STUDENT-CENTERED LEARNING THROUGH MORNING MEETING CURRICULUM by Jodie Kap A project submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION IN CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, UT November 26, 2018 Approved ____________________________________ Clay L. Rasmussen, Ph.D. ____________________________________ Julie Loos, MEd _______________________________________ Nadia Wrosch, Ed.D. STUDENT CENTERED LEARNING 2 Acknowledgements I would like to express appreciation to the many people who have helped guide me through my final project. For Dr. Clay Rasmussen who helped me stay with my original plan of producing a curriculum project and provide all the necessary feedback. And for the professors and teachers I have worked with who have been willing to take time out of their busy schedules to help me and have shown me how I want to be as a teacher. For my amazing, wonderful husband who has supported me every step of the way. He has taken care of so many things for our family as I have pursued my education, and has made all of this possible. And finally for all of my children, they have had so much patience and certainly made sacrifices so I could pursue my dreams. STUDENT CENTERED LEARNING 3 Table of Contents NATURE OF THE PROBLEM…………………………………………………………..5 Literature Review…………………………………………………………………6 Student Centered Learning…………………………………………….….6 Student Motivation…………………………………………………..…….8 The Role of the Teacher…………………………………………….……12 Teacher Centered Classrooms……………………………………………13 High Stakes Testing……………………………………………………...14 Summary………………………………………………………………………....16 PURPOSE………………………………………………………………………………18 METHOD…………………………………………………………………….…………19 RESULTS……………………………………………………………………………….21 DISCUSSION…………………………………………………………………………..22 Limitations and Recommendations………………………………….…………..24 REFERENCES…………………………………………………………………………..26 APPENDICES……………………………………………………………………….…..31 Appendix A: Feedback Form……………………………………………………31 Appendix B: Morning Meeting Curriculum……………………………….……33 Appendix C: Feedback from Teachers….………………………………………58 Appendix D: IRB Letter…………………………………………………………64 STUDENT CENTERED LEARNING 4 Abstract Optimal student learning occurs in a student-centered classroom, where students feel accepted, challenged, and motivated. Student choice in a classroom is positively associated with divergent thinking, real world learning experiences, and greater academic outcomes. With the implementation of high stakes testing it is difficult for teachers to move toward this type of learning environment, as more focus is placed on end of level testing and the curriculum is becoming more narrow. A curriculum was developed to provide 5th grade teachers with a guideline for creating an environment in which students have a voice and an active role in the classroom while still being aligned to the Utah Core Standards. The curriculum includes a greeting, a language arts component, and an activity. Five expert evaluators assessed the curriculum and provided feedback to the author. Feedback was positive, showing a desire by evaluators to implement this type of curriculum in the classroom, helping positive relationships be developed while still teaching the core standards. STUDENT CENTERED LEARNING 5 NATURE OF THE PROBLEM A student-centered approach to education, either classroom-based or campus-wide, creates an environment where knowledge is constructed and both teachers and students feel supported. Research has shown that a classroom with a student–centered approach facilitates academic success, increases intrinsic motivation, and helps students construct knowledge (Sage, Adcock, & Dixon, 2012). Motivation is enhanced when a student is in control of his or her learning; they employ more effort and increase their overall level of understanding (Gambrell, 2011). Teachers play a vital role when incorporating a student-centered approach in the classroom, which leads to students feeling accepted, motivated, and challenged (Kohn, 1999). Another approach in the classroom, is teacher-centered instruction. This type of instruction focuses on the delivery of curriculum to students, with choices made by the teacher about how and when content is to be taught (Cuban, 2007). Curriculum is often taught in an abstract way which may lead to a decrease in motivation for learners. In a teacher-centered classroom, students typically are not actively involved in discussions, fewer student choices are presented, and very little self-evaluation of student learning take place (Cordova & Lepper, 1996; Minter, 2011). For optimal student learning to occur, a student-centered classroom is ideal. The pressure of high-stakes testing, mandated by policies in education, has led to increased teacher-centered classrooms (Watson, Johanson, Loder, & Dankiw, 2014). High-stakes testing has resulted in teachers feeling pressure to focus on end-of-level testing, resisting movement towards a student-centered environment, and not involving students in their own educational choices. This creates a feeling of frustration for teachers and less STUDENT CENTERED LEARNING 6 divergent thinking and motivation for students (Sage, et al., 2012). With the increase in high-stakes testing, encouraging teachers to move toward a student-centered classroom can be difficult, thus allowing students to direct their own learning and cultivate a whole student approach. Therefore, curriculum that can support teachers in creating a student-centered classroom while still teaching to the Utah Core Standards is needed. Literature Review When teachers show care and concern, and develop positive relationships with students, a student-centered approach is created in the classroom. A student-centered classroom allows students to develop individually as a learner, with greater confidence and motivation (Combs, 1982; Sage, et al, 2012). A teacher-centered classroom does not help students develop in the same positive way, as teachers are the ones making all the choices for what happens in the classroom and curriculum is often taught abstractly (Cordova & Lepper, 1996; Minter, 2011). With the implementation of high-stakes testing and the pressure on teachers to produce high scores for student achievement, curriculum has become more narrow with a stronger focus on content in hopes of raising test scores (Watson, et al., 2014). Teachers who educate with student-centered approaches, help students be more successful learners by making real connections, having voice and participating in learning that deepens understanding, and building greater self-efficacy; this in turn helps students perform better, including end of level testing (Combs, 1982; Kohn, 1999; Rogers, 1974). Student Centered Learning The student centered approach to education creates an environment in which students feel supported, accepted, and motivated (Berger, 2003). A positive classroom environment is essential for students to effectively learn; a place where emotion is part of STUDENT CENTERED LEARNING 7 the educational experience, making it holistic in nature (Krishnan, 2009). A student centered classroom benefits both students and teachers, with students becoming active participants in their own learning process and achieving greater academic success, and teachers working in a positive social climate with increased support (Combs, 1982; Krishnan, 2009; Sage, et al., 2012). Progressive education, or a student centered approach to education focuses on the whole person (Baker, 1955; Sage et al., 2012). John Dewey is credited with the beginning of the progressive movement in education in the early twentieth century, and his philosophies have been highly influential in the field of education (Baker, 1955). Dewey (1925), seeing the person as a social being, influenced by the environment, believed the learning process must be realistic, demonstrate the social value of knowledge, and provide opportunities for students to test their social and moral characters (Chall, 2000; Spring, 2011). The progressive movement declined after Dewey, but made a resurgence in the 1960’s and 1970’s, with humanistic theorists such as Carl Rogers and Abraham Maslow (Frick, 1971). The humanistic approach to education emphasized learning by the whole person, including feelings, emotions, and cognition (Rogers, 1974; Sage, et al., 2012; Spring, 2011). A student centered classroom, incorporates this humanistic approach. Humanistic education focused on the worth of each individual person and the unique