The document provides 51 different ways to introduce learning objectives to students at the beginning of a lesson. Some examples include having students write a Facebook status about the objective, dictating clues about the objective, using anagrams or images to represent the objective, and having students guess the objective by analyzing examples or resources used in the lesson. The goal is to engage students and help them understand the purpose and direction of the learning in an interactive and creative way.
Copy of 54_ways_to_introduce_learning_objectimissrymill
This document provides 54 different ways to introduce learning objectives to students in an engaging manner. Some of the suggested methods include:
1. Using a dictation by having the teacher dictate clues about the learning objective without revealing it directly.
2. Applying codes or anagrams to the learning objective for students to solve.
3. Showing images related to the learning objective to provide clues without stating it outright.
4. Having students order or expand sentences related to the topic before introducing the precise learning objective.
5. Leaving the learning objective ambiguous and having students guess its meaning and purpose throughout the lesson.
The document provides 9 different ways to present learning objectives to students in an engaging manner, such as encoding the objective, using a KWL chart, leaving out a keyword for students to guess, revealing the objective at the end of the lesson, making a puzzle out of the objective, using a learning continuum, recording an audio explanation of the objective, creating a sign with the objective, and introducing the objective before the lesson. The purpose is to twist how learning objectives are presented to students to make the lesson more interesting.
49 ways to make your esl speaking class awesomeJackie Bolen
This document provides 43 tips for making an ESL speaking class engaging and effective. Some key tips include changing speaking partners often, using role-plays, games, and activities to build confidence, focusing on both fluency and accuracy, incorporating listening and reading, giving feedback, and encouraging students through praise. The overall message is that speaking classes should be fun, interactive, and help students improve their English communication skills.
The document provides a list of over 50 potential plenary activities that teachers can use at the end of a lesson. Some of the suggested plenaries include having students answer questions about the lesson, write instructions for a task related to the lesson content, tell the teacher three things they learned, and create a comic strip or storyboard summarizing the key points. The list aims to give teachers varied options for reviewing and assessing student understanding of the lesson material in an engaging way.
49 Things to Do to Get a University Job in South KoreaJackie Bolen
This presentation outlines 49 tips for getting a university job in South Korea. Some key tips include meeting the basic requirements like having a visa, looking professional, being in Korea for interviews, networking through organizations like KOTESOL, getting advice on your resume from current university teachers, preparing reference letters and proof of prior employment, and following up on applications. The presentation emphasizes treating the job search like a full-time job, networking, preparing for interviews, and understanding Korean culture and expectations.
Revision techniques in lessons ddr july 2019David Drake
This document provides 20 revision lesson ideas for students in the lead up to exams. Some of the ideas include using revision dice with QR codes linked to questions, mind mapping, creating revision dominoes to match key terms and definitions, grading sample answers and providing feedback, and gamifying revision through Kahoot quizzes, bingo, or a Pointless-style game. The ideas aim to make revision engaging and help students actively recall and reinforce essential content.
This document provides various revision ideas, tips, and techniques for use in humanities lessons. It suggests using mind mapping to organize information and posting key words and phrases around the school. Other ideas include collecting exemplar student work, peer assessment activities, and games like fill-in-the-blank exercises and quiz competitions to engage students in active revision. The document stresses using a variety of approaches to accommodate different learning styles and building opportunities for success into every lesson.
ITBE Conference 2017 ESL Conversation ClubHelen Stewart
Slides for the 2017 ITBE Conference Presentation: "The Art of the ESL Conversation". Naperville, Illinois, Saturday, February 25th. Speakers: Helen Stewart (Schaumburg Township District Library) and Julie Frost (District 211 Adult Education). The Illinois TESOL-BE is a professional, nonprofit organization which supports research and instruction in the teaching of standard English to speakers of other language or dialect and in bilingual education.
Copy of 54_ways_to_introduce_learning_objectimissrymill
This document provides 54 different ways to introduce learning objectives to students in an engaging manner. Some of the suggested methods include:
1. Using a dictation by having the teacher dictate clues about the learning objective without revealing it directly.
2. Applying codes or anagrams to the learning objective for students to solve.
3. Showing images related to the learning objective to provide clues without stating it outright.
4. Having students order or expand sentences related to the topic before introducing the precise learning objective.
5. Leaving the learning objective ambiguous and having students guess its meaning and purpose throughout the lesson.
The document provides 9 different ways to present learning objectives to students in an engaging manner, such as encoding the objective, using a KWL chart, leaving out a keyword for students to guess, revealing the objective at the end of the lesson, making a puzzle out of the objective, using a learning continuum, recording an audio explanation of the objective, creating a sign with the objective, and introducing the objective before the lesson. The purpose is to twist how learning objectives are presented to students to make the lesson more interesting.
