session three Keystone central pln12a 2011

1. session threeKeystone central pln12a 2011 Session three

2. Please… • Grab a cocktail glass on the way to your seat.

3. What we’re doing today: • Beyond pair/share -Learning some ways to get maximized engagement • Writing- some quick strategies and resources • Transacting with text- Linda Hoyt, House experience • Share the wealth- Jeff ,Janet and Linda • More Rick Lavoie • Where are we going? –Plan the next class and discuss final projects.

4. Beyond Pair/share • What’s our purpose? • Our purpose is to pump up that social interaction! • We’ll explore ways to structure more interaction. • We’ll experience a few. • We’ll brainstorm how you might use them.

5. Beyond pair/share • Some ways of moving folks around and maximizing engagement: • Cocktail party • Dance party • Inside/outside circle • Opinion continuum • Other ideas?

6. Cocktail party • Okay, you’re going to have to adapt this one!!!!!!

7. Cocktail party- for adults only First: a review of glasses Mingle #1: Find everyone with your same glass. Chit chat: Discuss what you’ve been noticing about circle of influence and being positive. Grab your glass and mingle!

8. Champagne flute partner with a wine glass. Martinis partner with a highball glass. Dophase 2 cocktail chit chat: Know any good jokes? What are your favorite TV shows? Grab your glass and mingle!

9. Champagne flute partner with a highball glass. Martini partner with a wine glass. Dophase 3 cocktail chit chat: Read any good books? Seen any good movies? Been to any good restaurants lately? Grab your glass and mingle!

10. Challenge mingle ( because things get more challenging the longer the cocktail party goes!) • Arrange yourself in groups so that you have one kind of each glass represented in your group. • Dophase 4 cocktail chit chat: • Discuss strategies from class that you tried and liked.

11. Head back to your tables • (Get phone numbers and emails addresses on your way. After all, this is a cocktail party!) • Discuss at your tables :How can you use this? What would you do? How would you do it? How could this be adapted? Share out.

12. Dance party

13. music for dance party • http://www.youtube.com/watch?v=7m5vt07W2n4 • http://www.youtube.com/watch?v=n-wW7rIRVew&feature=related • http://www.youtube.com/watch?v=4YH5MEyNuIM http://www.youtube.com/watch?v=OE5QfmGM0D0

14. Dance card • . Follow the directions on the card . Get up. Fill your card. ( Find folks you haven’t talked with yet, if possible.)

15. Dance Card Fill up your dance card! If you choose John for #1 on your card, John must fill your name in for #1 on his card, etc. • 1) • 2) • 3) • 4)

16. Sample Dance Card Activity • Find your dance partners and answer the following questions: • With Dance partner #1: If you could travel anywhere in the world, where would you go? • http://www.youtube.com/watch?v=4YH5MEyNuIM • With Dance partner #2 If you were on death row, what would you want for your last meal?

17. Keep dancing • With Dance partner #3:What 5 things would you take with you to a deserted island. • http://www.youtube.com/watch?v=n-wW7rIRVew&feature=related • With Dance partner#4: Who are 3 people(living or dead) you’d like to invite to a dinner party? http://www.youtube.com/watch?v=OE5QfmGM0D0 • Have a seat. You must be exhausted! How can you use Dance card in yourclass?

18. Now let’s try it again: • Fill out a new dance card. Dance with four new partners. • You might want to bring paper and pencil with you, to take notes.

19. Dance one: • What does a classroom look like if the sociallens is in full gear? What would you observe?

20. Dance Two • What does a classroom look like if the languagelens is in full gear? What would you observe?

21. Dance three • What does a classroom look like if the Humanlens is in full gear? What would you observe?

22. Dance four • What does a classroom look like if the meaning- making lens is in full gear? What would you observe?

23. Lens #1 – Learning as Meaning-CenteredWhen we introduce the students to new information, we will increase engagement and understanding by tapping into their prior experiences and knowledge. • Meaning-Making Lens Questions: • Have I provided the opportunity for students to transact with text while reading or viewing a film (predict, summarize, mark text, draw visual representations, etc.)? • When students read or view a film, will they have “pen in hand”? • How will I relate the new to the known?

24. Lens #2: Learning as SocialWe learn from the people around us. Learning does not take place in a vacuum. • Have I given students the opportunity to share their writing/thoughts aloud, either in pairs, small groups, or both? • Who will be speaking throughout the course of the period? When? For how long? • Would a group competition/activity engage the students? • How can I encourage students to dialogue with each other? • How can the students help each other? • Did the students collaborate?

25. Lens #3: Learning as Language-Based The more students read, write, speak, and listen over the course of one class period, the more learning will take place. • Over the course of the period, when will students read, write, speak, and listen? • What “language” can I use to connect the content to the students’ lives? • How can I translate the language of the lesson into “student language”? • Did the students have enough chances to express themselves? • Did they talk more than the teacher?

26. Lens #4: Learning as HumanLearning is not only about gaining knowledge; it is about gaining an understanding of yourself, how you think, what influences you, what you do well and where you struggle. • Have I provided the opportunity for students to transact with text while reading or viewing a film (predict, summarize, mark text, draw visual representations, etc.)? • When students read or view a film, will they have “pen in hand”? • How will I relate the new to the known?

27. Inside outside circle • Please do now: • On a sticky, write a one step addition or subtraction problem, using whole numbers, with an answer = or< 20. • Do not show it to anyone.

28. Inside/outside circle • Count off by 2s. • Ones form a circle. • Twos, stand behind a one. • Ones, turn to face a two. • We should have made an inside/outside circle

29. Procedure: • Ones: Ask your question. • Twos: Answer • Then….. • Two’s rotate to the next person, When I tell you to. One’s stay put, and ask your question again.

30. Next…. • We’re going to keep rotating in the same direction, but this time: • Two’s ask. One’s answer. • Twos, move to the next person when I tell you to.

31. Opinion continuum • Listen for the directions!

32. Statement one: • The drinking age should be lowered to 18.

33. Statement two: • Parents should be held legally responsible if their minor child commits a felony.

34. Statement three: • Immigration law should be a bigger concern than health care.

35. More ideas for grouping • Use a deck of cards (same suit, odd/even/face card, black/red) • Equivalent fractions(or multiples or equiv. measurements, etc) • Give each student a card with a word on it. They have to find people with the appropriate words to make a sentence. • synonyms, antonyms, homonyms

36. Character pairs • Barney/Fred Cinderella/Prince Charming • Yogi/Boo Boo Simba/ Nala • Mickey/ Minnie Tom/ Jerry • Ren/ Stempy Popeye/Olive Oil • Sylvester/ Tweetie Beauty/ Beast • Aladin/ Jasmin DonaldDuck/DaisyDuck • Wendy/ Peter Pan ElmerFudd/ Bugs Bunny • Road Runner/Cayote Buzz/Woody • Batman/Robin

37. Share the wealth! Jeff Janet and Linda

38. Linda HoytMaking It Real Guess the heading p24, I remember, say somethingGenerating Q& As from pictures p124Labeling pictures p54 fig.6.1Reading with scissors p76Crafting text before reading p111Beat the Teacher p132-133Sketch through the text p139-141

39. Writing - • What works: • Start small • Keep it simple • thought/ text bubbles

40. Thought and Dialogue Bubbles* • Choose a picture (same or different) • Add some thought and dialogue bubbles! • (Fabulous way to teach quotation marks!)

41. For the next class, Mar.12 Journal 6-Test drive any of the strategies from the third session, adapting them for your students. Journal 7- present a strategy

42. Where do we go next: • Final projects • What do we need to do to feel complete? • What else do you need?