ability to achieve a students’ highest potential (Frick, 1971; Sage, et al., 2012). Humanistic education encouraged educators to consider the idea of teaching the whole person; both social and emotional development, with “feelings and ideas merged” (Rogers, 1974, p. 103). The learning process in the classroom is realistic and includes STUDENT CENTERED LEARNING 8 positive interpersonal conditions and respect for students (Combs, 1982; Rogers, 1974). Rogers, (1974) discusses several case studies showing an increase in grades and reading scores and more importantly, an increase in creativity and self-esteem, resulting in a “unified learning by the whole person” (p. 110). Arthur Combs, an influential humanistic educational writer and professor, highlights that “affective education maintains that concern for student attitudes, feelings, and emotions are important facets of the learning process and must be included in educational planning and practice” (Combs, 1982, p. 495). A longitudinal study with college aged students over the course of two years showed that when affective teaching is applied in the classroom, students had greater academic achievement, improved confidence, and increased motivation. This study showed that as the teacher created positive relationships with the students from various international backgrounds, they exhibited greater critical thinking skills, excitement for learning, and students became more responsible for their own learning (Krishnan, 2009). Combs (1982) emphasized the importance of affect or emotion being a part of the learning process, as it helped students find relevance through personal discovery. When humanistic principles, such as caring, empathetic, and supportive, were applied in the classroom, a sense of community was created and students achieved greater success (Kohn, 1999). When whole schools adopted a humanistic approach to education, a supportive framework existed which helped motivate students to become great learners (Berger, 2003; Kohn, 1999). Student Motivation Motivation. Motivation is a widely studied topic, with focus on both intrinsic motivation and extrinsic motivation. Motivation can be defined as a desire to act, or the STUDENT CENTERED LEARNING 9 stimulus behind a person’s behavior (Ryan & Deci, 2000). Theories of motivation deal with different factors influencing human behavior; what influences a person to engage in an activity, their persistence level, and the amount of energy they are willing to expend (Gambrell, 2011; Weiner, 2010). Historically, motivation theories have focused on the Law of Effect, which emphasizes past behaviors in regard to positive and negative rewards (Weiner, 2010). If a behavior was positively rewarded, the behavior will likely be repeated, and if the behavior had a negative reward, it will not (Weiner, 2010). This theory failed in predicting the behavior for an individual facing new tasks, a circumstance where there was no previous reward or punishment (Gambrell, 2011). The idea of self-efficacy emerged through the Social Learning Theory, emphasizing the importance of belief in one’s own ability to be successful in a situation (Bandura, 1982). Bandura (1982) discussed the influence self-efficacy has on an individual’s motivation level and their daily choices. He stated: Judgments of self-efficacy also determine how much effort people will expend and how long they will persist in the face of obstacles or aversive experiences. When beset with difficulties, people who entertain serious doubts about their capabilities slacken their efforts, or give up all together, whereas those who have a strong sense of efficacy, exert greater effort to master the challenges (Bandura, 1982, p. 123). Studies have shown that self-efficacy and competence are enhanced when individuals successfully completed tasks with autonomy (Bandura, 1982; Ryan & Deci, 2000). In the classroom, as students developed a strong sense of self-efficacy, they also developed STUDENT CENTERED LEARNING 10 greater intrinsic motivation and persistence, which lead to greater academic achievement (Bandura, 1982; Gambrell, 2011; Ryan & Deci, 2000). Intrinsic motivation. Ryan & Deci, (2000) define intrinsic motivation as “doing something because it is inherently interesting or enjoyable” (p. 55). When a person is intrinsically motivated, they engage in activities based on feelings, or rewards that come from within the person (Deci, 1972). Great satisfaction can be derived from tasks performed with intrinsic motivation and many studies have shown the importance of intrinsic motivation in the classroom (Deci, Koestner, & Ryan, 2001; Grolnick & Ryan, 1987). Intrinsic motivation harnesses creativity, divergent thinking, curiosity, and a natural inclination to learn without external rewards attached (Ryan & Deci, 2000). Ryan & Deci (2000) discuss the importance of intrinsic motivation in regard to an individual’s acquirement of skills, knowledge, and both cognitive and physical growth. It also leads to increased understanding and greater academic success (Gambrell, 2011; Oldfather, 1993; Sage, et al., 2012). Many methods exist to motivate student learning in the classroom, harnessing both extrinsic and intrinsic motivation (Deci, et al., 2001). Many educators utilize reward or incentive programs, and although they are intended as motivational tools, these external motivators have shown to produce lower scores, retention of material, motivation, and interest in student learning as found in a meta-analysis of 128 experiments by Deci, et al., (2001). Grolnick & Ryan (1987) had similar findings in a reading study of ninety-one fifth grade students from New York State. Each child participated in two experimental sessions and were randomly assigned a controlled, non-controlled, or non-directed task. The study found that intrinsic motivation was decreased STUDENT CENTERED LEARNING 11 when a grade was associated with the reading of a passage and less autonomy was given, the controlled task. Another important finding from this study is that after a period of time, memorization of the learned material for the controlled task had deteriorated; showing that material learned under pressure is less likely to remembered. A group of 70 fourth and fifth grade students from a private school in San Francisco, were randomly assigned to different groups and given mathematical tasks. When strategies of personalizing the task and using student choice were used to increase intrinsic motivation, students were able to complete more complex operations with improved learning and competence (Cordova & Lepper, 1996). Student choice. Student choice in the classroom is directly linked to increased intrinsic motivation (Gambrell, 2011; Grolnick & Ryan, 1978). When a student had a voice in learning, genuine learning experiences resulted; they became critical thinkers, and ultimately learned more (Jeynes & Littell, 2000; Newman & Church, 1990; Watson, 1994). Sage, et al. (2012), discuss the benefits of student-led classrooms, “When they are allowed to self-govern, self-reflect, and self-direct, students learn, I am capable” (p. 215). When learner-centered principles are applied in the classroom, students feel accepted for who they are and develop positive relationships with their teachers. Student motivation, cooperation, and self-direction are all enhanced through positive student-teacher relationships (Gambrell, 2011; Sage, et al, 2012). Nineteen second grade students from a private school classroom with diverse backgrounds and reading levels, took part in a research project to compare literacy instruction when delivered with a student-centered model allowing student choice, compared to a skills-based model. The findings of this study showed that overall student achievement and attitudes favored the student-centered STUDENT CENTERED LEARNING 12 model, especially for struggling readers (Davis, 2010). The study also showed that students were more motivated, had greater enjoyment for reading, and contributed more to open discussions when they were given choices through the student-centered model (Davis, 2010). Choice is a potent force allowing students to take ownership of their work, which leads to caring about their learning and their progress (Berger, Rugen, & Woodfin, 2014). Most children start school with enthusiasm and excitement for learning, but this attitude often wanes by the end of elementary school (Cordova & Lepper, 1996; Gambrell, 