Math centers provide opportunities to practice and apply mathematical concepts and skills through hands-on tools, such as calculators and three-dimensional math toys that are designed to promote understanding of number relationships, algebra and geometry. While working together, students can practice problem-solving strategies and model effective learning behaviors. They can practice drills with each other to strengthen their knowledge base of necessary math facts such as multiplication tables.
In a writing center, students can work on journals, poetry, other creative writing, essays, reports or any other writing pieces. Editing work with another person can be a good way to learn to give and receive constructive criticism. Producing a group effort such as a play or report teaches cooperation, effort-sharing and responsibility. While the teacher is monitoring group activities and is available for guidance, groups can be asked to work through their differences of opinion in a positive way.
Learning to use art materials gives students a way to communicate their thoughts, feelings and ideas in new ways. They can say things with images that they cannot express in words; learning to discuss art fosters better communication skills. Using art materials means learning how to manipulate them. This process takes time and practice. Centers are a good way to make art available to the students on an ongoing basis.
Science centers can be set up for experiments, explorations, research, data analysis and writing presentations. Students in a small group setting are more readily engaged and apt to participate in active learning. Learning centers have been used in classrooms since the 1970s. Robert Slavin, director of the Center for Research and Reform in Education at Johns Hopkins University in Baltimore, examined many such programs at both the elementary and secondary levels and found a positive correlation between cooperative small-group interactions and learning outcomes. Slavin's findings were published in the "Review of Educational Research" in 1980.
A classroom needs to have enough space to accommodate learning centers. Even teachers with small classrooms can learn to transform groups of desks into temporary centers with students' help and participation.
Almost any subject can be taught as a learning center activity.
Economically, learning centers make sense when it comes to expensive teaching tools. The teacher does not need to have enough for every student in the class; he just needs enough for the learning center. This can allow for a greater variety of tools being available.
Learning centers that are set up on an ongoing basis give early finishers something important to do while they are waiting for their classmates to finish up. Learning centers can also be available to those who need extra practice; a cooperative effort between students can be an effective tool.
Some teachers, especially at the primary elementary level, find having parent volunteers in the classroom during learning center rotations an effective way to manage students and materials.