A description is given of a learning-centers program for classroom organization in which teacher-directed activities are minimized in favor of semidirected and learner-directed ones. Information concerning equipment and physical arrangement and references to sources describing motivational techniques for a listening center, a self-selection center, and a skills center are included. A suggested organization for an individualized buddy-system spelling program and a writing program based on experience and oral discussion are given. The teacher and the learner roles in the reading-thinking lesson are also outlined. References are listed. (CM)