2011; Snow, Burns, & Griffin, 1998). A study of 91 fifth grade students from three elementary schools showed that when students have autonomy in the classroom, motivation was increased and conceptual learning improved. Students also had a greater retention of material when choice was involved in their learning (Grolnick & Ryan, 1987). Motivation is enhanced when a student is in control of their learning; they employ more effort and increase their overall level of understanding, resulting in positive academic outcomes (Cordova & Lepper, 1996; Gambrell, 2011; Oldfather, 1993). The Role of the Teacher The role and characteristics of the teacher in a humanistic classroom are vital to the student’s success (Kohn, 1999). The need for a teacher to be genuine, with no façade, is important in order to create an effective learning environment (Rogers, 1974). Successful teachers are open and honest and have complete acceptance of each child; this reduced disciplinary problems and allowed students to know they were respected and valued as an individual (Combs 1977; Sage, et al, 2012). A teacher’s positive regard, empathy, and congruence was shown to have a positive and significant relationship to the STUDENT CENTERED LEARNING 13 students’ cognitive growth as shown on standardized tests, productivity levels, and grade point averages with third grade students in the late 1960’s (Rogers, 1974; Rogers 1975). Meeting the individual needs of students and creating high, attainable expectations were essential for effective teaching (Morrow, 2011). With all of the complexities faced by students today and the diverse populations in schools, it is important for teachers to have and apply humanistic characteristics for the improvement of education (Sage, et al, 2012). Combs (1982) stated “teachers who practice affective education will help their students learn anything better, including the time honored basics” (p. 495). A student centered approach to education results in a classroom where students lead their own learning, are intrinsically motivated, and have greater academic success. Humanistic education allows for positive social, cognitive, and physical growth of students, thus educating the whole person (Berger, 2003; Combs, 1982; Rogers, 1974). Teacher-Centered Classrooms A classroom in which curriculum is delivered to students without thought to how students learn as individuals creates an environment where students are not active learners. A teacher-centered classroom is focused on the instructor, with content, assessment, and discussion all chosen by the teacher (Minter, 2011). The classroom is often set up in a way that indicate whole group instruction is the main delivery of curriculum, the teacher talks far more than students, and the conditions are controlled by the teacher (Cuban, 2007). When choices in the classroom are removed and learning takes place in a controlled environment, students feel more pressure and this often leads to low morale (Berger et al, 2014; Grolnick & Ryan, 1987; Watson et al, 2014). STUDENT CENTERED LEARNING 14 Curriculum is often taught in an abstract manner and students do not actively participate in their learning, which leads to a decrease in understanding and retention. Teacher-centered classrooms are controlled and quiet as compared to students actively engaged in learning in student-centered classrooms (Minter, 2011). A longitudinal study of international university students showed that when instruction shifted from teacher-centered to student-centered over the course of two years, students had greater understanding of abstract concepts, group work skills improved, and students developed better feedback and questioning techniques (Leug & Leug, 2014). High Stakes Testing In the current educational climate, it is difficult for teachers to feel that students should be leading their own learning, as they feel responsible for student achievement based on end-of-level tests. This pressure has led to teachers narrowing the curriculum based on test content, giving less student choice which diminished intrinsic motivation, and more rote assignments designed to help raise test scores (Sage, et al, 2012; Watson, et al., 2014). Testing is considered high-stakes testing because the results of the test can have significant consequences for students, teachers, administrators, and schools (Landry 2006; Levine & Levine, 2013). High-stakes testing is also known as state-mandated testing or standardized testing administered at the end of the school year (Gonzales, Peters, Orange, & Grigsby, 2017). With the introduction of the No Child Left Behind (NCLB) Act in 2001, testing became tied to federal funding for schools throughout the United States, holding students and teachers accountable for learning (US Department of Education, 2002). The purpose of the federal act was to help close the achievement gap STUDENT CENTERED LEARNING 15 for minority students and to show academic achievement growth for all students (Levine & Levine, 2013; Gonzales et al, 2017). NCLB was designed to give all students equal opportunity to receive a high-quality education and become proficient based on state standards. In order for this to happen, curriculum needed to be aligned to state standards and high-quality assessments were written (Gonzales et al, 2017; US Department of Education, 2002). Student impact. Several studies have shown that high-stakes testing has had a negative outcome for both teachers and students. In a study designed to look at how students were impacted based on teacher perspective, an online survey of 63 teachers and an interview with four teachers, found that teachers saw significant behavior changes during end of level testing for 1,058 students Kindergarten through fifth grade. Stress, anxiety, and self-doubt were major factors for students during test taking times, with students exhibiting behaviors such as crying, watching the clock, grinding teeth, and even vomiting (Landry, 2006). A study done in 2001 involving more than 4,000 teachers who filled out a questionnaire showed that teachers have seen negative side effects on students due to high-stakes testing. Students have exhibited high anxiety and low morale due to testing (Abrams, Pedulla, & Madaus, 2003). Watson, et al, (2014) conducted a study of elementary students and the emotions and feelings felt toward state standardized testing. Journals from 186 students in the third, fourth, and fifth grade were analyzed by researchers to see how students felt throughout the testing period. An overall theme for students toward testing was nervousness, anxiety, and hatred. Teacher impact. Teachers have felt pressure to teach a narrow curriculum and utilize teaching practices that contradict their own philosophies (Gonzales et al, 2017; STUDENT CENTERED LEARNING 16 Landry, 2006). Teachers report that time allotted to non-testing subjects has declined or been thrown out altogether, more instructional time is being spent on teaching test-taking strategies and practice content for the tests (Abrams, et al, 2003; Landry 2006). A longitudinal study compared three school districts in different parts of the United States and found that in all three areas the curriculum had been narrowed to focus more on end-of-level testing (Cuban, 2007). Landry, (2006) discussed the negative feelings teachers had toward high-stakes testing and the impact it had on teachers, as they wanted to leave the profession. Another major find from Landry’s (2006) study was that teachers feel they have no autonomy when it comes to assessment and feel they are not being heard, this led to stress and disappointment in the teaching profession. Gonzales, et al, (2017) discussed the findings of a study of 145 Texas teachers in all grade levels and the impact high-stakes testing had on stress levels. Teachers felt they did not have enough time to teach all of the curriculum which raised stress levels and lowered the feelings of self-efficacy (Gonzales, et al, 2017). Summary Research has shown that students gain a deeper understanding of learning when humanistic principles are applied in student-centered classrooms. Students have choice in their learning which leads to greater self-confidence, higher intrinsic motivation, and positive relationships are developed with both teachers and peers. A student-centered classroom versus a teacher-centered classroom provides the environment in which students can thrive and grow as individuals and achieve