Presentation on theme: "Brain Friendly Strategiesfor Collaborative Learning Ideas and Activities for Keeping Students Engaged Presented by Alycen Wilson, Lora Drum, Mia Johnson."— Presentation transcript:
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
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.
People Hunt Find Someone who…
Collaborative Groups Team structure: 4 people Partners: shoulder buddies face partners Greetings/ Closings
Note-taking Foldable Layered Book - 3 sheets of paper - fold to form layered book - label each tab: top tab- Student Interaction 2 nd tab- CRISS Strategies 3 rd tab- Technology 4 th - Marzano bottom tab- Thinking Maps Collaborative Learning Student Interaction CRISS Strategies Technology Marzano Thinking Maps
Marzano High Yield Instructional Strategies
High Yield Instructional Strategy Research ShowsExamples in ClassroomsPercentile 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 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.
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 practiceTeachers 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 LearningTeachers 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, readers theater, shared reading and writing, plays, science projects, group reports, choral reading, jigsaw, etc. 27
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. 23 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
Brain Break: Are you ready?
Never forget, you are working with a teenager. Brain of a Female Adolescent
Brain of a Male Adolescent
Thinking Maps and a few other favorite graphic organizers
Classroom Instruction That Works And Thinking Maps
Brace Maps are used to represent part to whole relationships
Bridge Maps Bridge maps are used to show relationships between ideas; especially helpful visual for explaining analogies
Circle Graph is to Percentages as Line Graph is to Change over time. Cup is to Quart as Quart is to Gallon
Thinking Maps Paper & Pencil WritingInstruction Relating factor- are tools for
relating factor: Long Vowels Bridge Map 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…
Bubble Map Bubble maps are used for describing an object/topic, not to be confused with circle map
Created with Kidspiration or Inspiration
Double Bubble Map -is used for comparing and contrasting -helps students look closely and think deeply about two items
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. Circle Map
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
Sir Walter Raleigh knight lived in England writer soldier went to South America involved with Roanoke what students knew at before beginning the unit What the students learned during the unit Extension of circle map- use color to represent learning over time
Frayer Model for Vocabulary Definition in your own words Examples (visual- drawing or symbol) Non Examples word characteristics
Quadrilateral Definition: Characteristics: (can be visuals) Examples: Non Examples: A closed figure with four sides and four vertices Square, rectangle, rhombus, trapezoid, rectangle Pentagons, triangles Circles
culture Denition (in own words) 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 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
Frayer Model variations Definition Characteristics Sentence with word from text Original sentence with word DefinitionVisual Synonyms Antonyms
Kim buys apples for $2.19, milk for 3.89, bread for $2.10, and a chicken for $4.99. She has a twenty dollar bill. How much change will she receive? Twenty Dollars – $20.00 $2.19$3.89$2.10$4.99 ? Equation Boxes
North Carolina Thinking Skills Levels: Thinking Maps KnowingOrganizingApplyingAnalyzingGeneratingIntegratingEvaluating
Student Examples of TMs: ng_Mapshttp://wiki.adams50.org/mediawiki/index.php/SBS:Thinki ng_Maps
Brain Break! Enjoy lunch Be ready to start at ____ LUNCH EXIT LUNCH Before you leave, heres a quiz:
Welcome Back from Lunch- Are you ready to get started?
CR eating I ndependence through S tudent- owned S trategies
A few good links: Pasco, Florida Links for All Teachers Elgin High School
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.
Alphaboxes/ABC Brainstorming A 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
Four Corners 1.Number off from Each number will be assigned a corner of the room to report to and be identified as that insect/bug group. 3.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. 4.When time is called, move to the back/front of the room and bring your sticky notes along.
Logic Lineups 1. Return back to your assigned number and insect/bug 2.Partner up with an insect from each of the other corners so that we have 1, 2, 3, 4 insects/bugs together. 3.Form a straight line and listen to the directions. 4.You will be rearranging yourselves based on the information given to you.
Brain Break: Are you ready?
What do you see? A man playing a saxophone or A portrait of a woman A Native American with headress Or An Inuit with a furry coat entering an igloo
Student/Teacher Interaction Student Engagement
One Sentence Summarizing (Marzano HYIS, CRISS) 1.As a group, divide up article and read Lets Talk- Promoting Mathematical Discourse in the Classroom 2.Everyone is to read and summarize the section that you have been assigned. Write a one sentence summary on a strip of paper. 3.When everyone in the group has finished reading and has their 1 sentence summary complete, take turns sharing your 1 sentence summary. 4. Put your summary slip in the envelope. 5.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 groups summaries. Write these 3 words on the front of the envelope. 6.On the signal, pass your envelope to another group. 7.Now your groups job is to read only the 3 words on the front of the envelope and write a one sentence summary using all 3 words. 6.One person from each group will share the groups 1 sentence summary.
What Shape Are You?
Ways for Students to Respond (Overt Responses/Mandatory Engagement) Student Interaction Ideas cheer cards: Cooperative Grouping Student Engagement/Responses
Mix – Pair- Share 1.Each person will receive a brain building strategy card 2.Read the information on the card and be prepared to summary, share information about that strategy 3.When music starts, move around the room. 4.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. 5.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 1.When music starts, move around the room again. 2.Follow same procedure as before. 3. Do not pair up with someone you did earlier.
Brain Break: Are you ready?
Pay Attention Blooms Revised
Game Templates G ameBoards Powerpoints Graphic Organizers organizers/printable/6293.html Thinking Maps
online brainstorming tool Online interactive media posters More Technology
online brainstorming tool Farcebook Online interactive media posters Online tools for timing Word Puzzlers shtml Anticipation Guides (already made) The Hat (random student selector) More Technology Goodies
Brain Break: Are you ready?
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! * Theyre very mysterious!
Materials Needed: Paper Each book requires 1 ½ sheets of 8.5x 11 paper. (Heavy paper in wild colors is also nice) Use 2 or 3 different colors of paper. Scissors
Directions 1.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 1.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
1.Take your sheet of paper that has not been cut 2.Fold the paper in half (hamburger style).
3. Fold the paper in quarters, lengthwise, forming a W.
It should now look like a W.
4. Cut the innermost fold up to the next fold lines. Innermost fold Cut to here
5. Weave your quarter strips into the cuts. You know – over and under and over and under…
It should look like this.
6. Find the magic pages! If you flatten out the paper, you will see two sides, front and back. third The magic is finding the third side of the book. Clue: the book separates in the centermost fold and reveals the third side.
Pull apart here to get this! 6 4 Its magic!
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….
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?