From Drab to Fab

1. From Drab to Fab By: Jeff and Cathy Brown 2011

2. Agenda • *Introductions • *Movie Clip • *Expectations • *Activities • *Exit Slip

3. DRAB TEACHING!!!!!!!!!!!!

4. Expectations • *Have Fun • *Get Up and Move • *Learn Something to Take Back to Class

5. Activities • *Mix Pair Share • *Delegate Your Work • *Prove Me Wrong • *Inside/Outside Circle

6. Mix Pair Share • *Each student is given a card with a question on one side and an answer on the other side. • *When the music begins, students stand, walk around the room, shake hands and greet each other. (they may also trade cards with each exchange) • *When the music stops the students stop everything but breathing and blinking. • *When the teacher calls out ‘pair’, students pair up with the nearest partner and stand back to back. (invisible forest fields should be on…aka: about 4 inches between backs) • *When the teacher calls out ‘share’ students will turn around, decide who goes first and share their questions and answers. • *When both questions have been answered students will celebrate (give a high 5) and return to the back to back position. • *Teacher will then hold individual students accountable for the information learned.

7. How can I use Mix Pair Share in Other Content Areas? • *Turn and talk to the people at your table about the ways that you can use this activity in other content areas.

8. Differentiation? • *It is kinesthetic, visual, and auditory • *If used daily it is repetitious • *For GT students: • *Students could help create the matches for the game. • For struggling students: • * you could have the question read to them. • * you could ‘twin’ them up with a partner that they shadow.

9. Delegate Your Work • *Hand students a worksheet and have them put their name at the top. Tell them NOT to work any problems because someone else will be doing their worksheet for them! (Wait for joyous reaction) • *Begin instructions by saying, “I am going to show you how to get other people to do your work!” • *For each problem students will find a partner, switch papers with that partner, and instruct that partner to work a certain problem on the paper and sign their name next to their work. (This will continue until all problems have been worked) • *Once the problems are worked the owner of the paper MUST check the work and take any incorrect problems back to the person who worked it. • *Once they believe the paper is perfect is turned in and scored.

10. How can I use Delegate Your Work in Other Content Areas? • *Turn and talk to the people at your table about the ways that you can use this activity in other content areas.

11. Differentiation? • *Students who miss a problem have multiple opportunities to work the problem with coaching. • *The teacher can assess who needs small group assistance. • *Students with difficulties can be assigned a couple of problems to do (you let the class know that you are challenging them and that ‘Timmy’ can only work problems 1, 3,5, etc…) • *You can teach older students how to strategize. • *For GT students: • *Students work the harder questions. • *Students can help create the sheet that you use.

12. Prove Me Wrong • *Hand the students a completed paper with your name on it. • *Project confidence that you have gotten EVERY question correct. • *Have students grade and correct your paper…if there are any mistakes! • *Tell them that if they are to say that you are wrong that they MUST show proof to me that I am indeed wrong. • ***NOTE: I usually include correct and incorrect responses and I try to make the same mistakes that the students often make. I also allow them to say “Shame on you, Cindi Lou Who!” If I was correct they would give me a high five and say ‘Good job!”

13. How can I use Prove Me Wrong in Other Content Areas? • *Turn and talk to the people at your table about the ways that you can use this activity in other content areas.

14. Differentiation? • *For struggling students limit the amount of mistakes that they have to find. • *You could tier your handouts for different ability levels. • *Students could work in pairs. • *For GT students: • *Students feel empowered to tell you that you made a mistake. • *Students could have more challenging assignment.

15. Quick Write • *Look at the picture. • *Think about something you did over your summer vacation. • *When I give you the signal, you will have 2 minutes to write everything you can think of about your summer vacation...keep writing until the timer goes off!

16. Inside/Outside Circle • *Split students into 2 equal groups. • *One group will take their assignment and make a small circle facing out. • *The other group will take their assignment and choose someone from the smaller circle to stand in front of…making a larger circle. • *Partners will share their work, with the inside circle going first. • *Once each partner has shared, the person on the outside of the circle turns out and both partners stand silently. • *Once all pairs have shared, the inside circle rotates one person to the left and we repeat the process. (This can be done 2 - 4 times) • *As partners share, the teacher rotates and listens to what the pairs are sharing.

17. How can I use Inside/Outside Circle in other Content Areas? • *Turn and talk to the people at your table about the ways that you can use this activity in other content areas.

18. Differentiation? • *For struggling students you can ‘twin’ students up. • *Students could answer questions you call out to them. • *Quick writes over topics could be used to check for understanding. • *Students could coach each other on skills. • *For GT students: • *Students are fully engaged. • *Students can use this format to share their knowledge. • *Students have opportunity to express themselves through open ended responses.

19. Questions/Comments • *If you have further questions/comments feel free to email: • brownjef@lampasas.k12.tx.us • OR • brownca@lampasas.k12.tx.us

20. Exit Slip • *Your exit slip today will be to write down at least one activity that you plan on using in your class this year…make sure to list the content area or briefly explain the activity on a sticky note and place it on the Exit Slip Poster prior to leaving.