Great is the art of beginning, but greater is the art of ending. - Lazarus Long

1. Great is the art of beginning, but greater is the art of ending. - Lazarus Long

2. Closure Or…..55 Ways to Leave a Lesson

3. Presented by • Ann Sipe asipe@gsd200.org • Millie Brezinski mbrezinski@9mile.org Additional content by Scott Haury

4. Purpose /Objective • Participants will have the tools to use closure in a meaningful way that will increase academic achievement in their classrooms

5. Lesson Closure - Success Criteria • I can define closure • I did explore some brain research • I can identify a variety of closure strategies • I can explain benefits for students and teacher • I will commit to using closure

6. Definition: CLOSURE Does not mean to pack up and move on – It is …. A cognitive activity that helps focus on what was learned and whether it made sense and had meaning.

7. Definition: CLOSURE • what the instructor does to facilitate understanding at the end of a learning episode • it can be a quick review, to remind students what it was that they have learned (or should have learned) and connect it to what they already know.

8. For Best Learning Results: • The intellectual work should be done by the students – not the instructor summarizing for the students and telling them what they learned.

9. Teaching can be a little like…..

11. What does herding cats look like in your classroom? • Please take a few minutes to fill out your own personal teaching timeline. • The timeline should reflect a “typical” day in your classroom from beginning to end

12. Beginning End

13. My Personal Timeline

14. Brain Research – a little experiment

15. Retention during a learning episode • You will see a list of 10 words • You will try to memorize the words • AND their position on the list • You will have 12 seconds

16. A Little Experiment WORD • KEF • LAK • MIL • NIR • VEK • LUN • NEM • BEB • SAR • FIF

17. Let’s see how well we did 2

18. WORD NUMBER CORRECT • KEF • LAK • MIL • NIR • VEK • LUN • NEM • BEB • SAR • FIF

19. Memory Experiment Debrief • What were the results? • Why do you think this happened? • Brain research indicates it easier to recall the first or last word than the middle. • This is due to the primacy-recency effects on a list like this one..

20. The Primacy-Recency Effect • The primacy-recency effect is the tendency to remember: • What comes first BEST • What comes last SECOND • What comes in the middle THIRD

23. What happens when the learning episode lengthens?

24. Alternatives to longer learning episodes

25. Implications for teaching • Now take a minute collect your thoughts about • How this might inform your practice • Something that excited you • Something you still have a question on or are concerned about • Please jot down one thought and turn to someone near and share

26. 54 ways to leave a lesson • Please take the next 20 minutes and familiarize yourself in a group of at least two, and no larger than 4, with the different lesson closure strategies. • Try and categorize the strategies into: • Tried and True • Interesting, I would like to try this • Watch out • Have 5 from each category ready to share out to the whole group and one you would use to close this session

27. Time to share your thoughts • SUHUPU---Stand Up, Hand Up, Pair Up • Person with the birthday closest to March 18th (my birthday ) is person A, and you will begin • Introduce yourself, what and where you teach, and share something from your graphic organizer • Switch---person B now goes • Thank each other • SUHUPU someone else 

28. Closure Does Not Happen by Accident • Turn and talk to a neighbor about how you might deal with the challenges of getting time for closure • Strategies that have worked for you • Strategies you have heard that might work

29. Benefit to Student • Closure allows students to • Summarize main ideas • Evaluate class processes • Answer questions posed at the beginning of the lesson • Make connections to both the past and the future. • Make MEANING of the work

30. Benefit to Teacher • Closure is an opportunity for formative assessment and helps the instructor decide: • if additional practice is needed • whether you need to reteach • Evaluate if you can move on to the next part of the lesson or skip ahead because they already have the concepts

31. Success Criteria

32. Lesson Closure - Success Criteria • I can define lesson closure • I explored some brain research • I can identify a variety of closure strategies • I can explain benefits for students and teacher • I will use closure to maximize learning

33. http://washingtonmathcoaches.pbworks.comasipe@gsd200.org