Learning Centers

Library Research and Resource List

Curriculum and Instructional Design 5312
Laura Vail
Bakytkul Yayla
Zehra Eskintan
Sena Qutob
Sema Aydin
Isa Avci
 Sema Aydin
Annotated Bibliography
Metin, Ş. (2017). Investigation of the practices in learning centers of pre-school education
institutes. Turkish Journal of Education,6(1), 1-1. doi:10.19128/turje.267357
In this study, the researchers benefited from qualitative and quantitative research methods. They
were trying to determine what kind of practices take place related to learning centers in the
prekindergarten classes. The teachers who worked in a preschool in Turkey participated this study.
There were27 kindergartens and preschools in the studied area. 5 kindergarten and 11
prekindergarten teachers were volunteering for the study. They created a form to review and
observe the learning centers to collect data for the research. In the first part of the form there were
opinions of the teachers about the classes they were teaching. In the second part they were
focusing on the structure of the learning centers. They tried to understand the implementation of
the learning centers in the third part of the form. Having made the analysis with the found data and
methods, the researchers found out that the teachers' level of skills about the learning center
structure and practice was very low. As a result they decided to figure out how to make the
teachers more enthusiastic and more successful for the learning centers. They listed them in the
article and gave some suggestions about the situation.
Sema Aydin

Resources​
1. The Southwestern Assemblies of God University Learning Centers consist of the Math
Center, the Writing Center, and the Achievement Center. Services include individual and
group tutoring and academic skills development.​
https://www.sagu.edu/services/learning-center​
2. The following website is explaining what an ideal learning center should look like. It is
giving very useful suggestions to benefit from them.
http://blogs.edweek.org/teachers/coach_gs_teaching_tips/2016/02/four_keys_to_effective_cl
assroom_learning_centers.html
References:
By Sema Aydin

1. Lanaux, C. F., Vice, K. E., & Fashing-Varner, K. J. (2014). Chaos in the

Classroom: Center Learning in a 1st Grade Setting. Networks: An Online Journal
For Teacher Research, 16(1),
2. Metin, Ş. (2017). Investigation of the practices in learning centers of pre-
school education institutes. Turkish Journal of Education,6(1), 1-1.
doi:10.19128/turje.267357
 Chaos in the Classroom: Center Learning in a
1st Grade Setting - Zehra Eskintan

• Cite the reviewed article in APA format: Lanaux, C. F., Vice, K. E., & Fashing-Varner, K. J. (2014). Chaos in the Classroom:
Center Learning in a 1st Grade Setting. Networks: An Online Journal For Teacher Research, 16(1),
• On learning Centers:" Learning centers have been described in many ways, most often associated with literacy learning. While
there is a great variation in the organization and approach to delivering center instruction, the literature tends to describ e centers as
being small organized activities and learning opportunities focused on the needs and strength of a limited number of students" say
Lanaux, C. F., Vice, K. E., & Fashing-Varner, K. J. (2014) Tomlinson (1999) has suggested that learning centers are ideal to focus in
on important learning goals that may not be possible when teaching using whole group approaches.
• Purpose of the research: The research was conducted in a first grade classroom at a public school and consisted of 25 students
to determine which factors played an integral part of the success of center learning in a first grade classroom.
• Findings or Results (or main points of the article): After analyzing the research, centers appeared to be organized in an
effective manner, student learning was the primary goal, which enhanced students’ ability to enjoy learning in centers and also gain
social skills through collaboration.
• Conclusions: According to the research students not only enjoyed centers, but they were able to develop skills such as
independency, socialization, and responsibility through hands-on activities, games, listening activities, and computer-generated
programs
• Implications: I found this research very informative and useful with accurate analysis. It also emphasis on how
organizing centers important and a key to success and how to have students go through it.
 Zehra Eskintan

Resources
• Badger, J. (2016). Patterns of Students' and Teachers' Interactions in Learning Centers: A Case
Study of Three Teacher Leaders in an Elementary School. Education 3-13, 44(6), 617-631.
• This study investigated the instructional practices of three teacher leaders employed in a diverse, elementary
school in the USA and studies how learning centers were constructed on an expectation that learners made
self-initiated decisions, collaborated with peers, and contributed to the development of students' academic,
linguistic, and social skills in students of color, students from lower socio-economic class backgrounds, and
ELL.

