Creative Strategies for CTE Teachers

1. Creative Strategies for CTE Teachers Putting the Puzzle Pieces Together

2. Getting to Know Me

3. Getting to Know You

4. Note Card Information: Name E-mail Address School Program Area Number of Years in Education

5. North Carolina Career and Technical Education That’s me!

6. North Carolina Career and Technical Education Getting to Know Each Other

7. North Carolina • Career and Technical Education • Getting to Know Your Students

8. Table Tents • Have students fold card stock paper in half vertically. • Use markers to write names in large letters • Place table tents in front of their seat or desk. • Have someone assigned to collect table tents at the end of the period to use the next day.

9. Name Tags • Purchase stick on name tags from an office supply store or have students make their own. • Use pins to attach or punch hole in top of the name tag and use ribbon or yarn so that students can wear them around their necks.

10. Word Associations • Call on students to introduce themselves to the class using the first letter of their name to share something about themselves. • Example: My name is Debbie and I like to draw.

11. Seat Students Alphabetically • This works well, especially when you are first getting to know your students. • This method also makes it easy to check roll. • After you get to know your students better you may let them select their own seats.

12. Seating Charts • This is also a good plan for the first few weeks of school or until you get to know your students better. • It is also very helpful if you have to have a substitute.

13. Note Cards • Ask each student to write their name on a note card. (It is helpful to buy assorted colors so that you can use different colors for each class or group of students). • You can go through the cards and write notes as you go through the stack. • You can also shuffle the cards so that you can call on students at random to answer questions or participate in the lesson.

14. Draw Numbers • Assign each student a number in your grade book. • Keep a set of numbers on your desk so that you can draw numbers to select students to answer questions or participate in the lesson.

15. Clothes Pins • Purchase a bag of wooden clothes pins. • Write the students’ names on the clothes pins. • Keep in basket or box. Clip the pins on the edge of the basket or box as you call on students.

16. Tongue Depressors • Purchase wooden tongue depressors at a craft shop. • Write each student’s name on a tongue depressor. Store in a box or bag. • Pull out names at random to participate in the lesson. • Try to find colored tongue depressors • so that you can use different colors • for each class!

17. North Carolina Career and Technical Education Instructional Planning

18. North Carolina Career and Technical Education The Curriculum

19. North Carolina Career and Technical Education The Lesson Plan

20. North Carolina Career and Technical Education The Pantyhose Theory of Education

22. North Carolina Career and Technical Education Cooking up Great Lesson Plans

23. North Carolina • Career and Technical Education • Introducing New Material

24. K-W-L • Designed to find out what students already know about the content to be studied. • Students complete a 3-column chart either independently or as a class. • K = what the students know before they begin • W = what the students want to know • L = what the students have learned (after they have finished covering the material)

25. Guess the Word • Post on the back of each student a sign with a key vocabulary word, name of a person, job title, picture of an object or other mystery answer to review content from the previous day. • Each student takes a turn coming to the front and trying to guess their mystery word or name. Student is allowed only to ask questions which may be answered with “yes” or “no”.

26. Key Words • Cut out keys from card stock paper or note cards. • On each key, write a “key word” from the previous day’s lesson. As the students arrive, have each select a key. • Write in their own words, definitions or explanations of the “key words”. • Stress that students are not to worry if they do not remember exact definitions word for word, because stating it in your own words shows that you truly know what it means!

27. Sentence Strips • Using sentence strips (long slender pieces of poster paper) write a word on one strip and the definition on the other. • Distribute to students and have them search the room for their “match.” • This is also a good way to pair students for another activity later on in the lesson. In addition to vocabulary words, you may use quotes or phrases from the textbook or teacher input session.

28. Word Wall • Prepare sentence strips with new vocabulary words as you begin new units. • Have students write definitions or draw pictures to illustrate the new words. • Display these words in a special part of the classroom---your “Word Wall.” • Be sure to remove these or cover them up when you are testing!

