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Brain Friendly Strategiesfor Collaborative Learning

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1 Brain Friendly Strategiesfor Collaborative Learning
Ideas and Activities for Keeping Students Engaged Presented by Alycen Wilson, Lora Drum, Mia Johnson Curriculum Specialists Catawba County Schools

2 NC TEP Standards Standard 1: Teachers demonstrate leadership
Teachers lead in their classrooms. Standard 2: Teachers establish a respectful environment for a diverse population of learners. Teachers adapt their teaching for the benefits of students with special needs. Standard 3- Teachers know the content their teach. Standard 4- Teachers facilitate learning for their students. Standard 5- Teachers reflect on their practice.

3 People Hunt Find Someone who…

4 Collaborative Groups Team structure: 4 people
Partners: shoulder buddies face partners Greetings/ Closings

5 Collaborative Learning
Note-taking Foldable Layered Book - 3 sheets of paper - fold to form layered book - label each tab: top tab- Student Interaction 2nd tab- CRISS Strategies 3rd tab- Technology 4th- Marzano bottom tab- Thinking Maps Collaborative Learning Student Interaction CRISS Strategies Technology Marzano Thinking Maps

6 High Yield Instructional Strategies
Marzano High Yield Instructional Strategies Set up layered book foldable using 3 sheets of paper- Label the top sheet- cover flap: Tickle Your Brain Label tab next to the bottom with Marzano’s High Yield Instructional Strategies

7 Marzano;s High-Yield Instructional Strategies
In Classroom Strategies that Works: Research-based Strategies for Increasing Student Achievement, Robert Marzano (2001) and his colleagues identify nine high-yield instructional strategies through a meta-analysis of over 100 independent studies. They determined that these nine strategies have the greatest positive affect on student achievement for all students, in all subject areas, at all grade levels. High Yield Instructional Strategy Research Shows Examples in Classrooms Percentile Gains Identifying similarities and differences Students should compare, classify, create metaphors, analogies and graphic representations T-charts, venn diagrams, classifying, cause and effect links, compare and contrast organizers, QARs, Frayer Model, etc. 45 Summarizing and note taking Students should learn to delete unnecessary information, substitute information, keep important information, write/rewrite, and analyze information Teacher models summarization techniques, identify key concepts, bullets, outlines, narrative organizers, journal summaries, reports, quick writes, column notes, graphic organizers, etc. 34 Participants are work as table groups to read and summarize the Teachscape article “Overview of Marzano’s High Yield Strategies Modules” - divide up the article in any way that you wish- have each person read different portions and then write a 1 sentence summary of what they read and put it on the stips of paper at your table. Once you have read silently and then written your summary, take turns sharing what you read by reading your summary to the group. After sharing, put your summary statement in the envelope. As a group, write 3 words on the outside of your envelope that reflects the entire contents of the article- the keys to understanding the article; pass envelope to the table to your right. When your table gets an envelope from another group- read the 3 key words on the front of their envelope and then using those 3 words, write a sentence to include all three words. Have person from your group bring envelope with sentence written on it to the front and share with all.

8 Reinforcing effort and
providing recognition Teachers should reward based on standards of performance; use symbolic recognition rather than just tangible rewards Hold high expectations, display finished products, praise students’ efforts, encourage students to share ideas and express thoughts, honor individual learning styles, conference individually with students, authentic portfolios, stress-free environment, etc. 29 Homework and practice Teachers should vary the amount of homework based on student grade level, keep parent involvement in homework to a minimum, state purpose and if assigned, should be debriefed. Homework should be practice what only what has already been taught. Retell, recite and review learning for the day at home, reflective journals, exit tickets. Parents should be informed of the goals and objectives. 28 Nonlinguistic Representations Students should create graphic representations, models, mental pictures, drawings, pictographs, and participate in kinesthetic activities in order to assimilate knowledge. Visual tools and manipulatives, problem-solution organizers, diagrams, concept maps, drawings, maps, etc. 27 Cooperative Learning Teachers should limit the use of ability groups, keep groups small, apply strategy consistently and systematically but not overuse. Integrate content and language through group engagement, reader’s theater, shared reading and writing, plays, science projects, group reports, choral reading, jigsaw, etc.

