The learning centres approach to teaching in the lower primary classroom

In this research, the learning centre concept within the classroom for one class is taken a step further to incorporate a few classrooms, for several classes at a time, in order to maximise the limited resources of the school.

Background

At Telok Kurau Primary School, in Singapore, the teachers of the Primary 1 classes have been actively involved in implementing the SEED project (Strategies for Effective Engagement and Development of pupils in primary schools) in their classrooms. The strategies include revising the curriculum to integrate subjects for teaching, providing more opportunities for experiential learning and using alternative assessments of pupils' abilities. The physical environment of the classroom is strategically set up to enhance the learning process and facilitate the teaching procedure.

The teacher to pupil ratio is 1:30. The classrooms are occupied by the Primary 3 (40 per class) in the morning, with Primary 1 classes sharing the facilities in the afternoon.

Learning corners are set up in the classrooms. This is despite the limited space left after placing 40 sets of standard size desks and chairs in them, as well as finding places for other standard furniture and media equipment.

Thematic classrooms as learning centres

With the revised curriculum that provides for experiential learning, a large space is preferred, in addition to the various learning corners set up in the classroom. Another challenge that the teachers face is to manage the whole class, while the pupils are divided into groups to work in the different learning stations, where hands-on activities are usually located.

Instead of having several small learning corners in individual classrooms, four classrooms are set up with only one large learning centre in the classroom. The learning centre is much larger and can accommodate at least half the class (if not the whole, that is, 30 pupils) at a time. Pupils need to move around the different classrooms for lessons and activities as a class.

The four teachers involved decided on four different types of layout for the classrooms to cater for different learning profiles (styles, intelligences) and to support the school's educational framework. These included:

• a drama centre;
• a workshop (for messy work);
• a games park (that can facilitate group work);
• a mini-science and technology laboratory.

In the drama centre, pupils are exposed to the performing arts and are involved in dramatisation. In the workshop, they put on aprons to create things and express themselves through art work. The games park provides a chance for cooperative learning when playing with the concrete manipulatives. In the science and technology laboratory, they discover, and are fascinated by, the changing world around them.

The teachers then design lesson packages with varying teaching strategies and content, according to the different functions of each classroom. During the lesson, the four classes rotate among the classrooms for different types of activities.

Advantages of setting up thematic classrooms as learning centres

The greatest advantage is that teachers are able to pool and optimise resources. This collaboration also increases the collegiality among teachers, as well as the pupils of the four classes. Teachers find the pupils very engaged and they stay on task throughout the whole lesson. Classroom management is not an issue, as the teachers do not need to cater to different groups of pupils doing different things at one time. Other teachers who are not involved in the project are able to conduct the lessons as well. All they need is to exchange their classroom with the teachers, just for a day.

The classrooms are very appealing as the teachers make a great effort to set up the learning stations in their classrooms. Maintaining only one learning centre in the classroom is much easier than a few centres for the teachers and this further motivates the teachers to sustain their efforts.

The pupils are very happy and excited whenever the teachers conduct the lesson packages. They can now enjoy many activities which are less ‘classroom-friendly' in normal classroom settings. The frequent transition in the learning process also helps to sustain pupils' interest in learning and caters to different learning styles. It is also observed that pupils take more responsibility in their learning once they get adjusted to the new routines and know what is expected from them. Finally, the students get to make use of the resources in their classroom even during normal days (that is, when the teachers conduct usual lessons).

What are the challenges?

Some logistic adjustments need to be made in order to conduct the whole lesson package, which may stretch over a few hours. Teachers are challenged to design good lesson packages that are pedagogically sound and relevant to the syllabus. Last, but not least, the lesson packages should be further enhanced to cater to pupils of different abilities (differentiated learning) at the various learning centres.