greater academic achievements (Combs, 1982; Rogers, 1974; Sage, et al, 2012). The role and characteristics of the teacher in a humanistic classroom are important to the student’s success as the teacher STUDENT CENTERED LEARNING 17 can create an effective learning environment and teach the whole child (Kohn, 1999; Rogers, 1974). Although teachers felt pressure, frustration, and negative feelings toward high-stakes testing, when teachers felt they had a good relationship with their students, and applied humanistic characteristics, they did find strategies to help students feel positive and motivated to do well. Many teachers had a desire to help students with the stress and anxiety they felt through best educational practices (Cuban, 2007; Landry, 2006). The desire to apply a student-centered approach in classrooms exists in many university teaching programs, with professors implementing this ideology to past and future teachers. When teachers apply a student-centered approach in the classroom, students can approach standardized testing with more confidence and motivation to do well (Cuban, 2007). STUDENT CENTERED LEARNING 18 PURPOSE A classroom with a student–centered approach facilitates academic success, increases intrinsic motivation, and helps students construct knowledge (Sage et al, 2012). Motivation is enhanced when a student is in control of their learning; they employ more effort and increase their overall level of understanding (Gambrell, 2011). With all of the complexities faced by students today and the diverse populations in schools, teachers need to acquire and apply humanistic characteristics for the improvement of education (Sage, et al, 2012). While teachers need to teach the core curriculum and administer end of level tests to students, a balanced approach of student-centered and teacher-centered instruction should be maintained in a classroom in order to meet the needs of all students (Cuban, 2007). The purpose of this curriculum project was to develop a 5th grade curriculum (see Appendix B) that assists teachers in creating a student-centered environment while incorporating English Language Arts Utah Core Standards. The curriculum (See Appendix B) is a guide for morning meetings and includes: 1. Daily greetings that enhance communication in the classroom, involving every student. 2. English Language Arts 5th Grade Utah Core Standards. 3. Activities that allow each student to be actively engaged and create a sense of community in the classroom. 4. Student participation in planning and conducting the morning meetings. STUDENT CENTERED LEARNING 19 METHOD This curriculum project provides 5th grade teachers with a guideline for creating an environment in which students have a voice and an active role in the classroom. By allowing students to have an active role in their learning, motivation is increased and a sense of community is created in the classroom. Curriculum (See Appendix B) is aligned with the English Language Arts 5th Grade Utah Core Standards and consists of one four week unit including daily lesson plans. Daily lesson plans are approximately 30 minutes long and include three parts; a greeting, reading, and an activity. There are several different greetings in which students will learn as they participate in the morning meeting. Each student is included in the greeting. The reading is aligned with English Language Arts 5th Grade Utah Core Standards and incorporates a discussion piece. Each lesson ends with an activity. Students will be taught different activities, one at a time, and they will be practiced during morning meetings. The activities include each student and help build positive relationships in the classroom. The curriculum (See Appendix B) is designed to provide a gradual release from the teacher to the students, with the goal of the morning meeting being student led. Students will be able to plan using a list of the greetings and activities taught to them by the teacher. Curriculum (See Appendix B) was given to three 5th grade teachers and two 6th grade teachers to review and give feedback to the author. The 5th grade teachers have each been teaching between 5 and 15 years. The 6th grade teachers range from 5 to 10 STUDENT CENTERED LEARNING 20 years teaching experience. Teachers used the feedback form, Evaluation for Morning Meeting Curriculum (See Appendix A), to make suggestions to the curriculum. STUDENT CENTERED LEARNING 21 RESULTS Each of the five teachers were given a copy of the curriculum (See Appendix B) to read, along with an Evaluation for Morning Meeting Curriculum form (See Appendix A) to fill out. Four categories were addressed on the feedback form: Design – Used learning methods and standards appropriate for the intended audience. Evaluation – Is aligned to the 5th Grade, Language Arts, Utah Core Standards. Learning Community – Helps develop a student-centered community in the classroom. Quality Teaching – Provides educators with instructional strategies to assist students in gaining a deeper understanding in language arts concepts. Teachers were instructed to mark whether the four categories on the feedback form were fully addressed, partially addressed, not addressed, or not enough information. On all four categories, all 5 teachers marked that each category was fully addressed (See Appendix C). Two questions were posed to the teachers along with a space for additional comments or suggestions for the curriculum (See Appendix B). The first question asked if the curriculum was something they would be interested in using in their own classroom. Each of the five teachers responded with a “yes” or a “definitely”. One of the teachers comments was “Yes – I love that the curriculum builds community and at the same time adheres to the common core”. The second question posed to teachers was, what could be done to improve the curriculum. Comments included, “Very well done” STUDENT CENTERED LEARNING 22 and “I would have to implement it myself to give feedback. As of now, it seems like the directions are clear and easy to implement”. Each of the teachers provided additional comments or suggestions (See Appendix C). The following are comments from the teachers: Evaluator 1 - “Make sure the greeting isn’t the focus. The curriculum is the focus. It is clear the author is focused on the curriculum and uses the greeting to engage all students. I like that it provides a way to activate background knowledge.” Evaluator 2 - “Could the name be changed to literacy circle or reading circle so that it could be done at any time during the day?” Evaluator 3 - “Loved the detailed lesson plan, very well thought out!” Evaluator 4 - “Love your morning meetings. I really liked how each of your morning meeting correlates with the standards. Your use of games, literature, and communication skills are wonderful. What if your math is first and you want to implement morning meeting? Could you change it to math standards or do you still do a literature component?” Evaluator 5 - “This is fantastic! It’s a great way to build a classroom feel of community while still reaching core standards. Could there be a shorter version? For example, Monday and Friday the standard length and then Tuesday – Thursday shortened to 5 minutes each day?” DISCUSSION Research has shown that classrooms with a student-centered approach create an environment in which students can thrive and achieve greater academic success. Students STUDENT CENTERED LEARNING 23 need opportunities to think divergently and reflect on their learning so they can gain deeper understanding and see continual growth (Kohn, 1999; Rogers, 1974; Sage, et al, 2012). Teachers inherently want what is best for students and have a desire to see them succeed. Although studies have shown that teachers feel frustration with the focus on high-stakes testing and the impact this has on both teachers and students, testing can be approached in a positive way when students have high self-efficacy and have a desire to see growth (Cuban, 2007; Gonzales, et al, 2017; Landry, 2006). When students are provided an environment where they are accepted and have a voice in their learning, they can see greater academic achievement throughout the year and end-of-level testing (Rogers 1974; Sage et al, 2012). In order to meet the needs of teachers, a curriculum (See Appendix B) was designed that creates a student-centered environment in which students can feel accepted and have a voice. The curriculum (See Appendix