1. J-FACTOR Todd Hawks, Presenter August 4, 2014

2.  Participants will learn about incorporating more Joy into the classroom  Participants will learn how to increase classroom engagement by using J-Factor  Participants will learn ways to incorporate J-Factor in a loud and quiet manner. OBJECTIVES

3. J-FACTOR IN ACTION  https://www.inkling.com/read/teach-like-a-champion-doug- lemov-1st/chapter-7/video-clip-20 https://www.inkling.com/read/teach-like-a-champion-doug- lemov-1st/chapter-7/video-clip-20  https://www.youtube.com/watch?v=R4Kqln5aOgs https://www.youtube.com/watch?v=R4Kqln5aOgs  https://www.youtube.com/watch?v=6YGKncmc5yo https://www.youtube.com/watch?v=6YGKncmc5yo

4.  How do you use Joy or have seen it used in the classroom?  Turn and talk  Share out ALREADY IN USE

5.  Fun and Games  Us (and Them)  Drama, Song and Dance  Humor  Suspense and Surprise 6 COMPONENTS

6.  Contests  Rolling numbers  Reciting Mid-western states in alpha order by the last letter  Sparkle  WBT Scoreboard  “Bees”  Spelling  Geography  Math  Relay races  Jeopardies FUN AND GAMES

7.  Nicknames  Secret signals and special words  Specific to class  Uses “inside knowledge”  A song or chant everyone knows  A “secret” song everyone knows but the tune is just hummed  A myth or story shared by the teacher  Invokes later to prove a point  Point of reference US AND THEM

8.  Start with “Stand up!”  Group song  Dramatic play  Movement  Examples:  Songs in foreign languages  Any song with gestures added to remember concepts  Songs that mark sequences or processes  Days of the week  Do-Re-Mi  Short script enactment  Chant and movement DRAMA, SONG, MOVEMENT, AND DANCE

9.  Shared laughter  Can strengthen environment  Spreads happiness  Fulfills students  Fulfills teachers  Be willing to laugh at yourself  Make jokes to remember concepts  Do funny things from time-to-time HUMOR

10.  Mystery box or envelope  Next lesson  Object to hook  Put item for lesson in gift package  Play around by deciding when to open  Create a ritual around opening (song or saying)  “You’ll love it. If you keep working hard you will get to hear it.”  Leverage good behavior  Hand out varied material in sealed envelopes  Vocab words  Other important concepts  “Don’t open until I say!” SUSPENSE AND SURPRISE

11.  The Faucet  It’s Whistling  The Servant 3 REMINDERS

12.  Read the scenario on your sheet and work with pairs and make determinations regarding the case. CASE STUDY

13.  FROM GROUPS and DECIDE on a SCRIBE. ANSWER THE FOLLOWING QUESTIONS ON A PIECE of CHART PAPER:  How have you used J-Factor in your classroom?  What are the unintended consequences of using J-Factor?  REGROUP  Model and share at least 1 way you or a group member uses J- Factor in the classroom.  Make it realistic  We are the class INNOVATE

14.  Team up and create!  Partners or groups of 3  Example of how you will use J-Factor  You are the teacher  We are the class  Key Takeaways THE FINALE