Practice #3 Implementation Ideas
- Seat learners in clusters for cooperative learning activities and/or in a circle for class meetings/discussions.
- Use different techniques to allow for discussion (Pair Share, Round Robin, Paraphrase, Retell, etc.)
- Maximize the use of Cooperative Learning structures to involve/engage every student.
- Use QFT – Question Formulation Technique - a cooperative structure engaging all learners. There is a short video demonstrating the structure.
- Use a variety of methods for pairing learners. Strategies for Pairing Learners
- Develop an absentee procedure. Use a Google doc, app, or book to collect daily notes or assignments. The “Student of the Day” or “Leader Assistant” assumes responsibility for adding daily information to the collection. As learners return to class, they can access the information collected either digitally or manually.
- Work displays showcase learners’ efforts and successes. Wall, digital, or any creative display can be a opportunity for learners to present and critique their own work. It may include a title, summary of the objective, and positive commentary from the author of the work and even members of the learning community.
• A class display book can represent all members of the class and display their work.
Directions for class display book:
a) Select an appropriate three-ringed binder
b) Decorate the book with class name, motto, a quote, etc
c) Place a clear page protector in the book for each member of the clas
plus 5 extras, just in case new student arrive during the year
d) Each learner is allowed two selected pieces of work to display in thei
page protector. Work should reflect a high quality of effort
e) Each learner is responsible for changing work as their skills an
f) Display the book in the classroom for visitors and parents to admire.
- New Student Procedure - Prepare for new class members by creating a”Welcome Packet” containing a class roster, class schedule, interesting facts about the class, a procedure list or digital copy, and a frequently asked questions sheet previewing some of the interesting and exciting events the new member can look forward to while in the class. Assign a class member to show them around and get acquainted with the new environment
- Establish a procedure for learners to request help or support. New content, concepts, and projects can be daunting. Everyone can serve as an encourager to someone and should be able to expect the same in return. Practice what that should look like. (See Procedure for Asking and Answering Questions in Complete sentences Example)
- Designate learner coaches. (In some cases, teachers may say, “Ask three before you ask me.” meaning ask three classmates before asking me.) This builds learner ownership, responsibility, and capability.
- Use authentic assessments other than tests (speeches, murals, role-playing, creation of scale models, mind mapping, digital media, etc.) Insure that state standards are met.
- Have learners teach the class a particular concept. “See one. Do one. Teach one.”
- Provide handouts for learners who are unable to keep up with the pace of note-taking in class. Have them circle key points, highlight terms, or fill in blanks with the terminology/concepts as they are being introduced.
- Make available copies of easily readable class notes written by a classmate to those who have been absent or are in need of this adaptation. When appropriate allow time for the two learners to go over the material in the notes together.
- Have learners use Graphic Organizers (English and Spanish versions) for visually organizing questions, ideas, concepts, etc.
- Integrate the use of mini whiteboards during whole class instruction to keep all learners engaged. I.e. Have learners work out math problems on their own boards along with the teacher. (Old cotton socks make great erasers!)
- Make sure that no learner mentally ‘checks out’ by
- setting the expectation for all to participate (See Procedure for Asking and Answering Questions in Complete sentences Example)
- including brief pair shares on content as it is being introduced
- planning activities that allow everyone to participate
- building in state changes to re-engage learners
- Brain Break - MS/HS Brain Break - Elementary State Changes
4x4 Task Cards with State Changes
- building in a strategy for accountability personally or with a peer
- Offer choices whenever possible. (See #5 for choice in displaying work)
- CHOICE - Resource unit of materials that include a decision-making process with examples - May be used for general decision-making, goal setting, conflict resolution, or problem-solving for all ages.
- Processing Tools for Choice
- To insure all learners achieve mastery, build in assessments incrementally as concepts are introduced so that necessary reteaching may occur optimally.
- Review daily material from previous learning using pair or group share,then make connections to the new concept/assignment.
- Provide examples and model concepts before learners are asked to work independently.
- Walk around as learners are working and provide specific feedback to let them know if they are on the right track or if adjustments need to be made. (coaching)
- Provide notes from visual presentations covering the main concepts of the lesson.
Allow verbal processing by engaging learners in Whole Group Discussion. Have learners answer probing questions regarding the topic and adjust instruction based on learner’s understanding.
- Begin with whole group instruction of new material. Allow for small group practice of the same concept and finally have learners demonstrate comprehension with individual practice and if possible, application in a real life situation. (i.e. Compare/Contrast using 2 Concept Venn Diagram)
- Have learners create their own quiz, conduct scavenger hunt (related to lesson) or pretend, “Teacher has amnesia” and tell everything that happened in class previously (day before, since entering that day, last week)
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