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Please login below User Name Password Lighting the Spark! Proven Strategies for Getting All Your Students to Learn Dr. Sharon Link

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Presentation on theme: "Please login below User Name Password Lighting the Spark! Proven Strategies for Getting All Your Students to Learn Dr. Sharon Link"— Presentation transcript:

1 Please login below User Name Password Lighting the Spark! Proven Strategies for Getting All Your Students to Learn Dr. Sharon Link

2 ELL Students – learn their language… "The number of ESL students in US public schools has almost tripled over the past decade (Goldenberg, 2006). In 2004, Crawford observed that one- fourth of the school-age students in the United States were from homes where a language other than English was spoken. The school age population (K-12) will reach about 40% ESL in about 20 years (Center for Research on Education, Diversity and Excellence, 2002). BETWEEN 1990 AND 2000 THE NUMBER OF SPANISH SPEAKERS INCREASED FROM ABOUT 20 TO 31 MILLION (U.S. Census Bureau, 2001)..."

3 Background on Autism – seeing is understanding… 1 out of 100 kids are being diagnosed with autism; 1 out of 70 boys are being diagnosed with autism. 1 out of 38 children are being diagnosed said one recent statistic.

4 Consider the attributes of both of these vignettes… How might this impact your teaching? Turn and talk to your neighbor… 2 minutes…

5 Rule 1: Exercise boosts brainpower. Read the text 5 minutes of protected reading time No DISCUSSION Divide into groups Groups of 4 or 5 Play Music…Rotate to next Carousel when music changes Assign first group to Carousel Begin Responding to text using 5 “A” Text

6 Activity Step 1: Read the text silently for five minutes. Underline at least three ideas from the text that resonate with you. Step 2: Divide into groups of 4 or 5. Markers should be at each station. Step 3: Respond to the text at each Carousel. Five “A”s Text Process – Adapted from Judith Gray 1.What assumptions does the author of the text hold? 2.What do you agree with in the text? 3.What do you want to argue with in the text? 4.What parts of the text do you want to aspire to? Step 4: Rotate when the music changes. Step 5: Now analyze the text. Take five to seven minutes to revisit one of the stations you did not previously visit. Read the comments of others. Step 5a: On the sheet of paper under the paper at each Carousel labeled as “Analyze – Chalk Talk” respond and write silently to the text. Step 6: Feedback…what did you notice about this activity…? What worked? What didn’t work?


8 Rule 2: The human brain evolved, too! According to this video, where does learning really happen? How can teachers combine exercise with learning to improve the learning process? Activity: Complex, More Complex, Most Complex…

9 Rule 3: Every brain is wired differently.

10 Definition- What does the concept mean? Characteristics – What are the characteristics of the concept? Examples – What are examples of this concept? Non-Examples – What are non-examples of this concept? Every Brain is Wired Differently The Frayer Model for Conceptual Development

11 Step 1: Remind student that the Frayer Model for Conceptual Development will help students collaborate in a safe environment to make meaning of a given concept. Step 2: Place the target in the middle of the chart. Include examples o f the topics that might be included in each category. Have students work in groups or pairs think of examples and non-examples, essential characteristics and non-essential characteristics. Step 3: Students should work together to generate examples. Step 4: As students become familiar with the strategy organize the class into Concept Groups and assign each a different concept within a family of concepts. Step 5: A possible variation of the Model is to leave the concept blank and have students figure out what makes the concept is based on inductive thinking.

12 Rule 4: People don’t pay attention to boring things. Activity: Read, Talk, Draw, Write or Key Word Prediction

13 Rule 5: Repeat to remember. Activity: Note-taking should focus on procedural thinking, drawing labeled diagrams, and integrating the use of pictures as symbolic representations. 20.00 minutes

14 Rule 6: Remember to repeat. Activity: Reciprocal Teaching

15 Rule 7: Sleep well, think well. Survey student sleep patterns and have students communicate the child’s home rhythmic patterns. Students could journal around these activities.

16 Rule 8: Stressed brains don’t learn the same way. Activity: Cloze Procedures and Mad Libs

17 Rule 9: Stimulate more of the senses at the same time. Cubing is an activity that allows teachers to help students explore phenomenon from six perspectives. What are six different activities that you could plan around this video that would be engaging to your students?

18 Rule 10: Vision trumps all other senses. Graphic Organizers are used to arrange information on a page so that the relationships among the concepts are made clear visually. Symbols can be used to show causal relationships contrasted with language that students may or may not understand. Symbols can be words, thoughts, ideas, actions…or in this case 3-D drawing made from chalk.

19 Rule 11: Male and female brains are different. Facts and Inferences help students distinguish explicitly stated information and information that can be inferred from available evidence. This activity is helpful in a general setting, because of the difference between boys and girls and the different ways we infer.

20 Rule 12: We are powerful and natural explorers. Readers’ Theater enables students to perform a play that they have created themselves from a non-dramatic text. Materials that students might use include short stories, songs, a scene from a biography or autobiography, or non-fiction material such as social studies or science text. Students could use the Symphony of Science as mentor text to help them create something similar with relevant text.

21 Sharon Link, PhD DSW Leads 917-566-3648

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