49 ways to make your esl speaking class awesomeJackie Bolen
This document provides 43 tips for making an ESL speaking class engaging and effective. Some key tips include changing speaking partners often, using role-plays, games, and activities to build confidence, focusing on both fluency and accuracy, incorporating listening and reading, giving feedback, and encouraging students through praise. The overall message is that speaking classes should be fun, interactive, and help students improve their English communication skills.
The document provides a list of over 50 potential plenary activities that teachers can use at the end of a lesson. Some of the suggested plenaries include having students answer questions about the lesson, write instructions for a task related to the lesson content, tell the teacher three things they learned, and create a comic strip or storyboard summarizing the key points. The list aims to give teachers varied options for reviewing and assessing student understanding of the lesson material in an engaging way.
49 Things to Do to Get a University Job in South KoreaJackie Bolen
This presentation outlines 49 tips for getting a university job in South Korea. Some key tips include meeting the basic requirements like having a visa, looking professional, being in Korea for interviews, networking through organizations like KOTESOL, getting advice on your resume from current university teachers, preparing reference letters and proof of prior employment, and following up on applications. The presentation emphasizes treating the job search like a full-time job, networking, preparing for interviews, and understanding Korean culture and expectations.
Revision techniques in lessons ddr july 2019David Drake
This document provides 20 revision lesson ideas for students in the lead up to exams. Some of the ideas include using revision dice with QR codes linked to questions, mind mapping, creating revision dominoes to match key terms and definitions, grading sample answers and providing feedback, and gamifying revision through Kahoot quizzes, bingo, or a Pointless-style game. The ideas aim to make revision engaging and help students actively recall and reinforce essential content.
This document provides various revision ideas, tips, and techniques for use in humanities lessons. It suggests using mind mapping to organize information and posting key words and phrases around the school. Other ideas include collecting exemplar student work, peer assessment activities, and games like fill-in-the-blank exercises and quiz competitions to engage students in active revision. The document stresses using a variety of approaches to accommodate different learning styles and building opportunities for success into every lesson.
ITBE Conference 2017 ESL Conversation ClubHelen Stewart
Slides for the 2017 ITBE Conference Presentation: "The Art of the ESL Conversation". Naperville, Illinois, Saturday, February 25th. Speakers: Helen Stewart (Schaumburg Township District Library) and Julie Frost (District 211 Adult Education). The Illinois TESOL-BE is a professional, nonprofit organization which supports research and instruction in the teaching of standard English to speakers of other language or dialect and in bilingual education.
Confronting the comprehension conundrum for uploadjulstover
This document provides strategies and tools to increase student engagement and comprehension. It discusses asking questions, connecting to content, tracking down key information, inferring, visualizing, and synthesizing. Graphic organizers and programs like Earobics Reach, Quick Reads, and Study Island are suggested for assessing comprehension gains. Sample lessons demonstrate strategies like making inferences with jokes or visualizing with comic summaries. The document emphasizes using an active approach to build foundations of comprehension.
This document summarizes a professional development workshop for language teachers. It includes an agenda with topics on interpersonal speaking standards, strategies to facilitate interpersonal speaking in the classroom, a role play activity to practice communication strategies, and a discussion of common assessments for interpersonal speaking. Video samples of student interpersonal speaking performances were also shared for teachers to evaluate using a provided rubric. The workshop aimed to help teachers develop instructional strategies and assessments for interpersonal speaking.
A pupil volunteers to teach part of the lesson to their peers. This provides an opportunity for the pupil to consolidate and demonstrate their understanding, while also engaging their classmates. It encourages active participation from learners and helps evaluate how well the key ideas have been understood.
By Sharon Bowman. How to teach content so that listeners can learn, remember, and use the information you present. For teachers, trainers, and presenters.
This document provides guidance on using a "4 Cs map" to design effective instruction. The 4 Cs map divides instruction into four sections: Connections, Concepts, Concrete Practice, and Conclusions. The map is meant to be used as a visual guide during teaching. Several example activities are provided that can be used within each section of the map. Trainers are encouraged to fill in their map with content and details, use it as a guide during instruction, and gather feedback on their map from others. The goal of the 4 Cs map is to engage learners and help them retain information through active participation at each stage of the learning process.