29. Question Box • At the beginning of the day, give students a slip of paper with a large question mark on the front. • Have them record on the back of the paper a question which relates to the lesson topic for which they want to find an answer. • Ask a few volunteers to read their questions aloud. Place in a box. • At the end of the lesson, pull some questions out to see if they have been answered during the lesson.

30. Trivia Questions • As students arrive, group them in teams of 3-4. • Have them use their notes and homework to help them think of 4 or more trivia questions which relate to the previous day’s lesson. • Have them write questions and answers in flashcard format on note cards. Pass cards from one group to another until all groups have tested their memories.

31. Unscramble the Steps • Scramble the steps in a step-by-step sequence learned the day before. • Write each step in large print on a strip of paper and place on a bulletin board or flannel board. • Ask for volunteers to come and move one step at a time to the correct position. Discuss after each move.

32. Acrostics • Begin the lesson with a review of what was learned the day before. • Use the topic of the previous lesson as an acrostic starter. • Have students work independently, or with a partner, to write things learned about the topic, using each letter as an initial letter.

33. Acrostics

34. Acrostics

35. Break

36. Time for Seat Prizes!

37. North Carolina Career and Technical Education Cooperative Learning

38. Colors • One of the easiest ways to form groups is by colors. • You may use existing colors, such as colors of clothing, or supply colored items to students (packets, folders, slips of paper, name badges, paper plates, napkins, fabric swatches, stickers, handouts or mats. • Students with the same color come together to work as a group.

39. Count Off • Have students form groups by counting one by one from one to the total number of groups you would like to form. • Repeat the process around the classroom until everyone has a number. • Remind students before beginning that they will need to remember their numbers. • Assign locations in which each group number can meet.

40. Deck of Cards • Regular playing cards can be useful for dividing into small groups when you need random assignments. • Groups may be formed based on same suit, same color, same face cards, or same number. • You may also use face cards to denote role responsibilities, such as King = Leader, Queen = Recorder, and Jack = Time Keeper.

41. Find a Match • Write halves of a familiar “pairs” on slips of papers. Examples: “Young and Restless”, peanut butter and jelly, salt and pepper, etc. • Have each person select a slip of paper and find the person who has the match to be the student’s partner for the activity.

42. Colored Objects • Used colored candy, like M and Ms or Jelly Beans, colored Easter eggs, or crayons to determine groups. • Give each student a colored object as they enter the room. • Have them work with other students who have the same color to form a group.

43. Nursery Rhymes • Assign each student a line of a nursery rhyme. • Students move about to find others with lines from the same rhyme until the entire group is assembled.

44. Sing Along • Give everyone the title and/or words of a familiar short song. Everyone is told to rise and move around the room, singing the assigned song. • Students then find others who are singing the same song and gather to form a work group. • Examples: “Row Your Boat”, “Old McDonald’s Farm”, and “Happy Birthday.”

45. Stickers • Each student receives a sticker. In order to find group-mates, students move around to find others with the same sticker. • Ways to distribute stickers: • Place them on the students as they enter the classroom • Place them on handouts or name tags • Have students draw them out of a bag at random • Have students select them from a table as they enter.

46. The Mule Story

47. North Carolina • Career and Technical Education • Guided Practice

48. Crumble and Toss • Have students write questions on ½ sheet of paper. No names. • Crumble and toss into a box or basket. • Let students draw out questions to read, answer or discuss.

49. Interviews • Have students select someone employed in a career that deals with some aspect of your curriculum. • Have students prepare a list of questions to be used as they interview that person. (Note: the class could come up with the list of questions as a large group, in which case they would all use the same list of questions.)

50. Demonstrations • The best way to learn is by teaching others! Students will reinforce retention by demonstration their skill proficiencies to others. • Have each student select a topic to demonstrate to the rest of the class. • Provide ample time for planning, organization and practice.