CDDM Introduction Page 3


Students develop independence and responsibility if they know how to function in their classrooms without requiring adult direction or permission for everything that they do. Creating procedures that will facilitate a learner centered classroom, and using those procedures, helps to foster a culture of self-direction.

CDDM Box 3: Create Procedural Transparency In A Learner Centered Classroom
  • Standard Operating Procedures
  • Flow Charts
  • Rules
  • Tools (Tool Time For Education)

SOPs
Create opportunities for students to design, use, and evaluate the SOPs in the classroom.

flow_chart_2.JPGparking_lot.JPG
The parking lot is a good tool for getting feedback. Make a parking lot that has a permanent home in your classroom and keep the sticky notes close by. The more you prompt students to use the parking lot, the more they will begin to utilize it as a way to offer feedback. Begin by asking students to reflect on an aspect of each class. You might suggest that they put up at least two comments the first few times. Teach them to be specific. The critical component to the success of this tool is your use of it, so make sure to respond to posted comments when they are posted or as soon as possible afterward. If students see that you read, consider, and respond to their feedback, they will begin to use the parking lot as a primary communication tool.
Design structured opportunities for student-to-student engagement in a variety of learning groups. The clock appointment tool easily facilitates mixed grouping. Setting up the clocks for a group takes a little time, but once you have them, it is extremely easy to group students for any activity. When you set up the clocks be sure to include a sheet for any group members who are absent. Don't let anyone make an appointment with the same person more than once. If you must have a grouping of 3 now and then, that's fine, just make sure that one student doesn't end up being the extra student every time. You can make deliberate choices when grouping students. For example, you could decide that 12 o'clock is a friend partner, 3 o'clock is a partner with a similar learning style, 6 o'clock is a partner with a different learning level, or 9 o'clock is mixed gender. It is easier to have the students participate in the clock making, but it's fine for you to assign partners for a couple of the appointments. Be sure to record the type of groupings on a master clock for yourself. If these clocks will be used throughout the year, photocopy the whole set. It will save time if any of them get lost.



Additional Resources:These tools were adapted from RISC materials, but they are similar to the tools found in Tool Time For Education. There are additional tools in the Tool Time book and you will find a copy in each building.



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