• Pattillo, J., Vaughan, E., & National Education Association, W. D. (1992). Learning Centers for
Child-Centered Classrooms. NEA Early Childhood Education Series
• The book gives detailed information on the learning centers for a child-centered classrooms, in the aspect
of what they are, organization and management of them, teachers role, preprimary and primary learning
centers, and where to start.

• Baker, W. J. (2008). Learning centres in primary and early childhood music

education. Victorian Journal Of Music Education, 11(1), 22-30.
 Word Play
Promoting Vocabulary in Learning Centers
Bakytkul Yayla
• The article was based on how to encourage students to enjoy the learning vocabulary
through the learning centers. Most kids are spending almost 30% of their day at
learning centers with hands-on activities. Researchers believed that kids can learn
new words through hands-on activities. We can enhance them to learn reading
through the play. This research was showing that students are able to learn and
master new, challenging words through the learning centers.
• Planned instruction enhances vocabulary learning. Learning centers in preschool
and kindergarten provide an opportunity for vocabulary teaching that is part of the
routine, providing a topic-focused context and supplying countless interactive
activities for word practice. The natural engagement stimulated by each learning
center is an important way to supplement and extend vocabulary learning. Centers
allow teachers to easily use active teaching strategies to introduce, practice, and, as
needed, reinforce the targeted vocabulary words.
Resources;
Bakytkul Yayla

• Biemiller, A., & C. Boote. 2006. “An E ective Method for Building Vocabulary in Primary Grades.”
Journal of Educational Psychology 98 (1): 44–62.
http://www.academia.edu/2278556/An_Effective_Method_for_Building_Meaning_Vocabulary_in_Primary_
Grades
• Christ, T., & X.C. Wang. 2011. “Closing the Vocabulary Gap? A Review of Research on Early Childhood
Vocabulary Practices.” Reading Psychology 32 (5): 426–58.
https://www.researchgate.net/publication/232846066_Closing_the_Vocabulary_Gap_A_Review_of_Researc
h_on_Early_Childhood_Vocabulary_Practices
• Goldstein, P.A., Randolph, K. M. (2017).Word Play; Promoting Vocabulary in Learning Centers. YC:
Young Children.(pp.66-73).
http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=8&sid=4d134759-6bb9-4be0-a145-
c6d6889b845b%40pdc-v-sessmgr01
 Annotated Bibliography
Center-Based Teaching and Children’s Learning
Laura Vail

Bottini, M. & Grossman, S. “Center-Based Teaching and Children’s Learning: The Effects of Learning Centers on Young Children’s Growth
and Development.” Childhood Education. Annual Theme 2005: 274-277.

In this article, the authors discuss the effects of learning centers on young children’s growth and development. Learning Centers provide children with
opportunities to work together, make choices, hands on learning and becoming fully engaged in authentic learning practices. Two classrooms were observed
during this study, a traditional classroom and one arranged in a learning center style of classroom arrangement.

In the traditional style learning environment, you were more likely to see students bored or misbehaving, not engaged and poo r classroom involvement. In
the learning center arranged classroom environment students were engaged and less behavior issues. Another notable difference was the use of time between
the two classes. The traditional learning environments was not efficient and a lot of time was taken up especially for certai n children. The instruction was
directed at all children with your high and low getting the same direct teaching. In the Center classroom students moved independently and were able to work
in centers at their own levels. A much more productive way of teaching for all learning levels.

The learning center classroom was managed in a more appropriate and beneficial way. The concept in this environment is not taught to the children, it is
learned by the children. The children use their knowledge to explore and create. The traditional style classroom is taught verbally to the students and then
they are asked to demonstrate their knowledge.

In Conclusion, the learning center model is more productive a learning environment for student engagement and hands on learni ng. Educating the whole
child and fostering development.
 RESOURCES

Playful Learning and Teaching: Integrating Play into Preschool and Primary Programs

https://www.pearson.com/us/higher-education/program/Kieff-Playful-Learning-and-Teaching-Integrating-Play-into-
Preschool-and-Primary-Programs/PGM46341.html

Developmentally Appropriate Curriculum

BEST PRACTICES IN EARLY CHILDHOOD EDUCATION
Marjorie J. Kostelnik

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C44&as_vis=1&q=kostelnik+developmentally+appropriate+
curriculum&oq=kostelnik
Finding Center: How Learning Centers Evolved in a Secondary Student-
Centered Classroom. Sena Qutob

Movitz, A. P., & Holmes, K. P. (2007). Finding Center: How Learning Centers Evolved in a Secondary Student -Centered

Classroom. English Journal, 96(3), 68-73.

