools and classrooms are inherently social places, and students go about their work in the presence of many peers.
- The classroom social environments comprised students' perceptions about how they are encouraged to interact with others, and it encompasses dimensions of teacher support, promoting mutual respect, promoting student task-related interaction, and promotingperformance goals.
Fairness, Respect, Care, and Encouraging Learning
Positive educational environments
4. _
- Students are different, and they can get distracted, bored, or tired. To help them learn, teachers should use strategies that keep them interested and remind them why learning is important. Motivation should not only be sparked at the start but also maintained so students stay focused and engaged.
• To keep students motivated, teachers can focus on these six key areas:
1. Make learning _ and _.
2. Present tasks in an _.
3. Set clear _ for students.
4. Boost students' _&_.
5. Help students become _ learners.
6. Teach students how to _ themselves.
Creating Motivating Learning Environment
fun, interesting
engaging way
goals
confidence and self-esteem
independent
motivate
Approaches to Motivation. - Generally, there are five approaches to motivation which teachers can select from when they want the students to get interested or focused on the lessons. (Woolfolk, 2013).
1. _ - to student motivation focuses on rewards and incentives in the classroom. Incentives encourage or discourage behavior (e.g., the promise of a high grade). Rewards are given after good behavior or achievement (e.g., receiving the grade).
2. _ - to motivation focuses on inner motivation rather than rewards or punishments. It highlights the need for self-growth, confidence, and independence (self-actualization).
3. _ - sees students as curious thinkers who seek information and solve problems. It focuses on intrinsic motivation, meaning students learn because they want to, not for rewards.
4. _ - says motivation comes from two things:
• Belief that you can reach a goal.
• Seeing value in that goal.If either one is missing, motivation is lost.
5. _ - says people learn by being part of a group that values learning. Students are more motivated when they feel they belong in a classroom that sees learning as important. They learn from others, just like how people pick up ways of speaking or dressing from their community.
Behavioral Approach
Humanistic Approach
Cognitive Approach
Social Cognitive Approach
Socio-cultural Approach
B. LEARNER-CENTERED CLASSROOM (Roles and Responsibilities of Teachers and Learners)
• Learner-Centered Classroom
a. In a _, students are the focus of education, while teachers facilitate learning and help students reflect and become responsible for their education.
b. _, or student-centered learning environment, is one where the focus of instruction is shifted from the teacher to the student, with the end goal of developing students who are autonomous and independent, by placing the responsibility of learning in the hands of the students.
• Learner-Centered Teachers must:
a. Act as Facilitators and Guides
b. Provide Anytime, Anywhere and On-Demand Support
c. Embody Core Values That Support Deeper Learning
d. Truly Encourage Students Drive Their Own Learning
e. Create Real-World and Authentic Learning Experiences
f. Leverage Technology to Personalize Learning
g. Commit to Professional and Personal Growth
• Roles and Responsibilities of Learners:
a. Be aware that they are responsible for constructing their own personal knowledge.
b. Taking part as active participants in the learning process.
learner-centered classroom
Student-centered classroom
C. Focus on Classroom Processes
1. _- It is more a product of the interaction between and among the teacher and students than that of the physical condition of the classroom. The physical condition of the classroom may exert an influence on the social interaction among the personalities in class, but it may not contribute as much as the classroom social interaction does. The classroom climate that is conducive for learning is one that is non-threatening yet business-like. It is a classroom where:
a. Specific classroom rules and procedures are clear.
b. These classroom rules and procedures are discussed on the first days of class.
c. Students are involved in the design of rules and procedures.
d. Techniques to acknowledge and reinforce acceptable behavior and provide negative consequences are employed.
e. Clear limits for unacceptable behavior are established
f. There is a healthy balance between dominance and cooperation.
g. The teacher is aware of the needs of different types of students
h. The teacher is fully aware of the happenings in class
i. Students' responsibility for their own behavior is enhanced.
The Classroom Climate
2. _- Studies suggest that management and instructional processes are key to facilitating learning but many interview responses, like the letter at the beginning of this module, emphasize the teacher's affective characteristics or social and emotional behaviors, more than pedagogical practice. Some of your teachers were motivating and inspiring. Others were not. You are grateful to those who motivated and inspired you. You must also be grateful to those who were not as motivating and inspiring. In a way, they also helped you become better persons in the sense that you strived to become better than them.
