Centers Rotations
Which students go to which centers are the next hurdle? Students should be grouped based on data. These groups are not permanent, never changing groups. They can be changed every week or at an interval you determine is appropriate. When data indicates change is warranted, update the groups accordingly. Based on the number of students in your class you might have more than three groups. These groups should be manageable. If you have 10 or more students in a group you run the risk of groups becoming unmanageable. Group members should know their group. You can post group charts like the one below.
Charts should have students’ first names and last initials, however never display students’ learning levels. No group should be identified as the below grade-level reading group. Students can work together to select names for their groups, or you can name the groups. The chart is a reference for students and educators. As students grow academically the charts will need to be updated. With this in mind, think about using Velcro on the back of students’ names so that you can move names if needed.
Once students are in groups, they need to know how to rotate; moving through learning centers. One suggestion is to have one group with the teacher, one group working at their desk completing assignments, and the final group rotating to learning centers. The group with the teacher could focus on guided reading or practice a skill. The seatwork group could work independently on any of the following: reading, handwriting, spelling, word work, completing work from the whole group lesson, writing, follow-up assignments from meeting with the teacher, etc. Students' work should be differentiated based on the students' reading level. Centers can be assigned, or students can choose a center.
If you assign centers you will need to make sure students know which centers they should go to during the allotted time. Center assignments can be differentiated. For example, a picture of a lion on the outside of the folder would let students know their work can be located in that folder.
The final question I will address is: How do I monitor my students' learning as they work independently in centers? There are two things to consider. The first is having a system in place to collect students' work. Students can leave work in the centers in journals or folders, or they can submit their work the way that they submit all other assignments. Once you identify a collection system, be sure to remain consistent so that students know the expectation.
The second factor to consider is how to grade these assignments. Should they receive letter grades? Should students' grades be lowered if they do not complete assignments? Decide on the grading of assignments during the planning phase of creating centers. Assignments can be grading as independent work receiving a letter grade, or students can receive a participation grade for submitting work. Work could also be used to evaluate students' understanding, meaning you would not grade the work; however, you can plan for future assignments based on their comprehension of a learning center activity. Consider posting rubrics in your centers, so students know how work will be graded.
I used reading as the model for my charts; however, the same process applies to any learning center activities. The amount of time for rotations, students being in learning groups is based on the age and needs of your students. Younger students might rotate every 15 minutes. Older students might rotate every 20 to 30 minutes. All students might go to the same centers, or students may be assigned learning centers created for them. The idea is that centers support the learning in your classroom. Have fun and get your students moving.
