ESU 4 LITERACY CADRE

JUNE 11, 2012

Mitzi Hoback, Gregg Robke, Ellen Stokebrand and Suzanne Whisler

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

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Our Signal

In box #1, draw a big heart…

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The Thing I Love Most about teaching literacy is…

Quick Draw: Inside the heart, draw a visual that represents your thoughts.

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

thoughts..

Today’s Outcomes1. Learn and practice new

strategies for student engagement.

2. Learn new strategies to enhance writing instruction in your classroom.

3. Network with other literacy teachers.

4. Learn and explore new technology resources.

In box #2, jot down the outcome that is most important to you.

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QUICK WRITE:What is your personal learning goal for today?Write it in box #3

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Let’s Divide UpElementary Teachers – Please stay with April.

Secondary Teachers – Please move to the kitchen and bring your things with you.

Student Engagement: How do we increase it?

From This… To This…

Who Moves the Least Here??

And whoshould movethe MOST?

The learners.

Why

This is

why

and thisis why

the brain

lovesthe brain

lovesthe brain

Movement equals more oxygen.

Change-Up Instruction Every

Ten Minutes

Use the 10-2 rule

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.

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?

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How can learners

move more while

spendingtime here

???

Simple!

sitting

standing

from

to

change

watching

talking

from

to chang

e

reading

writing

from

to

change

learners can:

With oxygen nowmoving to the

brain,

learn better

andremember

more

and that is a very

good thing.(especially before a

test)

sitting

standing

from

to

change

Carousel BrainstormingPlace topics on chart paper

around the roomDivide students into small

groupsEach 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

Share One; Get OneGive 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.

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!!

Take Off…Touch DownStudents 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.

Have a Standing MeetingWhat 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.

watching

talking

from

to chang

e

Say Something

Form pairs of studentsAsk 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.

Summary BallBegin 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.

Whip AroundWhat 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.

Teach Back: Ten to TwoWork in pairsOne person is teacher, one is

studentTeacher: 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.

reading

writing

from

to

change

One Word SummariesAsk students to write one

word that summarizes the lesson’s topic.

Ask them to explain why they chose that word. ABCYa http://bit.ly/w2XqdQ

Wordle http://www.wordle.net/Tagxedo http://www.tagxedo.com/

Sum It Up

One Sentence ParaphraseRequires students to synthesize

informationPuts focus on bigger picture learning

rather than specific detailsSteps 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

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 LearnersGuilford County Schools TF, 2002

In box #5, draw a triangle like this:

Final CountdownTier One: Three things you

learned regarding student engagement.

Tier Two: Two questions you still have.

Tier Three: One way you will apply these in your classroom.

In box # 6, jot down all the strategies we have used…Quick WriteQuick DrawTake Off—Touch Down!Standing MeetingTeach BackFinal CountdownAnd others you want to try

Let’s Take a Break

Sharing & Networking ProtocolChoose a:

◦Facilitator: Guide the conversation◦Time Keeper: Ensure there is time for each

area of discussion, give a 10 minute warning to begin wrapping up conversations

In your group take turns sharing and discussing:◦Lesson ideas◦Instructional Strategies◦Technology tools, tips, sites, apps etc . . .

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?

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

~Michael Fullan~