B) was reviewed by teachers who gave positive feedback. Each of the five teachers would like to use it in their own classrooms. There were no major changes required for the curriculum, only small suggestions for making adjustments to individual teachers and classrooms. Questions were asked by evaluators 2 and 4 about changing the name of the curriculum so that the meeting could be held at any time of the day and not just in the morning. Both evaluators also asked about content and if it could be changed to math standards to flow nicely right into math instruction in the morning. The author didn’t make changes to the content or the name due to the fact that these changes could be made by teachers to fit their individual needs and the name does not alter the actual curriculum. A suggestion was made by evaluator 1 to make sure that the greeting was not the main focus of the curriculum. In order to STUDENT CENTERED LEARNING 24 address this, the author added a comment to the instructions at the beginning of the curriculum to clarify that the main focus of the curriculum needs to be on the language arts component. The curriculum (See Appendix B) allows teachers to engage all students in a way that gives students choice while reinforcing language arts standards being taught in the classroom. The positive reaction from teachers supports the studies that have shown the frustration teachers feel with the narrowing of the curriculum and the focus on teacher-centered instruction (Gonzales, et al, 2017; Landry, 2006). Teachers want to help students feel motivated to learn and build their self-efficacy and this curriculum is one avenue to provide the environment in which students feel part of a community. Limitations and Recommendations One of the major limitations for the curriculum project was time. It would be beneficial to have had more time to create more units. Another limitation was the fact that it was a curriculum project and couldn’t be used in the classroom to actually teach the curriculum (See Appendix B) to students. Testing the curriculum would be an important part of knowing what changes need to be made. It would also be a great way to get feedback from students. If more time was allowed, this could be a great research project as well, comparing students who participate in morning meetings and students who do not. Possible avenues for research would be looking at the impact the curriculum may have on student motivation, self-efficacy, and academic outcomes like end-of-level testing. The primary focus of this curriculum project was to look at ways we can create an environment that is best suited for the needs of students. High-stakes testing is going to STUDENT CENTERED LEARNING 25 remain a part of the education system, but teachers can incorporate curriculum into the classroom that assists them in creating a community and helps students achieve greater academic success. 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(2017) The influence of high-stakes testing on teacher self-efficacy and job-related stress. Cambridge Journal of Education, 47(4), 513-531. doi: 0.1080/0305764X.2016.1214237 STUDENT CENTERED LEARNING 28 Jeynes, W. H., & Littell, S. W. (2000). A meta-analysis of studies examining the effect of whole language instruction on the literacy of low-SES students. Elementary School Journal, 101(1), 21-33. Kohn, A., (1999). The schools our children deserve: Moving beyond traditional classrooms and “tougher standards”. New York, NY: Houghton Mifflin. Krishnan, E. (2009). Affective teaching: A place for emotion in classroom learning. International Forum Journal, 12(1), 5-17. Landry, D. (2006). Teachers' (K-5) perceptions of student behaviors during standardized testing. Curriculum & Teaching Dialogue, 8(1/2), 29-40. Levine, M., & Levine, A. (2013). Holding accountability accountable: A cost–benefit analysis of achievement test scores. 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U.S. Department of Education, (2002) No child left behind: A desktop reference. Retrieved from https://www2.ed.gov/admins/lead/account/nclbreference/reference.pdf Watson, D. J. (1994). Whole language: Why bother? Reading Teacher, 47(8), 600-607. STUDENT CENTERED LEARNING 30 Watson, C. E., Johanson, M., Loder, M., & Dankiw, J. (2014). Effects of high-stakes testing on third through fifth grade students: Student voices and concerns for educational leaders. Journal of Organizational Learning and Leadership, 12(1), 1-11. Weiner, B. (2010). The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45(1), 28-36. STUDENT CENTERED LEARNING 31 Appendix A Evaluation for Morning Meeting Curriculum Form STUDENT CENTERED LEARNING 32 Evaluation Form for Morning Meeting Curriculum Instructions: Please mark the box accordingly, then add any additional comments in the space provided. Standards for Professional Development Fully Addressed Partially Addressed Not Addressed Not enough Information Design: Uses learning methods and standards appropriate for intended audience Evaluation: Is aligned to the 5th Grade, Language Arts, Utah State Common Core Learning Community: Helps develop a student-centered community in the classroom Quality Teaching: Provides educators with instructional strategies to assist students in gaining a deeper understanding in language arts concepts Additional Comments: Is this curriculum something you would be interested in using in your own classroom? What can I do to improve the curriculum? Additional comments or suggestions for this morning meeting curriculum: Name_____________________________________ Title_________________________________ Date_______________ Thank you for taking the time to evaluate this curriculum, Jodie Kap STUDENT CENTERED LEARNING 33 Appendix B Morning Meeting Curriculum STUDENT CENTERED LEARNING 34 Morning Meeting Curriculum Morning Meetings work best when you have a space in your classroom for the students to gather together in a circle. This allows all students and the teacher to be facing each other and feel included. For effective meetings, plan on spending 20 – 30 minutes each day for the morning meeting. The morning meeting will follow a specific structure. This allows for students to know what is expected and to feel that they are welcomed to class at the beginning of each day. The structure will be as follows: 1 – Greeting: Students will be greeted by classmates at the beginning of each morning meeting. This will be done with various greetings. 2 – Reading: The reading is the main focus of the curriculum and will incorporate poetry, quotes, and stories. Students will participate in discussions with peers and with the teacher, focusing on the standard with a learning target for the week. 3 – Activity: Students will participate in a class activity. All activities are designed to help with team building, enjoyment for being at school, and creating a classroom community. Morning Meetings require very explicit expectations for students, this allows students to communicate effectively and feel they are part of the classroom community. At the very beginning of the year, the teacher should guide students in creating expectations for the morning meeting time. An example of expectations for morning meetings could be: 1 - Come to Morning Meetings quickly and quietly 2 - Respect for others and self (comments are always respectful and kind) 3 - Listen to the speaker (Silent voice, eyes on speaker) 4 - Raise hand to speak When expectations are established, it is very important to practice these expectations for the first several days of school. If expectations are clear, morning meetings will run smoothly, stay in the allotted time frame, and students will be able to express their thoughts more freely. STUDENT CENTERED LEARNING 35 (A list of greetings and activities and how they are done, is provided in the back of the lesson plan) Once students have had morning meetings modeled by the teacher for several weeks, the goal is for students to become the leaders in morning meeting. Students will take the role of teacher for the meetings. The teacher can create an anchor chart with a list of greetings and activities that they have participated in and learned during morning meetings, this should be visible in the classroom. Students will choose a greeting and an activity from the list. They will also choose a reading to go along with the intended lesson for the week. Students will work in small groups to plan and direct the morning meetings. The teacher will approve student plans prior to the morning meeting. The responsibility of running the morning meetings will need to rotate so each student has the opportunity to plan and lead. (The student planning form is attached.) STUDENT CENTERED LEARNING 36 Morning Meetings Unit 1 Standards Learning Targets Unit 1, weeks 1-4 SL.5.1 (This standard is overarching throughout the entire unit.) PE.5.4 (This standard is overarching throughout the entire unit for activities.) SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. PE.5.4 Students will develop cooperative skills and positive personal behavior through communication and respect for self and others. Students will exhibit personal responsibility in a group setting by working well with others, accepting feedback, and understanding how rules and etiquette contribute to a safe and enjoyable environment  I can effectively engage in a discussion with my peers.  