The authors of this article share the experience of creating centers in secondary schools. The centers are created as effective

multisensory and hands-on learning. Their research was conducted in English Language Arts class and curriculum. Students were

studying the Medieval unit. The authors' objective was to show how learning centers can help students become more involved in

class and more responsible for their learning. The centers are promoting students collaboration, discussion, feedback, and hi gher

order thinking.
 Patterns of Students' and Teachers' Interactions in Learning Centers:
A Case Study of Three Teacher Leaders in an Elementary School
Sena Qutob

Badger, J. (2016). Patterns of Students' and Teachers' Interactions in Learning Centers: A Case
Study of Three Teacher Leaders in an Elementary School. Education 3-13, 44(6), 617-631.
This study observed three elementary classrooms in the USA. It was found
that learning centers play a major role in learning in each of the classrooms. Bernstein's theory
of classification and framing was used to analyze the patterns of classroom interactions and
identify the skills and values from learning centers.
This research concludes that centers play important role in developing academic and social
skills in learners, including those learners from lower socio-economic backgrounds and English
language learners (ELL).
Learning centers help students to make self-initiated decisions and collaborate with peers. This
contributes to the development of students' academic, linguistic, and social skills.
 References
Sena Qutob

Bager, J. (2016). Patterns of Students' and Teachers' Interactions in Learning

Centers: A Case Study of Three Teacher Leaders in an Elementary
School. Education 3-13, 44(6), 617-631.
http://dx.doi.org/10.1080/03004279.2014.952756
Movitz, A. P., & Holmes, K. P. (2007). Finding Center: How Learning Centers
Evolved in a Secondary Student-Centered Classroom. English Journal, 96(3),
68-73.
http://www.ncte.org/journals/ej/issues
 Here are four keys to effective learning centers
that allowed me to make this
transformation:
1. Create, communicate, and practice procedures. Centers involve a complex choreography of
diverse students, areas, and materials. Teachers must create comprehensive procedures,
communicate them to students, and allow adequate time to practice them until they become
routine.
2. Group with intention: Centers allow students to work in different configurations including
independently, in groups they choose based on interest, and in mixed ability or leveled groups. In all
cases, grouping decisions must be intentional, based on the nature and purpose of each
activity.

(By Isa Avci)

 Here are four keys to effective learning centers
that allowed me to make this
transformation:
1. Provide meaningful tasks: Centers tasks in any content area should be interesting, challenging,
and when possible, provide students a chance to practice skills in authentic ways--meaning that
activities help students connect their learning to the real world or develop real-life habits of mind.
For example, having students navigate the classroom library to choose books and read
independently, write for a variety of purposes (letters, blogs, scripts, ads, or news articles), or play
math games that help develop mental math strategies.
2. Assess the impact. Whether by observing students as they're working, collecting student work to
review, or engaging students in reflections on their learning, teachers must monitor student
progress. It's important to know when students need support or scaffolding and when they need to
be challenged further.
(By Isa Avci)
 Students’ learning during the lesson and
end of the lesson (By Isa Avci)

• This is very important strategy which provides teachers to monitor students learning
and with feedback to guide instruction. Also, it helps to engage students during the
lesson and end of lesson. For instance, these are the five minutes assessment
activities during the lesson (formative) which are Brainstorming, Decision Making,
Item Clarification, matrix, minute paper, Multiple-Choice Survey, Quick Case Study,
Quick Thinks, Plus/Delta (+/Δ), Reflection, Strip Sequence, Think Pair Share,
Summative assessment will be given end of the lesson such as preparing long-term
projects, performance task, test, portfolios, preparing presentation, or short-quiz
,etc.
RESOURCES:
(By Isa Avci)

• Badger, J. (2016). Patterns of Students' and Teachers' Interactions in Learning Centers: A Case
Study of Three Teacher Leaders in an Elementary School. Education 3-13, 44(6), 617-631.
• http://tep.uoregon.edu/pdf/assessment/Ways_to_Assess_Student_Learning_During_Class.pdf
• http://blogs.edweek.org/teachers/coach_gs_teaching_tips/2016/02/four_keys_to_effective_cla
ssroom_learning_centers.html
• Goldstein, P.A., Randolph, K. M. (2017).Word Play; Promoting Vocabulary in Learning
Centers. YC: Young Children.(pp.66-73).
•http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=8&sid=4d134759-6bb9-4be0-
a145-c6d6889b845b%40pdc-v-sessmgr01