Chapter 7 Learning Centers (SCIENCE).txt

a place where several students at a time can do activities independently, working through materials and directions found there

• purpose and objectives
• activity cards and worksheets
• materials and their resupply
• record keeping and evaluation
• the physical setup

• general enrichment
• complement an instructional unit or to present an entire unit when you only have a few materials
• avoid activities whose outcomes take more time to happen than the time you assign students to be at the center

• directions on activity cards must be simple so independent work is possible
• use short sentences and easy words
• scaffolding approach = paring poor readers with good readers who will help
• make design of activity cards appealing and different for each topic
• use cardstock
• include open-ended activities to have many possibilities for process-skill development
• record sheets help tell what child has done

common materials from home that dispel the idea that science is a strange enterprise

• have a master list of all center's activities or objectives with the children's names written to one side
• check the child's record sheet against your master list
• monitor student progress to be sure that center activities are meeting your objectives and maintaining the students' interest
• periodically schedule individual conferences

• locate the center where it will not interfere with other activities and where it is visible to you at all times
• wall space needed

• investigations can be made into learning centers
• always use clear directions
• check to see that the students understand the procedure
• demonstrate an activity to get their interest
• model appropriate behavior with materials
• plenty of time at first to ensure a successful learning experience
• work at centers can be assigned or optional.
• allow children to be an active part in planning their learning