Teacher's Affective Traits
Research cites the following affective characteristics of effective teachers (James H. Stronge, 2002):
a. _ - specific attributes that show caring are:
• Sympathetic listening to students not only about life inside the classroom but more about student's lives in general.
• Understanding of students' questions and concerns
• Knowing students individually, their likes and dislikes, and personal situations affecting behavior and performance.
b. _ - These are shown in specific behaviors like:
• Treating students as people
• Avoiding the use of ridicule and preventing situations in which students lose respect in front of their peers
• Practicing gender, racial and ethnic fairness .
• Providing students with opportunities for them to participate and to succeed.
c. _ - The specific behaviors of a facilitative social interaction are:
• Consistently behaving in a friendly, personal manner while maintaining professional distance with students
• Working with students not for the students
• Interacting productively by giving students responsibility and respect
• Allowing students to participate in decision making
• Willing to participate in class activities and demonstrating a sense of fun
• Having a sense of humor and is willing to share jokesd.
d. _ shown in:
• Encouraging students to be responsible for their own learning
• Maintaining an organized classroom environment
• Setting high standards
• Assigning appropriate challenges
• Providing reinforcement and encouragement during taskse.
e. _
• Having dual commitment to personal learning and to students' learning anchored on the belief that all students can learn
• Helping students succeed by using differentiated instruction
• Working collaboratively with colleagues and other staff
• Serving as an example of a lifelong learner to his/her students and colleaguesf.
f. _ manifested in:
• Striving to make all students feel competent
• Communicating positive expectations to students, i.e., they will be successful
• Having high personal teaching efficacy shown in their belief that they can cause all students to learn g._ -• Reviewing and thinking on his/her teaching process .
• Eliciting feedback from others in the interest of teaching and learning
Caring
Fairness and respect
Social interactions with students
Enthusiasm and motivation for learning
Attitude toward the teaching profession
Positive expectations of students
Reflective Practice
3. _- Students form part of the human environment of the learner. In fact, they far outnumber the teachers in the learning environment.
• _ - According to Cambridge, is the behavior of a person who hurts or frighten someone or less powerful, often forcing that person to do something they do not want to do.
Types/forms of bullying are the following:
• _ - involves hurting a person's body or possessions.
• _ - is saying or writing mean things.
• _ sometimes referred to as _ bullying, involves hurting someone's reputation or relationships.
• _use of technology to embarrass, threaten, harass or target another person.
• _ - treating people badly because of their racial or ethnic background, saying bad things about a cultural background, calling someone racist names or telling racist jokes.
• _ - includes leaving someone out or treating them badly because of a disability, making someone feel uncomfortable, or making jokes to hurt Someone because of a disability.
• _ - Roy Baumeister and Mark Leary (1995) argue that the need to belong is a fundamental human need. Students who are accepted by teachers and classmates feel they belong to the class. The sense of belongingness enhances their learning and performance.
• _. - The prevalence of bullying, however, obstructs the creation of a learning community where everyone feel s/he belongs. With bullying in schools, the learning environment cannot be safe. Then all means, bullying should be eliminated in schools. Bullying takes on several forms, it can be mild, it can be intense or deeply seated and highly violent.
Classmates - Bullying and the Need to Belong.
Bullying
Physical Bullying
Verbal Bullying
Social Bullying, relational
Electronic or Cyberbullying
Racial Bullying
Disability Bullying
The need to belong
Bullying and The Need to Belong
4. Parents as a Part of the _ - Parents who are supportive of their children's learning are observed to do the following:
• Follow up status of their children's performance.
• Supervise their children in their homework/project.
• Check their children's notebook.
• Review their children's corrected seat works and test papers.
• Attend conferences for Parents, Teachers and Community Association.
• Participate actively in school- community projects.
• Aware of their children's activities in project
• Meet the friends of their children Invite their children's friends at home.
• Are willing to spend on children's projects and involvement in school activities.
• Confer with their children's teachers when necessary
Learners' Human Learning Environment.
5. _. - Physical Learning Environment. Has something to do with the condition of the classroom, the immediate environment of the learner. A conducive physical learning environment is one that:
• Allows maximum interaction between teachers and students and among students.
• Allows students without unnecessary distraction.
• Allows teacher to survey the whole class. • Safe, clean, and orderly
• Well- ventilated, spacious, and adequately lighted
• Makes possible re-arrangement of chairs as the needed arises
Physical Learning Environment