I can come to morning meetings prepared for discussions.  I can follow morning meeting expectations when participating in a discussion.  I can ask questions for clarification.  I can explain my understanding of what we are discussing in morning meetings.  I can work well with others through positive personal behavior and communication and respect for others.  I can follow rules and contribute to a safe and enjoyable environment. Week 1 – Point of View RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.  I can describe how the point of view influences how events are described. Week 2 - Theme RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to  I can determine the theme of a story based on details from the text. STUDENT CENTERED LEARNING 37 challenges or how the speaker in a poem reflects upon a topic; summarize the text. Week 3 – Compare and Contrast RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).  I can compare and contrast two or more characters in a story. Week 4 – Figurative Language RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.  I can determine the meaning of figurative language, similes and metaphors, in a text. STUDENT CENTERED LEARNING 38 Week 1 Point of View Monday Tuesday Wednesday Thursday Friday Standards Learning Target I can describe how the point of view influences how events are described. RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described. RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described. RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described. RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described. RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described. Materials Needed The Three Little Pigs Written by: Paul Galdone Poem The Poet Tree Written By: Shel Silverstein The True Story of the Three Little Pigs by A. Wolf Written by Jon Scieszka Current teacher read aloud book Select a few students to bring a book they are currently reading. A paper with the questions from the reading section typed on it – give one to each student STUDENT CENTERED LEARNING 39 sharing their book. Greeting Ball Toss High 5 Greet 3 Ball Toss Pinky Shake Reading Read out loud to students The Three Little Pigs Remind students that point of view is the perspective from which a story is told. Discuss the story with students: Who is telling the story? What evidence from the story proves the point of view? (Have students turn and talk to a Read out loud to students The Poet Tree Have students turn and talk to a partner to discuss what point of view the poem is told in. Have students find an example in the poem that proves what point of view the poem is told in. Remind students that the pronouns a narrator Read out loud to students The True Story of the Three Little Pigs by A. Wolf As you read through the story, stop and discuss what the point of view is. Why is this story different from the version you read on Monday? How does the point of view change the way the story is told? Allow students to discuss how the story changes from the original Read one paragraph to students from the book currently being read aloud to the class. Have students turn and talk to a partner to discuss what point of view the story is told in. Have students find an example in the book that proves what point of view the story is told in. How does the point of Students take turns reading one paragraph to the class from the book they are currently reading. Have each student discuss the following questions with the class after they read their paragraph. What point of view is the story told in? What examples in the book prove what point STUDENT CENTERED LEARNING 40 partner. Choose two or three students to share.) uses can offer a clue to the point of view. (1st person – I, me, we) (2nd person – he, she, they) version when the point of view changes. view influence the way the story is told? Why do you think the author choose this point of view? of view the story is told in? How do you think the point of view influences the way the story is told? Why do you think the author choose this point of view? Activity Weekend News Frog Game 4 Corners Fish, Chips, Peas Question Ball Week 2 Theme Monday Tuesday Wednesday Thursday Friday Standards Learning Target I can determine the theme of a story based on details from the text. RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in STUDENT CENTERED LEARNING 41 a poem reflects upon a topic; summarize the text. reflects upon a topic; summarize the text. reflects upon a topic; summarize the text. a poem reflects upon a topic; summarize the text. Materials Needed The Empty Pot By: Demi The Old Woman Who Named Things By: Cynthia Rylant The Girl Who Never Made Mistakes By: Mark Pett and Gary Rubinstein The Bee Tree By: Patricia Polacco The Little House By: Virginia Lee Burton Greeting Snowball Greeting Pinky Shake Languages Greet 5 Adjective Greeting Reading Guiding Question for each picture book: What is the message the author is teaching? Before you begin reading, tell students to be thinking of the lesson the author is wanting to teach the reader. Read The Empty Pot When you have finished reading the story, have students discuss what they Before you begin reading, tell students to be thinking of the lesson the author is wanting to teach the reader. Read The Old Woman Who Named Things When you have finished Before you begin reading, tell students to be thinking of the lesson the author is wanting to teach the reader. Read The Girl Who Never Made Mistakes When you have finished reading the story, have students discuss what they think the theme is. Students can Before you begin reading, tell students to be thinking of the lesson the author is wanting to teach the reader. Read The Bee Tree When you have finished reading the story, have students discuss what they Before you begin reading, tell students to be thinking of the lesson the author is wanting to teach the reader. Read The Little House When you have finished reading the story, have students STUDENT CENTERED LEARNING 42 think the theme is. Remind students that the theme is the central idea or message in the story. What message is the author teaching the reader? Have students raise their hand and discuss as a whole class. reading the story, have students discuss what they think the theme is. Students can work in partners or in small groups. Choose students to share what they discussed with their partners. work in partners or in small groups. Choose students to share what they discussed with their partners. think the theme is. Students can work in partners or in small groups. Choose students to share what they discussed with their partners. write down what they think the author’s message or theme for the story is. Students will turn this in and it can be assessed. Activity Weekend News Mummy Ball 4 Corners Frog Game Fish, Chips, Peas STUDENT CENTERED LEARNING 43 Week 3 Compare and Contrast Monday Tuesday Wednesday Thursday Friday Standards Learning Target I can compare and contrast two or more characters in a story. RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact Materials Needed Anchor Chart – large poster paper The Three Little Pigs Written by: Paul Galdone and The True Story of the Three Little Pigs by A. Wolf Written by Jon Scieszka Aesop’s Fable The Tortoise and the Hare Anchor Chart – large poster paper Current teacher read aloud book Anchor Chart – large poster paper Students need to each bring the book they are currently silent reading. Large poster paper with discussion questions for partners