How to design a student-centered learning lesson plan

Student-Centered Learning Lesson Plan

HOW TO DESIGN A STUDENT-CENTERED LEARNING LESSON PLAN Describe and explain student-centered learning. Student Centered Learning (SCL) is an approach that allows students to take ownership of their learning instead of sitting passively and listening as the teacher delivers instruction. In SCL students create learning goals. In addition, students engage with others, often by using technology, to construct their learning. Finally, students monitor their progress, reflect on their learning, and make revisions to their goals based on these reflections. During this process, teachers facilitate learning by providing appropriate scaffolds to support student learning.  Roles: Student – constructs own knowledge Teacher – facilitates learning and scaffolds support Examples: Project-based learning Problem-based learning Case-based learning Inquiry learning When teachers utilize the SCL approach, appropriate scaffolding is essential to ensure that students identify relevant learning goals that reflect the curriculum we are required to teach.

SAMPLE STUDENT-CENTERED LEARNING LESSON PLAN
Grade Level:
Kindergarten
 


Content Area:
Life Science
 


Title:
Exploring Life!
Observing and Grouping Animals

Standard/Element:
SKL1. Students will sort living organisms and nonliving materials into groups by observable physical attributes.
b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.)


Objectives:
Students will recognize observable features of animals.
Students will group animals according to observable features.


Student-Friendly Learning Targets (goals):
I can observe and talk about the different features of animals.
I can think about animal features to group animals together.


Introduction:

To begin this lesson, students will watch an instructional video created by the teacher. In this video, the teacher will:

Present the following scenario: A zoo-keeper needs help sorting animals at a zoo. She wants to group animals together based on their observable features.

Ask the following questions: Which animals could be grouped together at the zoo? What information about the animals can we use to help the zoo-keeper sort the animals?

Discuss strategies for sorting the animals and introduce the terms observable and features.

Summarize the types of observable features of animals (appearance, size, motion, habitat, etc.) by providing examples using pictures and/or models.

Discuss how observable features can be utilized to group animals.

Present pictures of animals and demonstrate possible groupings based on observable features. Verbalize the thought processes used in creating groups.

Encourage students to identify learning targets for the lesson. 

• 
  Learning targets will be discussed further during face-to-face instruction. This will allow the teacher to provide appropriate scaffolding so that students may arrive at relevant targets that align to the content standard.
  

 
Activities: