Tickle Your Brain Ideas and Activities for Keeping Students Engaged.
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Transcript of Tickle Your Brain Ideas and Activities for Keeping Students Engaged.
Tickle Your Brain
Ideas and Activities for Keeping Students Engaged
Find….
Never forget, you are working with a teenager.
Brain of a Female Adolescent
Brain of a Male Adolescent
MarzanoHigh Yield
Instructional Strategies
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
Marzano;s High-Yield Instructional StrategiesIn 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.
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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.
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NonlinguisticRepresentations
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.
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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.
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Setting objectives andproviding 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.
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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.
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Thinking Maps
Classroom Instruction that Works and Thinking Maps Marzano’s Classroom Instruction that Works discusses six common patterns for organizing information. These six patterns match may match more than one Thinking Map.
Marzano’s Pattern
Definition and Functions Related Thinking Maps
Concept Patterns a concept is a word or phrase that covers classes or categories of specific persons, places, things, or ideas
examples include democracy, chair, president
to define a concept, you need to look at examples, non-examples, and characteristics of the concept
Descriptive Patterns a description is composed of facts about specific persons, places, things, or ideas
description can be composed of noun phrases, adjectives, or adverbs
Time Sequence Patterns
a time sequence is composed of events in the order of when they happened
a time sequence can include descriptive information about the events
Cause/Effect and Process Patterns
a cause/effect pattern shows events, what caused them, and the results
a process pattern can show cause/effect relationships or can simply be written in the order the process is completed
Brace Map
534
4
30
500 100 100 100 100 100
10 10 10
1 1 1 1
Brace Map
apple
core
seeds
skin
Bridge Map
Circle Graph Line Graph
Percentages Change over time
Cup Quart
Quart Gallon
Circle Graph is to Percentage
s as Line Graph is to
Change over time.
Cup is to Quart as
Quart is to Gallon
Bridge Map
apple pumpkin
fruit vegetable
J ohnny Appleseed
Miss Rumphius
Apples flowers
Apple is to a fruit as pumpkin is to a vegetable Johnny Appleseed planted apple seeds as Miss Rumphius planted flower seeds
10
6 + 4
15- 5
7 + 3
5 x 2
2+8
19- 9
18- 8 9 + 1
Bubble Map
apple
red
yellow
green
tart
juicy
crunchyy
shiny sweet
Bubble Map
X X X X
1 2
6 12
4 8
2 4
3 6
Circle Map
Core
red yellow green
grow on trees orchards
apple pies apple sauce
apples
core stem peel seeds
Circle Map
Trapezoid Rectangle
Venn Diagram
One set of parallel lines Two acute angles Two obtuse angles One line of symmetry
Sum of the angles is 360º Quadrilateral Two diagonals
Two sets of parallel lines 4 right angles Two lines of symmetry
Pumpkins Apples
Venn Diagram
orange vegetable grows on vines
round seeds stems f ood
red fruit grows on tree
Flow Map
+ 3 + 4 + 5 ?
2 5 9
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Types of Quadrilaterals
Square Rectangle Trapezoid Parallelogram Rhombus
A rectangle with 4 congruent sides and angles
Two sets of parallel lines and 4 right angles
One set of parallel lines
Opposite sides parallel and congruent
Parallelogram with all side congruent
Frayer Model for VocabularyFrayer Model for Vocabulary
Definition in your own
words
Examples
Facts and Characteristi
cs
Non Examples
Quadrilateral
Definition: Characteristics:
Examples: Non Examples:
A closed figure with four sides and four vertices
four sides, four angles, sometimes parallel sides, sum of the angles = 360
Square, rectangle, rhombus, trapezoid, rectangle
Pentagons, trianglesCircles
Target Number
25
Rods and ones
Tally marks
20+5 10+10+5 15+10 12+12+1 5+5+5+5+5 12+13 14+11 16+9 17+8 18+7 19+6 21+4 22+3 23+2
Word form Twenty Five
~ Part Whole Models ~ Several children went to a play. There were 23 boys and 41 girls. How many children went to the workshop? Whole Part Boys Girls
23 41
?
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
Knowing Organizing Applying Analyzing Generating Integrating Evaluating
CRISS Strategies
ABC Brainstorming Used as a small group discussion strategy, for think-pair-share discussions, for review of background knowledge
Students can work alone, or with a partner to brainstorm ideas using the letters of the alphabet. ABC Brainstorming Line & Box Version templates can be downloaded and are provided lower on this page.
Anticipation Guide
Anticipation guides are effective ways to activate prior knowledge about a topic.
The teachers provide 5-10 statements for the students to determine if they are true or false. These are discussed prior to the lesson and then again after the lesson. This strategy creates interest, helps to guide students in setting a purpose and encourages students to a higher level of thinking.
Focused Free Write/Response This strategy is used to help students write to clarify & summarize their thoughts after reading a selection of text.
Students are instructed to write about a topic for a certain amount of time (1-5 minutes). Students must not stop writing during the allotted amount of time and they must write in complete sentences.
Graphic Organizers Graphic Organizers are effective visual representations of knowledge. They chunk information in a manner in which our brains works.
Motivate Guide Thinking Develop Vocabulary Increase Recall Organize Information Assist Understanding Promote Active Learning Activate Prior Knowledge Facilitate Pre reading, Post reading, Prewriting, Revising & Discussing
Mind Streaming Mind Streaming can be utilized as a paired or group discussion strategy.
Assign each student a partner. Tell them the topic that they will be discussing. Give them the time limit that you expect each partner to talk for. One minute per student works well. This may also be done in groups.
CRISS Strategies
One Sentence Summary This strategy is best utilized when the goal is to have students capture the main ideas from reading selections, lectures or videos. This must be modeled many times.
Pattern Puzzles This strategy is to assist students in understanding structure and patterns. It works well with content that requires sequencing of steps. (For example: scientific experiments, steps to solving a math problem, the directions of a recipe)
Power Thinking/Power Notes
This strategy helps students differentiate between main ideas and details through the assignment of numbers. Power 1 = Main Idea Power 2= Supporting Details for Power 1 Power 3 = Supporting details for Power 2
Sticky-notes Discussions Students to mark the place where they have a question as they are reading.
Students should mark down key words on their Sticky-note to help them remember why they marked that spot. This might be sections that they have a question about, a section that they found to be humorous, or a section that they found interesting or with a vivid description.
Selective underlining/highlighting
This strategy helps students to understand what the authors want them to know. Also it helps to organize information from the reading. A person will remember more of what they have read if it's organized. Selective underlining will help to organize information.
The Twelve Minute Study Strategy
Research shows that our brains retain more beginnings and endings. More information is retained from short sessions, than from lengthy ones. Information processed during a 12-Minute Study session leads to a greater degree of retention.
Two Column Notes Students divide their papers in half and record main ideas on the left and details on the right.
Student/Teacher Interaction
Technology
Game Templates
http://people.uncw.edu/ertzbergerj/ppt_games.html
Jigsaw Book