written on it. Greeting Math Greeting Languages Greet 5 Snowball Greeting Pinky Shake Reading Compare the two games that students These are both texts that were read the Read any preferred copy of Aesop’s Use a large poster page (anchor chart) with Have students partner up with each other and STUDENT CENTERED LEARNING 44 have now learned how to play – 4 Corners and Frog Game. Remind students what compare and contrast is. (When you compare and contrast, you look for details that show how characters or ideas in a text are the same and different.) Using a large poster paper, create an anchor chart with a venn diagram on it. At the top of each circle, write 4 Corners and Frog Game. Discuss what the two games have in common and what differences they have. previous week, have two students summarize the two stories. Discuss the following with the class: Compare the ways in which the two stories were similar. Model for students how the wolf’s actions were similar in both stories. (In both stories the wolf went to see the three little pigs in the same order.) Have students turn and talk with a partner and discuss how the pigs’ behavior was similar Fable The Tortoise and the Hare Compare and Contrast the two characters in the story. Using the poster paper, draw a venn diagram and label one circle with “The Hare” and the other circle with “The Tortoise”. Have students discuss the similarities and the differences between the two characters. What do they have in common? What are their differences? Using the poster, write down the a venn diagram drawn on it. Choose two characters from the current teacher read aloud book and write their names at the top of the anchor chart. Compare and contrast both characters. What do they have in common? What are their differences? Assist students in finding key details to help compare and contrast. Using the poster, write down the similarities and differences. discuss the following: *Choose two characters from your book. Compare - Tell your partner three things that are similar. Use details from the text to prove how they are similar. Contrast - Tell your partner three differences between your two characters. Use details from the text to prove how they are different. Both partners will need to take a turn discussing their book. Assign partner A and B, start with partner A and then allow time for partner B to discuss. The teacher should circulate and listen to conversations. Help where needed and correct any misunderstandings. STUDENT CENTERED LEARNING 45 Fill out the poster. Example – Similarities: Both have a person in the center, everyone gets to play, students can get out quickly, only one winner Differences: The person in the middle gets students out in 4 corners, the frog in the frog game gets students out. Students stay in one place for frog game, students run around in 4 corners. in both stories. Have some of the students share with the class. Contrast the differences between the stories. What were the main differences students can see in the stories? similarities and differences. Activity Weekend News Mummy Ball Birthday Lineup Hot Potato 4 Corners STUDENT CENTERED LEARNING 46 Week 4 Figurative Language Monday Tuesday Wednesday Thursday Friday Standards Learning Target I can determine the meaning of figurative language, similes and metaphors, in a text. RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Materials Needed Access to a computer for Youtube. Youtube video – Similes and Metaphors by the Bazillions List of Similes and Metaphors – Cut into strips to handout. The One and Only Ivan By: Katherine Applegate Owl Moon By: Jane Yolen Have students bring a poem or a section of text that includes a simile or metaphor. Students will share what they bring to morning meeting. Greeting Languages Have You Ever? High 5 Adjective Greeting Greet 5 Reading Show students the youtube video. Remind students what similes and Place all of the word strips in a jar or the center of the circle. Each student Read two or three pages from The One and Only Ivan that have metaphors or similes. As you read through Owl Moon, have students identify the similes Have students take turns around the circle. They will each share the STUDENT CENTERED LEARNING 47 metaphors are and the differences between the two. A simile is a comparison of two things that are not alike using the words “like” or “as”. (Ex: The world is like a stage.) A metaphor is a comparison of two things, in which one thing is said to be another. (Ex: The world is a stage.) Have students turn and talk to a partner to come up with a new simile and then choose a few students to share. will take a word strip. Instruct students to read the sentence on their paper and decide if it is a metaphor or a simile. They also need to decide what the literal meaning is. Students will take turns reading their sentence, discussing if it’s a metaphor or simile and the literal meaning. If a student is incorrect, other students can help correct them. Some possible pages to read from are: pg. 27, 29, and 57 Have students identify the figurative language and decipher the literal meaning of the similes and metaphors. (Ex: pg. 57 – “like a glossy nut” – simile - Ivan is comparing a bug to a glossy nut.) and metaphors. As the figurative language is identified, students should discuss the literal meaning. Example: On the second to last page of the book, it reads “Then the owl pumped its great wings and lifted off the branch like a shadow without sound“. (simile) And “But I was a shodow as we walked home”. (metaphor) Discussion questions for when simile or metaphor they brought to morning meeting and they will discuss the literal meaning. STUDENT CENTERED LEARNING 48 Repeat the same activity for metaphors. you have finished reading the story: How does figurative language add to the story? What mental images does it help the reader create? Activity Weekend News Fish, Chips, Peas Frog Game 4 Corners Mummy Ball STUDENT CENTERED LEARNING 49 Student Planning Form for Morning Meetings Name: ___________________________ Date: ______________________ Names of People in Group (3-4 students): ________________________________________________________________________ Learning Target for the Week: ________________________________________________________________________ ________________________________________________________________________ Detailed Steps and Materials Monday Tuesday Wednesday Thursday Friday Greeting Choose a different greeting for each day of the week. Reading Choose a meaningful poem, reading, story, song, etc. for each day – needs to be tied to the learning target for the week. Activity Choose a different activity for each day of the week. STUDENT CENTERED LEARNING 50 Greetings Name Instructions Ball Toss With everyone standing in a circle, call out a student’s name and toss the ball to them. When the student catches the ball, they will hold it while they say the name of another student and then toss the ball to that person. This continues until the ball has been thrown to everyone. Before this greeting begins, remind students of expectations such as throwing underhand, throwing toward the torso and not the head, and throwing gently. Variation: Tell students to remember who throws to them and who they throw the ball to. Have them do a couple of practice rounds and then time how long it takes to go through the whole circle. Have students discuss and collaborate strategies to help it go faster and be more efficient. It can be used as the activity as well – go through the circle one time for the greeting and then do the timing for the activity. Pinky Shake High 5 This is a basic greeting where two students face each other and say “good morning, (name)”! The greeting is repeated back to them. This can be done with a pinky shake or a high 5. Greet 3 or 5 This is a great greeting to use when time is limited. Begin in a circle and tell students to find either 3 or 5 other students to greet. Remind students of the importance of taking their time to say good morning and using the name of the person they are greeting. They will then have a greeting returned to them. Students will go back to their spot in the circle and get ready for the reading. Languages Students will greet each other in different languages. It works best to introduce one or two different languages at a time and add to them over a few weeks. This greeting can be used in a variety of ways. Students can go around the circle and say hello in