Classroom Strategies for Active Learning

1. Classroom Strategies for Active Learning M. Bennett - 2009

2. Learning ExpectationsThursday, November 12: Participants will be able to: • Discover engaging strategies for use in classrooms; • Brainstorm ideas for use of engaging strategies in classroom; • Practice engaging learning strategies for use in classrooms. M. Bennett - 2009

3. Strategies for Active Learning • For each active learning strategy, describe and demonstrate the strategy. . . • Demonstrate, create visuals, use classmates, create skits or scenarios, etc. • Give specific, concrete ideas for application in an English lesson. • 15-20 minutes to plan; 5-7 minutes to present M. Bennett - 2009

4. Active Learning Strategies to use if you want . . . 1. students to work in pairs: • Think-(Write)-Pair-Share • Learning Buddies • Line ups M. Bennett - 2009

5. Active Learning Strategies to use if you want . . . 2. students to work in small groups: • Graffiti • Numbered Heads • Sort Cards M. Bennett - 2009

6. Active Learning Strategies to use if you want . . . 3. students to access prior knowledge: • Anticipation guide • Frame of reference • Three columns M. Bennett - 2009

7. As we break . . . • Ticket-to-Break: • I’m glad I’ve learned . . . • What I’d really like to know more about is . . . M. Bennett - 2009

8. Active Learning Strategies to use if you want . . . 4. students to set purpose for reading, listening, or viewing: • Walking tour • Word splash • Learning links M. Bennett - 2009

9. Active Learning Strategies to use if you want . . . 5. students to summarize their learning: • 3-2-1 • Ticket to Leave • A-B-C to X-Y-Z M. Bennett - 2009

10. Active Learning Strategies to use if you want . . . 6. to check for understanding: (“Are there any questions?” – NOT) • Signal cards • I have the question . . . • Scavenger Hunt M. Bennett - 2009

11. Closure Acrostic Review ACTIVE LEARNING M. Bennett - 2009

12. Graffiti • Each member of home team – pick up marker and join your home team in front of one of the blank pieces of chart paper posted around room. • Write, graffiti style, what you’ve learned so far that will be useful in your classroom. M. Bennett - 2009

13. Strategies for Active Learning • For each active learning strategy, describe and demonstrate the strategy. . . • Demonstrate, create visuals, use classmates, create skits or scenarios, etc. • Give specific, concrete ideas for application in both a math and a science lesson. • 20 minutes to plan; 5-7 minutes to present M. Bennett - 2009

14. Active Learning Strategies to use if you want . . . 7. students to work with their new learning: • Tic-Tac-Toe • Inside-Outside Circles • Consensus conclusions M. Bennett - 2009

15. Active Learning Strategies to use if you want . . . 7. students to work with their new learning (continued): • Say and switch • Roundtable/Round robin • Three-step interview M. Bennett - 2009

16. Active Learning Strategies to use if you want . . . 8. students to review their learning: • Chain-link review • Monopoly • Your ideas? M. Bennett - 2009

17. As we end our time together. . . An invitation to create a Learning Community M. Bennett - 2009

18. All you have to do: When you return to your classroom, implement at least ONE strategy, idea, or concept that you’ve learned this week. Then, go online to this website and share what you did: http://morocco.aimoo.com M. Bennett - 2009

19. Survey Monkey • In a few weeks, you will receive an on-line survey from www.surveymonkey.com which we created to get your input into the use of learning strategies in your classroom. • Thank you, in advance, for taking a few minutes to complete it. M. Bennett - 2009

20. American in-service and pre-service teachers are looking forward to sharing their ideas with you in this informal forum. • Post a new idea or reply to one that is already posted. • Join the conversation about effective teaching! M. Bennett - 2009

21. Feedback for Missy • Thank you, in advance, for providing me with your feedback to help me know what was helpful for your classroom and what I can do to improve for future participants. M. Bennett - 2009