This document provides tips and strategies for teaching and preparing students for the GCSE French exam. It discusses the importance of:
- Having clear lesson objectives and ensuring students feel a sense of achievement
- Building students' confidence, complexity of language, and exam skills incrementally over time
- Providing regular practice of reading, writing, speaking and listening skills in short chunks
- Giving students exposure to model answers and past papers to familiarize them with the format and expectations
- Incorporating variety, creativity, games and technology into revision to keep students engaged.
When They DO It, They've GOT It! How to Use Concrete Practice When TrainingMaster Certified Trainers
By Sharon Bowman. FINAL VERSION. Created for the South Carolina Child Care Center for Career Development. Also for trainers and instructors who want to improve their teaching skills.
The document provides guidance on how to effectively teach content to learners. It advises teachers to identify the essential "need-to-know" concepts that are crucial for learners to meet the learning objectives, rather than trying to teach all available information. It also recommends dividing lessons into 10-20 minute segments and incorporating 1-minute active reviews between segments to aid learner focus and retention. Learners should take notes using graphic organizers during lessons.
The document provides a list of over 50 different plenary activity ideas that teachers can use at the end of a lesson to review and assess what students have learned. The activities range from questions and answers, to games like Pictionary and Taboo, to creative exercises like writing poems, stories or comics. The plenaries are designed to be engaging ways for students to demonstrate their understanding of the lesson content.
Effective Pony Club HB Teaching Lesson PlanAmanda Biles
This slide show will explain the basic sections of a lesson plan for teaching. It gives examples of a 10 minute horse management lesson plan under each of these sections as well. After you have done some sort of activity to narrow the topic and understand the flow of the different levels for this topic then follow along to devise your plan.
The document provides guidance on using a 4Cs training map approach to design effective training sessions that incorporate accelerated learning principles. It outlines the 4Cs - Connections, Concepts, Concrete Practice, and Conclusions - as an instructional design tool to show learners where the instruction is going and get them there together through multisensory activities. Examples of learner activities are provided for each C, like graphic organizers, teach-backs, and action planning. The goal is to actively engage learners through movement, images, writing and different approaches rather than passive activities like long lectures.
This document provides guidance on using concrete practice strategies when training adults. It begins by explaining that concrete practice involves learners actively practicing skills or reviewing content. It then lists the benefits of concrete practice, including that it reinforces learning, engages multiple senses, and requires action. Various concrete practice examples are presented that involve collaboration, such as creating demonstrations, games, or quizzes. Learners are guided through interactive exercises to identify effective concrete practice strategies and apply them to sample training scenarios. The document emphasizes that concrete practice is an important part of proven adult learning principles.
This document provides an overview of key concepts from a chapter on students with disabilities. It defines important terms, discusses the pros and cons of labeling students, explains the six principles of IDEA and alternative placements for students with disabilities, and provides strategies for teaching both disabled and gifted students. The reality that there is no "magic special education fairy" to fix students is also noted.
This document provides guidance on how to effectively design and deliver training content using the 4Cs model. It explains that content should be divided into "need-to-know" concepts that are crucial for meeting learning objectives, and "nice-to-know" extra information. Trainers are advised to chunk content into 10-20 minute lecture segments separated by 1-minute active reviews, and have learners take graphic organizer notes during lectures. The goal is to keep learners focused and engaged with the essential content.
Teaching Adults ANYTHING in 4 Easy StepsSharon Bowman
This document outlines a 4-step process for engaging adult learners:
1. Get them connected by having learners write down facts and goals to connect to prior learning.
2. Show and tell by demonstrating concepts and having learners explain them to each other.
3. Let them do it through activities like teach-backs where learners practice and demonstrate skills.
4. Stand back and applaud by having learners self-assess and commit to applying what they learned.
The document discusses the thematic approach to teaching Chinese. It explains that a thematic unit uses meaningful real-life contexts to connect topics and embed authentic learning experiences. Themes are developed by brainstorming concepts related to a topic and planning learning activities, assessments and a culminating project centered around the theme. Developing thematic units allows students to learn Chinese in a meaningful way through engaging, purposeful activities.
The SMART Way to Write Learning Objectiveseyarborough
This document provides guidance on writing learning objectives using the SMART framework. It explains that learning objectives should be specific, measurable, attainable, relevant, and transferable. Examples are provided to illustrate objectives that do and do not meet the SMART criteria. Learners are prompted to practice writing their own SMART objectives and test their understanding. The overall message is that writing SMART objectives helps create clear outcomes for training and guides content development.