a language other than English to the whole class and the class says hello back in that same STUDENT CENTERED LEARNING 51 language. Students can turn and greet the person on their right and left side. Languages can also be used in Greet 3 or 5, as they greet different students they can use different languages to say hello. Snowball Greeting Give each student a small piece of white paper. Instruct them to write their name on the paper and bring it to morning meeting. When students are standing in a circle have them crumple up the paper. When everyone has their “snowball” ready, have them throw them to the center of the circle. Once all of the snowballs have been thrown, have students retrieve a snowball and find the person whose name is on the snowball they picked up to greet. You can also have them pick up the snowballs and have them thrown two or three times to mix them up more. Adjective Greeting Students each choose an adjective that starts with the same letter as their own first name. For example – Marvelous Matt. Standing in a circle, students each take turns introducing themselves by saying, “Good morning, my name is Marvelous Matt”. The rest of the class will respond by saying, “Good Morning Marvelous Matt”! It is a good idea to brainstorm adjectives before the greeting begins to make sure each student is ready. Math Greeting Prepare enough index cards for the whole class. Each index card will have a multiplication or division problem on it and then cut in half. Example – one half will have 12 x 3 = and the other half will have the product 36. Place all of the halves on the floor face down in the center of the circle. Students each go and take a card from the floor and find the student who has the other half of the index card. They will greet each other by saying “Good morning, (name)”. They will then go back to their place in the circle. Have You Ever? Students stand around in a circle, the teacher says out loud, “Have you ever (asks a question)?” Students who can answer yes to the question go into the center of the circle and high 5 other kids that have come to the center and say “Good morning, (name)”. Example – “Have you ever worn red shoes?”, “Have you ever jumped off a high dive?”, “Have you ever played basketball?”. Make sure to ask STUDENT CENTERED LEARNING 52 questions that will give every student an opportunity to go to the center of the circle and greet other students. STUDENT CENTERED LEARNING 53 Activities Name Instructions Weekend News This is a great activity to start out each week. As students sit around in a circle, they each take turns sharing what their favorite part of the weekend was. Set clear expectations with time limit. Mummy Ball The game is played with students sitting on top of their desks. It is played in silence (like mummies). Students toss a ball (a ball that is soft, easy to throw and catch) to each other. The goal is to be the last student sitting on his/her desk. Rules: No talking, they can’t pass to students who are right next to them (desks touching), can’t drop the ball, can’t grab the ball at the same time as another student (both out), if a catch is not made, the ref (teacher) decides if it was the fault of the student who threw the ball or the student who was catching. (Bad throw or bad catch?) Any rules broken and the student is out…they sit in their seat. Voices still need to remain silent even when they are out. Hot Potato Students will play this game as they sit in a circle. Students will pass a ball around the circle as music plays, when the music stops, the ball stops. The student who has the ball in their hands when the music stops, is out. The game is finished when there is only one student left. As students get out, the circle moves in and gets smaller. 4 Corners Choose a student to be the counter. Assign a number to each of the four corners in the classroom. The counter stands in the center of the room, covers their eyes, and slowly counts out loud to ten. While the counter is counting, students must get to a corner as quickly and quietly as possible. When the counter gets to ten, they will keep their eyes covered and call out a number, 1, 2, 3, or 4. Whichever number they call out, students in that corner are all out. If no one is in that corner then the counter starts counting again. The counter continues doing rounds of counting to ten until there is only one student left. When there are only four students left, students must be in a corner all by themselves. Fish, Chips, Peas Students stand in one long single file line facing the teacher. This is the center line and is called chips. Have students take one large step to their right, this is the fish line. Have students step back to the center, or chips line. Now have them take a STUDENT CENTERED LEARNING 54 large step to their left, this is the peas line. Students will step back to the chip line and this is where they will begin. The teacher begins by telling everyone that the quiet rule is starting, anyone who talks will be out. The teacher calls out one of the words for each three lines – fish, chips, or peas. When the teacher yells the word, all of the students need to step to that line as quickly as possible. For example – if the teacher yells peas, the students must all quickly take a step to their left so they are on the imaginary peas line. The last student to get there is out. If a student steps the wrong direction, they are also out. The game continues until the last student wins. The pace can start out slow and get faster to make it more challenging. It is a good idea to let students practice a few times before beginning the game for the first time. Frog Game Students stand in a circle. Choose a student to be the detective and have him/her leave the room. While he/she is out, the teacher chooses one person to be the frog. All the other students are the flies. The detective returns to the circle and stands in the center. The game is played in silence. The frog begins taking out the flies by sticking their tongue out at other students in the circle. When a student sees the frog stick their tongue out at them, they must sit down on the ground. The goal of the frog is to take out all of the flies without the detective finding out who the frog is. The detective must try to find out who the frog is and has up to three guesses. Question Ball Use a multi paneled beach ball. Write different get to know you questions all over the ball. Possible questions: What is your favorite book? Where is your favorite place to eat? What is your favorite food? What are your favorite hobbies? What is your happiest memory? What is favorite thing to learn about? Students stand in a circle. The teacher begins by tossing the beach ball to a student, when the student catches the ball, they look at the question closest to their right thumb, read it out loud and answer the question. When they are finished answering the question, they toss the ball to another student and this continues until everyone has had a turn. STUDENT CENTERED LEARNING 55 Birthday Lineup Students line up according to their birthday, month and day. They cannot talk while they are figuring out where they need to line up. Students will need to become inventive in nonverbal communication. Remind students of the expectations – be respectful and kind as they use body language and facial expressions to communicate. STUDENT CENTERED LEARNING 56 Metaphors and Similes – Week 4 The lake is glass. Her tears flowed like a river. My life is an open book. My life is like a box of chocolates. The house is old as dirt. You are my sunshine. The student was as quiet as a mouse. Her hands were as cold as ice. The apple of my eye. This assignment is easy as pie. Don’t sit there like a lump on a log. The dog is as big as a house. That was a breeze. He is strong as an ox. She’s a star! Life is a highway. He was as cool as a cucumber. She has the heart of a lion. You are an angel. Life is a roller coaster. STUDENT CENTERED LEARNING 57 The field was a blanket of snow. She ran like the wind. The students were as busy as bees. Matt is a bookworm. The teacher is a night owl. His feet were warm as toast. He ran as quick as lightening. STUDENT CENTERED LEARNING 58 Appendix C Feedback from Teachers STUDENT CENTERED LEARNING 59 STUDENT CENTERED LEARNING 60 STUDENT CENTERED LEARNING 61 STUDENT CENTERED LEARNING 62 STUDENT CENTERED LEARNING 63 STUDENT CENTERED LEARNING 64 Appendix D IRB Letter STUDENT CENTERED LEARNING 65