9 Setting objectives and
providing feedback Teachers should create specific but flexible goals, allowing some student choice. Teacher feedback should be corrective, timely, and specific to a criterion. Articulating and displaying learning goals, KWL, contract learning goals, dialogue journals, etc. 23 Generating and testing hypothesis Students should generate, explain, test, and defend hypotheses using both inductive and deductive reasoning strategies through problem solving, history investigations, invention, experimental inquiry, and decision making. Thinking processes, investigate, explore, use of inductive and deductive reasoning, questioning the author, predictions, predict-o-grams, etc. Questions, cues, and advance organizers Teachers should use cues and questions that focus on what is important (rather than unusual), use ample wait time before accepting responses, eliciting inference and analysis. Advanced organizers should focus on what is important and are more useful. Graphic organizers, provide guiding questions before each lesson, think alouds, inferencing, predicting, drawing conclusions, skimming, key vocabulary, anticipation guides, etc. 22

10 Brain Break: Are you ready?
Share next 2 slides on adolescents brains

11 Never forget, you are working with a teenager.
Brain of a Female Adolescent Never forget, you are working with a teenager.

12 Brain of a Male Adolescent

13 and a few other favorite graphic organizers
Thinking Maps Label last tab in layered book as Thinking Maps and a few other favorite graphic organizers

14 Classroom Instruction That Works And Thinking Maps

15 Brace Maps are used to represent part to whole relationships




19 Bridge Maps Bridge maps are used to show relationships between ideas; especially helpful visual for explaining analogies

20 Circle Graph is to Percentages as Line Graph is to Change over time.
Cup is to Quart as Quart is to Gallon

21 Relating factor- are tools for
Thinking Maps Paper & Pencil Instruction Writing Relating factor- are tools for

22 Reading the bridge map :
Long Vowels Bridge Map relating factor: Reading the bridge map : A says its name in grave as E says its name in treat as I says its name in spider as…

23 Bubble Map Bubble maps are used for describing an object/topic, not to be confused with circle map



26 Created with Kidspiration or Inspiration

27 Double Bubble Map -is used for comparing and contrasting
-helps students look closely and think deeply about two items





32 Circle Map The Circle Map is used to define a concept, word, or idea.
It is a great map to use to: diagnose prior knowledge brainstorm before writing use as a lesson closure This can be words, numbers, pictures, symbols, etc. to represent the object, person, or ideas you are trying to understand or define.




36 The students brainstorm what they know about butterflies
The students brainstorm what they know about butterflies. The boxes on the outside of the map is a frame of reference, where the children learned about the topic

37 knight soldier went to South America lived in England
what students knew at before beginning the unit What the students learned during the unit knight soldier Sir Walter Raleigh went to South America lived in England involved with Roanoke writer Extension of circle map- use color to represent learning over time






43 Frayer Model for Vocabulary
characteristics Definition in your own words (visual- drawing or symbol) word Examples Non Examples Model using foldable; other options, put on fronts and backs of index cards, punch holes and put on a ring (vocabulary)

44 Characteristics: Definition: Quadrilateral Examples: Non Examples:
(can be visuals) Definition: A closed figure with four sides and four vertices Quadrilateral Examples: Non Examples: Square, rectangle, rhombus, trapezoid, rectangle Pentagons, triangles Circles

45 Definition (in own words) Characteristics * Shared ideas
The ideas, beliefs, and ways of doing things that a group of people who live in an area share. Characteristics * Shared ideas * Shared beliefs * Shared practices culture Examples (from own life) * What my friends and I wear * Music we listen to Non-Examples * Color of my hair * Color of my eyes * Nature * Weather

46 Frayer Model variations
Definition Characteristics Original sentence with word Sentence with word from text Definition Visual Antonyms Synonyms

