ESU 4 Literacy Cadre June 11, 2012

1. Mitzi Hoback, Gregg Robke, Ellen Stokebrand and Suzanne Whisler ESU 4 Literacy CadreJune 11, 2012

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

3. Our Signal

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

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

6. Greet two people you haven’t spoken with and share your thoughts..

7. Today’s Outcomes • Learn and practice new strategies for student engagement. • Learn new strategies to enhance writing instruction in your classroom. • Network with other literacy teachers. • Learn and explore new technology resources.

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

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

10. Let’s Divide Up • Elementary Teachers – Please stay with April. • Secondary Teachers – Please move to the kitchen and bring your things with you.

11. Student Engagement: How do we increase it? From This… To This…

12. Who Moves the Least Here??

13. And who should move the MOST?

14. The learners.

15. Why

16. This is why

17. and this is why

18. the brain

19. the brain loves

20. the brain loves

21. Movement equals more oxygen.

22. Change-Up Instruction Every Ten Minutes

23. Use the 10-2 rule

24. 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.

25. In box #4, write 10 - 2 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 3 4 5 6

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

27. Simple!

28. to standing change from sitting

29. from watching to change talking

30. to writing change from reading

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

32. learn better and remember more

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

34. to standing change from sitting

35. Carousel Brainstorming Place topics on chart paper around the room Divide students into small groups Each group has a different color marker and goes to a different chart Students write ideas/facts about the concept on the chart Call time and rotate to next chart Each time students arrive at new chart, they review what is already there and add to the list

36. Share One; Get One • Give the students a note card or sticky note. • Ask the students to record 1 to 3 different concepts, facts, or skills they learned from a lesson. • Ask students to walk around the room, share their card with another student, and then trade cards with that student. • Continue the process. • Share out as a whole class or in small groups.

37. SILENT Give One, Get One • Write down one new summarizing activity you want to try with your students on a sticky note • Take your sticky note and power point with you • Make eye contact with someone (smile) and swap sticky notes • Take time to read the note/record any new ideas • Mingle and make eye contact with a new partner Shhhh!!

38. 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.

39. 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.

40. from watching to change talking

41. Say Something • Form pairs of students • Ask students to read silently to a designated stopping point. • When each partner is ready, stop and “say something”. • Continue this process until the selection is read.

42. Summary Ball • Begin the activity by tossing a ball to any student. • The student who catches the ball has 3 seconds to state any fact, concept or skill learned from the lesson. • The student then tosses the ball to another student in the room who has not spoken. • The second student states a fact, concept, or skill that hasn’t been mentioned, then tosses the ball.

43. Whip Around What have you learned about engaging students? • Start with one person sharing an idea. • Go around the room with each person giving a new idea. • If the person’s idea has already been given he/she can say pass. • Keep going around the room until all ideas are presented.

44. 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.

45. to writing change from reading

46. One Word Summaries • Ask students to write one word that summarizes the lesson’s topic. • Ask them to explain why they chose that word. ABCYahttp://bit.ly/w2XqdQ Wordlehttp://www.wordle.net/ Tagxedohttp://www.tagxedo.com/

47. Sum It Up

48. One Sentence Paraphrase • Requires students to synthesize information • Puts focus on bigger picture learning rather than specific details • Steps in the process • Model the process • After reading, put away or hide passage • Students write one sentence that reflects their understanding • Share sentences, looking for similarities & differences

50. 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