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Up-Grading Your MRS Toolkit 8+

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Presentation on theme: "Up-Grading Your MRS Toolkit 8+"— Presentation transcript:

1 Up-Grading Your MRS Toolkit 8+
Play “Upgrade Ya” by Beyonce in the backgroun: Opening activity: hand out oversized popsicle sticks and give participants 3 minutes to decorate sticks with name. Place names in a ziploc baggie and pull names throughout session to facilitate engagement. Let Us Upgrade YA

2 Response Card After watching the video… Which multiple response strategy would you use to foster student engagement and why? Pull a popsicle stick from ziploc bag. 2 minutes for CICs to generate a response

3 Multiple Response Strategies (M.R.S)
Multiple response strategies are techniques designed to elicit responses from most of the students in a class numerous times during a class period. Pull from ziploc to have a participant read.

4 8 Multiple Response Strategies (M.R.S.)
Response Card Whip-around Modified Whip- around Think-pair- share Table Talk Quick Response Oral/Choral Response White Boards Facilitator read. Let Us UPGRADE YA!!! Numbered Heads Quick-Draws Head to Head plus

5 Response Card (M.R.S.) A response card requires a student to write a brief answer to a question. Facilitator

6 Response Card This can be used throughout your entire lesson.
Each response is meant to be QUICK! Can be used as a formative assessment or as a Demonstration of Learning (DOL). Can invite individual oral response, pair share &/or Table Talk Participant.

7 Response Card Upgrade: Total Participation Technique
Let’s make and take!!! 8 page booklet. This booklet is also made and kept by students in their binders or you can have them keep in a toolkit on grouped desks. The 8 pages: A/B/C/D, TRUE/FALSE, 1/2/3/4, ETC.

8 Whip-Around (M.R.S.) Requires a quick response from each student. Students are given up to a minute to formulate an answer and then a few seconds to respond in succession. Facilitator read.

9 Modified WHIP-AROUND (M.R.S.)
Similar to the Whip-around, except students with similar answers sit down once their answer is given by another student. Facilitator read

10 Core Beliefs Our main purpose is to improve student academic achievement. Effective instruction makes the most difference in student academic achievement. There is no excuse for poor quality instruction. With our help, at-risk students will achieve at the same rate as non-risk students. Staff members must have a commitment to children AND a commitment to the pursuit of excellence. Facilitator allow participants to read silently while thinking about the following question: What core belief aligns with MRS? Have participants reply using a modified whip-around

11 Think-Pair-Share aka ..share with your neighbor ! (M.R.S.)
Strategy used to promote purposeful and relevant conversations between two or three students. Facilitator reads

12 Think-Pair-Share Encourages listening skills
Gives time for processing information & verbalizing learning It must be timed and include a specific outcome Can be written It’s a good idea to state “When time is up, I expect you to have _____________” Pull Popsicle

13 Table Talk (M.R.S.) Response strategy for a small group (3-5) that focuses student discussions. Facilitator read

14 Quick Response (M.R.S.) Response strategy used to encourage all students to process information, formulate their responses, and provide a quick response when called upon. Pull popsicle

15 White Boards (M.R.S.) White Board Make & Take
Response strategy that supports multiple learning modalities (visual, kinesthetic, auditory) while teacher provides immediate feedback during a check for understanding. White Board Make & Take Have participants make low-budget white boards. (5 min) Then have them respond to the following question: List one MRS discussed thus far that would be great for adult learner share your response with your elbow partner

16 Oral/Choral Response (M.R.S.)
High energy, fun, response strategy, requiring students to respond in unison. Facilitator read the slide and then state….CICs when I raise my hands I’m going to ask a question. Please don’t share your answer until I lower my hands. Facilitator raise both of your hands and ask the following question…What does the acronym MRS stand represent? Count to five in your head then lower your hands then participants will chorally share the answer. Tell CICs this is a great way to maintain order when doing oral/choral response.

17 Good Engagement After watching video. What are some advantages to cold call? Table talk and then pull popsicle sticks.

18 Let Us Upgrade Ya… Up-grade #1: Numbered Heads Together
Video…numbered heads.

19 Let Us Upgrade YA… Up-grade #2: Quick-Draws
Select a “big idea” or major concept within your lesson. Ask students to reflect on the meaning of the concept and create a visual image that represents that concept. Have students share (use turn and talk or table talk). Have one member from the group present another’s drawing and explain what it represents. QDs are opportunities for students to demonstrate their understanding of an abstract term or concept by representing it in a drawing.

20 Let Us Upgrade YA… Up-grade #3 Head to Head
Two students stand up to answer the question, the student who gets the correct answer first, remains standing and selects a new challenger Facilitator reads then explains to CICs ‘Head to Head’ is a great MRS for reviewing academic vocabulary and teachers can reward the last student standing.

21 Demonstration of Learning (DOL):
Include your responses on your second index card…this is your exit ticket. List the eight multiple response strategies (M.R.S) List one “Upgrade” you would like to introduce to your colleagues & why 10:25-10:30

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