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W ELCOME - D O N OW Take folder from table near the door and pick ONE slip of paper from the hat Make a list of all of the things you like to do for fun.

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Presentation on theme: "W ELCOME - D O N OW Take folder from table near the door and pick ONE slip of paper from the hat Make a list of all of the things you like to do for fun."— Presentation transcript:

1 W ELCOME - D O N OW Take folder from table near the door and pick ONE slip of paper from the hat Make a list of all of the things you like to do for fun. Use your judgment on what to include as we will be sharing some of these.

2 W ELCOME - O UTCOMES Introductions Participants will learn: Strategies for making lessons fun in order to promote student motivation and engagement (and ultimately achievement) Ideas for how to build hope in students who may be disengaged in learning The year that Oklahoma became a state

3 H ANDOUTS – H OPE AND F UN W IKI The power point, links and documents can be found at

4 S TRONG F UN L ESSONS Hook/motivation Objectives Instructional Strategies Summary/closure Homework

5 C ARTOONS – AS HOOKS Why is this funny? What are some ways you could use it in a classroom?

6 D IVERGENT T HINKING Make up another show for the “math channel” that is a parody of a real movie. Write the title and a short description.

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8 D ISCREPANT E VENTS AS MOTIVATION Think: How the pear got in the bottle? Pair: Talk with a partner about your ideas for how the pear got in the bottle. Share: Let’s generate a list of how we think the pear got in the bottle.

9 S OLUTION The bottle is put over the flower on a pear tree and the pear grow inside of the bottle.

10 P UZZLES AS O PENING M OTIVATION Immediate hook into the lesson Lateral Thinking Puzzles Games Magazine and World of Puzzles Like everything else, they need to be taught so students can be successful

11 O THER O PENING M OTIVATION Celebrate Random Days November 14 th – National American Teddy Bear Day

12 O BJECTIVES Make it clear exactly what you are going to expect on your exit ticket or daily assessment Make part of it fun – a piece of trivia that lets them know more about you; have them bring in trivia

13 D RILLS /D O N OWS Activity: Rewrite/rework the following drill into something more fun that still addresses the same objectives: List three adjectives. List three adverbs. List three verbs.

14 I NSTRUCTIONAL S TRATEGIES If you have to do a traditional lecture lesson to build background knowledge, consider playing a game with it – Buzzword Bingo Buzzword Bingo Use puzzle-like instructional strategies Concept attainment Concept formation

15 Building Hope and Fun parentslunchcartoonFridaywatermelon objectiveplumgamesmotivationlesson differentiationinstructionpeachOklahomateaching Marylandbugbehaviorcharterfun partyconceptstudentspearpuzzle

16 CONCEPT FORMATION D ATA G ENERATION (P HASE I) On each post-it in your folder (three of them),write one food you love to eat at Thanksgiving. Get into groups of and share your food items with one another. Choose 16 – 20 food items from all of the ones your group members shared.

17 mailman mailman book book YES NO

18 YES mailman mailman stepson stepson book book car car NO

19 YES mailman mailman stepson stepson goldfish goldfish book book car car drum drum NO

20 YES mailman mailman stepson stepson goldfish goldfish mouse mouse book book car car drum drum paperclip paperclip NO

21 YES mailman mailman stepson stepson goldfish goldfish mouse mouse cactus cactus book book car car drum drum paperclip paperclip spoon spoon NO

22 P OTENTIAL T OPICS FOR C ONCEPT A TTAINMENT Language Arts Long v. short vowel sounds Long v. short vowel soundsMath Even v. Odd Even v. Odd Science/Social Studies/Health Natural v. human resources Natural v. human resources Arts/Phys Ed/Other Team v. individual sports Team v. individual sports

23 S ORTING (P HASE II) Make sure every person in the group knows what each food item is (tofurkey???). Have one person randomly select a food item to start the first category. Place this on your chart paper. Find any other foods that you think “go with” the first. Place them next to this first food. Randomly choose one of the food that is left. Group foods like it together in another spot on the chart paper. Continue this process until you have sorted all of the post-its. You should try to have between 2 and 4 categories.

24 L ABELING (P HASE III) AND E XPANDING THE C ATEGORY (P HASE IV) Write a description of each category by giving it a title it on the chart paper. Add the name of one more food item to each of the categories by writing directly on the chart paper.

25 C LOSURE (P HASE V) If your group were to recommend one of your categories of food to the rest of the class, what would it be and why. Be prepared to share this out with the rest of the class.

26 U SING C ONCEPT F ORMATION WITH KWL C HARTS Concept formation can be used to organize KWL charts. Start normally with KNOW and WANT TO LEARN. Use concept formation to categorize “want to know” by starting with first question and seeing if there are others like it.

27 C LOSING /S UMMARY E XTENSTIONS Four Square Synectics Ask for 4 random words at the end of the lesson As a summary, have students relate what they learned to the words they came up with Puzzle Station (paper or computer)

28 C ULTIVATING H OPE - B EHAVIOR Criterion referenced systems – Diamond, platinum, gold – Link to a theme in your classroom (rookie/all-star) Give opportunities to make it right – Earn back cards (individual card system) – Earn back points – Make it slightly harder to earn back than to lose so there is an incentive not to lose in the first place Clear statements on how to earn points – “wanna know what you are playing for?” – Ex. Everyone who finishes at least 5 problems in 15 minutes will earn 2 points for their team Class versus the teacher

29 U SING G OALS EFFECTIVELY Make a list of the academic goals you have for your class. Break this down – what does this mean on a daily/weekly basis? For example, if you want 80% mastery of your course objectives, on a 20 question Friday quiz, a student would need 16 questions correct.

30 T RACKING G OALS How are you tracking goals? Have a growth component – individual and/or class Individual goals Goal sheets and Reflections Goal sheetsReflections Think of fun ways to track individual goals (ex. Passports).Passports Student led conferencingStudent led conferencing (ex 2)ex 2 Specific Feedback and Praise

31 P UTTING IT ALL T OGETHER Hooks/Motivation – Think of a lesson you are going to be teaching this week. – Share the topic with a partner. – Brainstorm a list of hooks for the lesson Hope – Think of the students in your classroom who seem to have given up. – Describe one of these students to a partner. – Make a plan for how you can use goal setting to try to re-engage/build hope with that particular student.


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