1. Period Teaching in the Extended

2. Today’s Objective:  Workshop participants will actively participate in learning new teaching strategies that are appropriate for teaching in the extended period.  Workshop participants will leave with teaching strategies they can immediately implement to improve instruction.

3. Tell me, I forget Show me, I’ll remember Involve me, I’ll understand

4. The First Deadly Sin : Doing What You Did Before, Only Longer

5. Step One: Long Range Planning

6. 18 Week Plan Week 1Week 10 Week 2Week 11 Week 3Week 12 Week 4Week 13 Week 5Week 14 Week 6Week 15 Week 7Week 16 Week 8Week 17 Week 9Week 18 Name _______________ Academy ______________ Course_______________ Grade(s)/Level(s)_________

7. Step Two: Weekly Planning

8. Name: _____________ Course: ____________ Plan for Week of: ____________ Monday Tuesday Wednesday Thursday Friday Weekly Lesson Plan

9. Step Three: Daily Planning

10. Direct Instruction Activity One Activity Two Multiple Activities

11. Change Activities Every Twenty to Thirty Minutes

12. Daily Lesson Plan Teacher: ____________ Date:_________ Period:______ Course:_____________ Level:______Academy:____________Objective(s):___________________________ _____________________________________________________________________ Segment 1 Materials Description of Activities Activity: Time Allotted: Segment 2 Materials Description of Activities Activity: Time Allotted: Segment 3 Materials Description of Activities Activity: Time Allotted:

13. A Guide to Using the Extended Class Period  A menu of Teaching Strategies  Activities for Student Practice  Simple Cooperative Learning Activities  Whole-Lesson Formats  Movement-Oriented Activities

14. Jigsaw Each student has a task that contributes to an overall group objective. In heterogeneous groups of three to six students, each student is assigned part of a lesson. Each student works independently to become an expert on a portion of the lesson and is accountable for teaching the information to other group members, who must do the same. The teacher assesses mastery of the overall topic. Individual grades are given based on a test.

15. Your Group’s Assignment Please place your answers on the chart paper. 1) Name of strategy: 2) Description of strategy in your words: 3) Pros & Cons of the strategy: 4) Sample application-Specifically, when would you use this strategy?

16. Gallery Walk Completed group products are displayed around the classroom. On a signal, groups pass from one product to another, responding as groups to the products they see by writing questions or adding ideas. It may be necessary to time each ‘turn.’

17. Name of StrategyExplanation of Strategy Notes/Uses What to look for on your gallery walk

18. Think–Pair–Share In Think-Pair-Share, a problem is posed, students think alone about the question for a specific amount of time, then form pairs to discuss the question with someone in the class, usually a teammate. During Share time, students are called upon to share the answer with the class as a whole. Sometimes students are held accountable for listening to their partner because during Share time they are called upon to share the answer they heard from their partner.

19. Questions?