47 Target Number


49 Kim buys apples for $2. 19, milk for 3. 89, bread for $2
Kim buys apples for $2.19, milk for 3.89, bread for $2.10, and a chicken for $ She has a twenty dollar bill. How much change will she receive? $2.19 $3.89 $2.10 $4.99 ? Twenty Dollars – $20.00 Equation Boxes

50 North Carolina Thinking Skills Levels: Thinking Maps
Knowing Organizing Applying Analyzing Generating Integrating Evaluating

51 Student Examples of TMs:

52 Brain Break! Enjoy lunch
EXIT LUNCH Before you leave, here’s a quiz: Brain Break! Enjoy lunch Answer to quiz: Exit 2 lunch Be ready to start at ____

53 Welcome Back from Lunch- Are you ready to get started?

54 CRISS Strategies Labe middle tab (third from top) as CRISS Strategies

55 CReating Independence Student-owned Strategies through
2. Do example of ABC brainstorming on a topic????? Pass out anticipation guides and ask participants to read and fill in the left column; read article on student motivation: think-pair-share and then complete the right column of the anticipation guide #4 GO- covered this earlier with Thinking Maps and other graphic organizers

56 A few good links: Pasco, Florida Links for All Teachers
Elgin High School #6 One Sentence Summary- will be using a little bit later

57 Anticipation Guide 1. Read the statements about Motivating Students to Engage in Class Activities and check whether you agree or disagree on the column to the left side of your paper. 2. You are to read the article and then you will mark the agree/disagree column to the right side of your paper. Please make sure that for any false statements in the right column, you list the page and paragraph number to support your response. Article: Motivating Students to Engage in Class Activities

58 Alphaboxes/ABC Brainstorming
Ant Antennae B Butterflies Bite Bee C Chrysalis D Dissect E Exterminator F Flowers fly G Grasshopper Gnat H Horsefly Head I Icky J June bug K Katydid L Ladybug M Mosquito N Nectar O Outside P pesticide Q Queen bee R roach S sting T Thorax Tickl U underground V Venomous W X Wasp Y Z Yellow Jacket Zap Work with your number 7 partner and see how many words you can fill in based on insects/bugs Fold paper into boxes- write letters of alphabet inside- then record responses How could this be utilitzed in your classroom?


60 Four Corners Number off from 1-4
Each number will be assigned a corner of the room to report to and be identified as that insect/bug group. Your task at your assigned corner: using sticky notes, write down as many attributes as you can about your assigned insect/bug- make sure each idea is on a separate sticky note. When time is called, move to the back/front of the room and bring your sticky notes along. Step 5: have them arrange sticky notes into the hula hoop venn diagram based on their insects’ attributes Step 6: Think about your favorite insect of the 4 we have today and form a human bar graph Step 7. Form a circle in the room and then create a human pie/circle graph to represent the same info as the bar graph

61 Logic Lineups 1. Return back to your assigned number and insect/bug Partner up with an insect from each of the other corners so that we have 1, 2, 3, 4 insects/bugs together. Form a straight line and listen to the directions. You will be rearranging yourselves based on the information given to you. Read out descriptions of logic lineup clues, Assess to see if they are in the correct order

62 Brain Break: Are you ready?

63 What do you see? A Native American with headress Or
An Inuit with a furry coat entering an igloo A man playing a saxophone or A portrait of a woman

64 Student/Teacher Interaction
Student Engagement Label tab underneath cover sheet as Student Interaction/Engagement

65 One Sentence Summarizing (Marzano HYIS, CRISS)
As a group, divide up article and read “Let’s Talk- Promoting Mathematical Discourse in the Classroom” Everyone is to read and summarize the section that you have been assigned. Write a one sentence summary on a strip of paper. When everyone in the group has finished reading and has their 1 sentence summary complete, take turns sharing your 1 sentence summary. Put your summary slip in the envelope. When all group members are finished sharing 1 sentence summaries, as a group you are to come up with 3 words that would reflect your entire group’s summaries. Write these 3 words on the front of the envelope. On the signal, pass your envelope to another group. Now your group’s job is to read only the 3 words on the front of the envelope and write a one sentence summary using all 3 words. One person from each group will share the group’s 1 sentence summary.

