Five MUST-HAVES for Differentiated Learning Centers
by Pitiya Huu
Differentiation Class of 2006
A clear sense of direction is a must in creating anything differentiated; this is achieved by arriving at a defined set of KUDs before even considering the centers.
An established routine – that is practiced consistently – with which students are familiar is necessary for the smooth functioning of learning centers. Students should know where to go, where to file papers, how to move from center to center, how to get assistance, and what to do once they're at the center (instructions should be provided – written and tape recorded – for students who have difficulty reading), without the teacher having to take extra time to explain any of these routines every day.
A system of accountability for students is also vital. If students know that their work is not being assessed, they will quickly learn that they don't need to do it. Also, without a way for the teacher to monitor student's progress, there is inadequate information from which the teacher can make accurate and updated differentiating decisions. This can be achieved from center checklists (students tick off as they complete work at each center), self-assessment (teaching students to monitor their own work against a rubric will provide a valuable skill for students and help them develop their metacognition), and folders/portfolios (where students keep their work for the teacher to assess at any point).
Connectivity to the classroom content is also key. Work that occurs at centers may prepare students for an upcoming topic (by whetting their appetites, or even preliminarily introducing the topic), reinforce a topic/skill, or review a topic/skill. No matter what the purpose of the activity at a center (introduce, reinforce, or review), there must be a connection to what's happening in the classroom – and more importantly, students must see the connection (if not before or during the center work, then most certainly shortly thereafter).
Finally, reflection is equally important in creating an effective center. I mean “reflection” in both senses of the word; the teacher must contemplate on what's working and what's not, in a constant attempt to tailor centers to meet students' needs (i.e., differentiating by learning profile or readiness level). Also, students must see themselves reflected in (at least some of) the centers in the classroom (i.e., differentiating by interest).
