How to Make Learning Centers for Third Grade
Third grade students are at the level where they have basic reading, writing and arithmetic skills, and are able to handle a little more independence and responsibility. Learning centers allow student more freedom, choice and self-governing opportunities by having multiple activities occurring simultaneously. When set up properly, learning centers can open a world of self-discovery for the students and free up time for the teacher to work more directly with individual students. It also facilitates more subject matter to be covered in a shorter amount of time.
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Things You'll Need
- Materials needed for learning centers
- Baggies, folders or baskets
- Labels or signs
- Learning center instructions
- Students in older grades as supervisors
- Sound cues
- Evaluation materials
Instructions
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Plan the learning centers. Centers can be structured by theme, classroom setup, learning styles or subject.
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Choose how many centers you want and decide whether centers will be organized into designated groups, independent workstations or a combination of the two.
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Make sure that each center has an element of fun and interest appropriate to children in third grade. This will encourage the children to participate and stay focused during the learning center activities.
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Enlist responsible students in older grades to help run and supervise the stations, if possible.
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Set up centers and materials. Centers can be set up in baggies, baskets, folders or in specific areas of the room. Have each center clearly marked with a sign or label. Have clear instructions for each center. Make sure the instructions are targeted to a third-grade reading and interest level.
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Outline the rules of the learning centers (include appropriate behavior, time limits, proper conduct as they move between centers, how to use materials, cleanup procedures). Tell the class how they will be evaluated.
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Have sound cues to help students transition between work stations. Sound cues can alert students about when to begin their centers, when to stop and listen, when they should be switching centers and when to clean up.
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Model how to properly follow the rules, what students should be doing at each center and how to use the materials. Also demonstrate what the switching cues sound like and what they should be doing when they hear a sound cue.
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Circulate and help students as students are working in the centers. Take the opportunity to set up a learning center where students can work one-on-one or in small groups with the teacher. Cue students to clean up at the end of the centers.
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Evaluate student learning by marking any work that students completed during the centers, observing and giving a mark for learning center participation or having students complete self-checklists or self-assessment rubrics.
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References
Resources
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