1 / 45

ESU 4 World Language Cadre

Mitzi Hoback, Gregg Robke , Ellen Stokebrand , and Suzanne Whisler. ESU 4 World Language Cadre. Quick Write: Why is good instruction also good classroom management?. Share your thoughts with the people at your table. 1. 2.

corby
Download Presentation

ESU 4 World Language Cadre

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Mitzi Hoback, Gregg Robke, Ellen Stokebrand, and Suzanne Whisler ESU 4 World Language Cadre

  2. Quick Write: Why is good instruction also good classroom management? Share your thoughts with the people at your table.

  3. 1 2 Please Fold Your Paper into a Window with Six Panes. Number the panes from 1-6. 3 4 5 6

  4. In box #1, draw a big heart… 1 2 3 4 5 6

  5. Quick Draw: Inside the heart, draw a visual that represents your thoughts. The Thing I Love Most about teaching world language is…

  6. Share your thoughts with someone you are not sitting next to

  7. Today’s Agenda • Opening • Instructional Strategies that “Make Learning Stick” • Technology Tools to “Make Learning Stick” • Learn 360 • Websites, Web Tools, Apps • Networking • Learner-Centered Instruction with Dr. Ali Moeller, UNL

  8. 1 2 In box #2, jot down the agenda item that is most important to you. 3 4 5 6

  9. Quick Write: What is your personal learning goal for today? Write it in box #3 1 2 3 4 5 6

  10. How do we make learning stick? From This… To This…

  11. Who Moves the Least Here??

  12. And who should move the MOST?

  13. The learners.

  14. Why

  15. This is why

  16. and this is why

  17. the brain

  18. the brain loves

  19. the brain loves

  20. Movement equals more oxygen.

  21. Change-Up Instruction Every Ten Minutes

  22. Use the 10-2 rule

  23. Chunking • The brain needs time to create connections and pathways to move learning into long term memory. • The hippocampus can only hold so much • Too much, too fast, it won’t last.

  24. Self-Reflection: Do I chunk learning. Do I use the 10-2 rule in my classroom? If not, how should I apply it? 1 2 In box #4, write 10 - 2 3 4 5 6

  25. How can learners move more while spending time here ???

  26. Simple!

  27. to standing change from sitting

  28. from watching to change talking

  29. to writing change from reading

  30. With oxygen now moving to the brain, learners can:

  31. learn better and remember more

  32. andthat is a very good thing. (especially before a test)

  33. Take Off…Touch Down • Students should move more than the teacher. • The brain needs oxygen for optimal learning. • For most students, provide 20 minutes of instruction and 5 minutes of processing. • Chunking instruction allows time for students to process information.

  34. to standing change from sitting

  35. Have a Standing Meeting • What have you heard so far that makes sense? • What changes will you make in your teaching because of this? • Find a group of 3-ish to have your conversation.

  36. from watching to change talking

  37. Teach Back: Ten to Two • Work in pairs • One person is teacher, one is student • Teacher: Explain the Ten to Two philosophy. Use the words “chunk” and “process” in your explanation. • Student: Listen to the teacher. Ask questions for clarification. • Switch roles.

  38. to writing change from reading

  39. Summarizing with the Final Countdown • Ask students to reflect on what they have learned about the topic. • Use the Final Countdown strategy. • First Tier - Write the three most important facts that the student learned. • Second Tier - Write two questions that the student still has about the topic. • Top Tier - Write one way in which the student can connect the topic to material previously learned. from Instructional Strategies for Engaging Learners Guilford County Schools TF, 2002

  40. In box #5, draw a triangle like this:

  41. Final Countdown • Tier One: Three things you learned to help make learning stick. • Tier Two: Two questions you still have. • Tier Three: One way you will apply these in your classroom.

  42. In box # 6, jot down all the strategies we have used… • Quick Write • Quick Draw • Take Off—Touch Down! • Standing Meeting • Teach Back • Final Countdown

  43. Did you meet your Personal Learning Goal? • Go back to your window pane (box #3)Take a moment to reflect on your goal. • Did you meet your learning goal? • If so, what helped you reach that goal? • If not, what else do you need to reach the goal?

  44. You cannot have students as continuous learners and effective collaborators, without teachers having the same characteristics.~Michael Fullan~

More Related