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On-The-spot tptS Chapter 4

On-The-spot tptS Chapter 4. dR. Megan J. Scranton. purpose. Allow teachers to quickly gauge the depth of student understanding of concepts being taught Activities that require little or no advance preparation

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On-The-spot tptS Chapter 4

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  1. On-The-spot tptSChapter 4 dR.Megan J. Scranton

  2. purpose • Allow teachers to quickly gauge the depth of student understanding of concepts being taught • Activities that require little or no advance preparation • Can insert several in a lesson the minute you notice cognitive disengagement or disconnect • Or can be included strategically in select spots within your lesson

  3. THINK-PAIR-SHARE • A simple but powerful tool that should be used repeatedly & consistently throughout the day • To predict, respond to a prompt, reiterate directions • Steps: 1) Provide prompt/question 2) Give a brief amount of time (30 seconds) to formulate a response 3) Pair up or turn to assigned partner 4) Discuss their responses • To ensure higher-order thinking: Prompts/questions that require reflection, i.e., analyzing various points of view, answering “why” & “how” questions

  4. QUICK-WRITE • AKA “Stop & Jot” • To reflect about a prompt or question in writing • Give about 3 minutes to respond • Can give students a word bank to ensure key terms/concepts are used & learned • Can be used as a way for students to analyze their own metacognitve thinking processes • To ensure higher-order thinking: Ask students to make connections between concepts & their effect on the world around them • Use wide-open questions • Have students share their Quick-Writes in small groups

  5. QUICK-DRAWS • Opportunities for students to demonstrate their understanding of an abstract term or concept by representing it in a drawing (a visual image) • Used with almost any age group, any content area • Used to ensure that students are able to understand & deeply analyze concepts • Give 3 – 5 minutes to draw & then have students share with partner or in small group • To ensure higher-order thinking: Allows for analysis & synthesis of abstract concepts & components

  6. CHALKBOARD SPLASH • All students share their Quick-Writes or Quick-Draws on chalkboards, white boards, or chart paper • Students are then asked to analyze peer responses for 3 things: similarities, differences, & surprises • To ensure higher-order thinking: Great for addressing the big picture & the relevance factor with whatever topic you are teaching • Answers “So what? Why is this important?” • Can be used with sentence starters; to reflect on a concept or strategy

  7. THUMBS-Up when ready & processing cards • Way to read each individual’s progress as the students process their reflections • Holds students accountable for reflection • Provide prompt or question • Thumbs-Up when ready to share • Processing Cards: “Ready to Share” or “Still Thinking”; flip card up when ready • To ensure higher-order thinking: Require students to justify their responses & to give the basis for their justification

  8. similes • Compare two unrelated things • Provide opportunities for abstractly portraying the big picture of concepts in a way that sums up their meaning • To make a connection between the topic they’re studying & something unrelated • Needs to be modeled & scaffolded • Example: Thomas Jefferson was like _____ in that ______. • To ensure higher-order thinking: Requires students to analyze a topic, formulate a response, & then explain how/why their statement might be true

  9. RANKING • Requires students to analyze components of the concepts taught, rank the concepts, & then justify the reasons for assigning rankings • Can also be used to help students synthesize & analyze what they’ve learned • Example: Rank 15 items would take to the moon based on their usefulness • To ensure higher-order thinking: Require students to justify their reasoning for their rankings • Can rank from most important to least important, most to least influential

  10. NUMBERED HEADS TOGETHER • Allows students to be held accountable for being able to relay information that was learned during a group activity • Small groups: Assign each member a number • Inform all members that they will need to be able to present the group’s information • Have groups perform task • Then call a number to present (all members have to be prepared) • Higher-order thinking will depend on the chosen activity

  11. THUMB UP/DOWN VOTE • Frequently a Yes/No or Agree/Disagree vote • Could also be a True/False statement • Can also add in-between option (thumb sideways) • Can link it with a Think-Pair-Share where students justify their rationale for voting the way they did • Wait until all students vote • To ensure higher-order thinking: Require students to justify their vote • Can also be used to get students interested in a topic

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