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Student Centered Learning - Coggle Diagram

- - - - Collaborate in small groups, for example, organize them around tables or clusters of desks. For frequent whole-group discussions, try a circle or U-shaped desk configuration.
    - - This style is for individualized, self-paced curriculum.
- - - - Assess student passions and interests. These can be about family stories, favorite books, favorite movies, hobbies, trips, etc.
        (Miller, 2015).
  - - - Oftentimes the student provides more reliable information that the information provided to the school (McCarthy et al., 2017).
      - Sections of the card are filled out by the students so you may see areas where their self-perception may need changing. (If they say "I'm not good at _")
      - Teachers can use the cards to create groups catered to individual learners.
    - - Help enable the students to be successful
      - Teachers can use these assessment tools for self, teacher, and expert assessment (Miller, 2015).
    - - Student surveys can be implemented early and often. They can be designed to give meaningful data about individual students than can help plan material that speaks to the individual learners
- - - - Project-based learning (PBL) naturally lends itself to differentiated instruction. By design, it is student-centered and student-driven, and it gives space for teachers to meet the needs of students in a variety of ways. PBL can allow for effective differentiation in assessment as well as daily management and instruction.(Miller, 2016)
    - - Teachers create videos to explain key materials. Ask the students to watch the material and review it before class. Student will come to class knowing beforehand the material, allowing the teacher to do class activities that will require the students to put in practice the new content that was introduced in the video. (Begman & Sams, 2012)
    - - Field trips are full of movements that engage the students into a real-world learning experience. It will meet different-level students' needs by having heterogenous groups with same questions or homogeneous groups with different-level questions. Students will feel very excited to see the application of the content. (Jaque, 2016)
    - - Station Rotation is a good activity in class for different-level students to learn from each other. Since they move in the classroom, they feel excited to think and cooperate with the station leader and the members. (McKee, 2019)
    - - This activity enables students to move in circles while exchanging ideas. It allows students to talk, for few moments, with different classmates about newly learn content. This technique allows student to talk through new concept or develop ideas while moving around. Physical movements and signals allow students to know information more directly. (Jaque, 2016)
- - - - What is it?
        
        According to Albert Bandura, social learning theory is the idea that children learn from observing others.(WGU, 2020)
        
        4 elements of Social Learning Theory
        
        Attention: students need to be focused and interested on the task.
        
        Retention: Students learn by internalizing the information.
        
        Reproduction: Students must be able to reproduce previous learned behavior or knowledge when required.
        
        Motivation: students can be motivated by seeing someone being rewarded or punished for something they have done.
      - Techniques
        
        Flipped Classroom
        
        Teacher assigns the students an instructional video or reading material to do at home instead of lecturing the students during the day. During class, the students apply what they learned at home through assignments or activities. The teacher's role is to be a guide or coach. Students can observe by watching each other and collaborate together.
        
        Gamification and Simulations
        
        Teachers can use games and simulations to make their class more interactive. Students can work together to win games and ultimately win an award. Simulations such as mock debates, trails, or cities can be used to give the students a chance to feel more engaged. Students can also learn from their peers and also observe each other to see who succeeds in the simulation.
        
        Peer Coaching
        
        Peer coaching is a great way to get students to work collaboratively. They can be grouped by levels, gender, and age to make sure the students feel comfortable. Students can observe, learn, and help each other along the way. Peer reviews can also be a good way for students to check each other's work and receive feedback from their peers.
        
        Group Work
        
        The teacher can assign groups matching the student's strengths and weaknesses. The teacher can also size the groups for maximum effectiveness. Roles can be assigned to each group member and create specific goals and expectations for each group. Groups should be evaluated on their own merit and not judged in relation to other groups. The teacher should consider giving different tasks to each group.