Teachers name: MARTA POYATOS

TIMING: weekly basis

CLIP TITLE : LEARNING CENTERS: 3 STEPS

GRADE/CLASS:

INFANT EDUCATION and

1ST

CYCLE

DATE: NOVEMBER 2014

SCHOOL: CP JOSE MARIA DE HUARTE - PAMPLONA

OVERVIEW& PURPOSE
What will be learned and why it is useful.
The clips show how to present and introduce a new activity within the methodology of Learning Centers,
following a 3 steps procedure: I Do, We Do, and You Do.
Implementing Learning Centers in the classroom promotes autonomous and independent learning through
engaging self-directed activities.
Content Objective(s):

Language Objective(s):

Math: recognising and counting numbers 1-6

Sentence patterns
Numbers and colors

Math: number recognition by subitizing

RESOURCES REQUIRED:
Learning Centers activity focusing on chosen objective (enrichment/skill/interest).
In this case: Roll & Stamp activity to practice counting skill
METHODOLOGY LEARNING STRATEGIES
Use of 3 steps procedure in Learning Centers methodology
ACTIVITY SEQUENCE:

Groupings (whole group,

small group)

Step 1, I DO
Teacher (I) introduces new activity to students in big group. She walks students
through the whole process: activity goal, materials, rules/steps to follow, vocabulary
used, expectations on final product...

Whole group

Step 2, WE DO
Students and teacher together (WE) put in practice the instructions given by the
teacher in step 1, while teacher checks for understanding and redirects if needed.
This step is usually done in big group, and we go for a whole round so students can
listen to their mates productions, get used to the patterns used, and finally
participate.

Whole group

Repetition and peer modelling helps students understand and internalize the
procedure.
Step 3, YOU DO
In small group, students can work on the activity autonomously by following the
directions given.

In heterogeneous groupings, high achievers usually help other

students by modelling, correcting and peer assessing each other.

If homogeneous groupings are settled, the teacher can join the group to check,
assess, modify and help during the activity, especially with students with learning
difficulties.

Small group

Discuss how different this activity would be if you did it in castellano/euskera.

I think the teacher modelling and big group practice and repetition help students understand the activity
expectations, even if the language used to introduce the new activity is not their L1. It cannot be denied,
though, that students productions would be more spontaneous, or at least more elaborated, if the activity was
conducted in their L1. But if teachers take the time to play and share with students some structures and
vocabulary it will help overcome this language drawback.