66 What Shape Are You? Participants choose the shape that they can most associate with and why you think that way- draw the shape and explain your reasoning on an index card; share out characteristics of the shapes- notes on handout

67 Student Engagement/Responses
Ways for Students to Respond (Overt Responses/Mandatory Engagement) Student Interaction Ideas cheer cards: Cooperative Grouping Refer to the handouts: Ways for Students to Show Answers/Raise Hand Student Interaction Ideas

68 Mix- Pair-Share Activity
Brain-based Learning Strategies Directions on the next slide. Participants will receive cards with Brain based learning strategies, read card to self be prepared to share idea with others; play music, move around room, when music stops, high five closest person and 1st person takes 45 sec. to share info from card, next person takes 45 sec. to share info from their card, music and move, continue

69 Mix – Pair- Share Each person will receive a brain building strategy card Read the information on the card and be prepared to summary, share information about that strategy When music starts, move around the room. When music stops, turn to face the person closest to you, give one another a high five greeting and then you decide who will share first. Take turns sharing the brain strategy mentioned on your card. (you will be given time limits: Rules: when one person is sharing- the other person can only listen, no responding verbally When music starts, move around the room again. Follow same procedure as before. Do not pair up with someone you did earlier.

70 Brain Break: Are you ready?

71 Pay Attention Discuss Bloom’s Revised chart Bloom’s Revised

72 Technology Label 3rd tab from the bottom - Technology

73 Game Templates GameBoards Powerpoints Graphic Organizers Thinking Maps

74 More Technology online brainstorming tool Online interactive media posters

75 More Technology Goodies
online brainstorming tool Farcebook Online interactive media posters Online tools for timing Word Puzzlers Anticipation Guides (already made) The Hat (random student selector)

76 Brain Break: Are you ready?


78 Jigsaw Book Make the foldable- then brainstorm possible uses in the classroom: Chart these on paper as they share

79 Why Use Magic Books? * Students use their psychomotor and kinesthetic intelligences. * They are a unique way to present information for learning or reinforcement. * They are useful as a graphic organizer with many applications. * Keeps students engaged! * They’re very mysterious!

80 Materials Needed: Paper Scissors
Each book requires 1 ½ sheets of 8.5”x 11” paper. (Heavy paper in wild colors is also nice) Use 2 or 3 different colors of paper. Scissors

81 Directions Fold one sheet of paper in half- hamburger style, then open it and cut it along the crease so that you have two equal halves. Share one half of the paper with a partner cut Fold the half sheet of paper in half hotdog style. Open it up and then cut it in half along the fold. Be careful to cut straight and even. You will use these two strips to weave into the other piece of paper. cut cut

82 1.Take your sheet of paper that has not been cut
2.Fold the paper in half (hamburger style).

83 3. Fold the paper in quarters, lengthwise, forming a “W.”

84 It should now look like a “W”.

85 4. Cut the innermost fold up to the next fold lines.
Cut to here

86 5. Weave your quarter strips into the cuts.
You know – over and under and over and under…

87 It should look like this.

88 6. Find the “magic” pages! If you flatten out the paper, you will see two sides, front and back. The “magic” is finding the third side of the book. Clue: the book separates in the centermost fold and reveals the third side.

89 Pull apart here to get this! 1 2 3 4 1 5 6 4 It’s magic! 1

90 Ideas for uses… Word and definition Problem and solution
Cause and Effect Word- abbreviation Symbol- word (editing marks, music note and value, etc.) Math Facts A million more….

91 Brain Break: Something to leave you with…
A group of teachers were being feted by a number of business groups in the community. At the end of his welcoming speech, the head of the Chamber of Commerce said, raising his wineglass, “Long Live Our Teachers!” A voice in the back replies, “On what?”

92 Questions/Comments

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