51 ways to introduce learning objectivesDavid Didau
The document provides 51 ways to introduce learning objectives to students in an engaging manner, such as through word games, images, movies, music, coding, translating objectives into other languages, and having students determine objectives through problem solving or at the end of a lesson. Some methods encourage guessing objectives or determining success criteria. A few suggestions note that explicitly stating objectives can sometimes limit learning.
The document provides 40 different ways to introduce learning objectives to students, ranging from using anagrams, Facebook statuses, movies, dictation, images and more to engage students and help them understand the goals of the lesson. The suggestions are meant to make introducing objectives more interactive, creative and fun for students.
Confronting the comprehension conundrum for uploadjulstover
This document provides strategies and tools to increase student engagement and comprehension. It discusses asking questions, connecting to content, tracking down key information, inferring, visualizing, and synthesizing. Graphic organizers and programs like Earobics Reach, Quick Reads, and Study Island are suggested for assessing comprehension gains. Sample lessons demonstrate strategies like making inferences with jokes or visualizing with comic summaries. The document emphasizes using an active approach to build foundations of comprehension.
This document summarizes a professional development workshop for language teachers. It includes an agenda with topics on interpersonal speaking standards, strategies to facilitate interpersonal speaking in the classroom, a role play activity to practice communication strategies, and a discussion of common assessments for interpersonal speaking. Video samples of student interpersonal speaking performances were also shared for teachers to evaluate using a provided rubric. The workshop aimed to help teachers develop instructional strategies and assessments for interpersonal speaking.
A pupil volunteers to teach part of the lesson to their peers. This provides an opportunity for the pupil to consolidate and demonstrate their understanding, while also engaging their classmates. It encourages active participation from learners and helps evaluate how well the key ideas have been understood.
By Sharon Bowman. How to teach content so that listeners can learn, remember, and use the information you present. For teachers, trainers, and presenters.
This document provides guidance on using a "4 Cs map" to design effective instruction. The 4 Cs map divides instruction into four sections: Connections, Concepts, Concrete Practice, and Conclusions. The map is meant to be used as a visual guide during teaching. Several example activities are provided that can be used within each section of the map. Trainers are encouraged to fill in their map with content and details, use it as a guide during instruction, and gather feedback on their map from others. The goal of the 4 Cs map is to engage learners and help them retain information through active participation at each stage of the learning process.
This document provides tips and strategies for teaching and preparing students for the GCSE French exam. It discusses the importance of:
- Having clear lesson objectives and ensuring students feel a sense of achievement
- Building students' confidence, complexity of language, and exam skills incrementally over time
- Providing regular practice of reading, writing, speaking and listening skills in short chunks
- Giving students exposure to model answers and past papers to familiarize them with the format and expectations
- Incorporating variety, creativity, games and technology into revision to keep students engaged.
When They DO It, They've GOT It! How to Use Concrete Practice When TrainingMaster Certified Trainers
By Sharon Bowman. FINAL VERSION. Created for the South Carolina Child Care Center for Career Development. Also for trainers and instructors who want to improve their teaching skills.
The document provides guidance on how to effectively teach content to learners. It advises teachers to identify the essential "need-to-know" concepts that are crucial for learners to meet the learning objectives, rather than trying to teach all available information. It also recommends dividing lessons into 10-20 minute segments and incorporating 1-minute active reviews between segments to aid learner focus and retention. Learners should take notes using graphic organizers during lessons.
The document provides a list of over 50 different plenary activity ideas that teachers can use at the end of a lesson to review and assess what students have learned. The activities range from questions and answers, to games like Pictionary and Taboo, to creative exercises like writing poems, stories or comics. The plenaries are designed to be engaging ways for students to demonstrate their understanding of the lesson content.
Effective Pony Club HB Teaching Lesson PlanAmanda Biles
This slide show will explain the basic sections of a lesson plan for teaching. It gives examples of a 10 minute horse management lesson plan under each of these sections as well. After you have done some sort of activity to narrow the topic and understand the flow of the different levels for this topic then follow along to devise your plan.
The document provides guidance on using a 4Cs training map approach to design effective training sessions that incorporate accelerated learning principles. It outlines the 4Cs - Connections, Concepts, Concrete Practice, and Conclusions - as an instructional design tool to show learners where the instruction is going and get them there together through multisensory activities. Examples of learner activities are provided for each C, like graphic organizers, teach-backs, and action planning. The goal is to actively engage learners through movement, images, writing and different approaches rather than passive activities like long lectures.
This document provides guidance on using concrete practice strategies when training adults. It begins by explaining that concrete practice involves learners actively practicing skills or reviewing content. It then lists the benefits of concrete practice, including that it reinforces learning, engages multiple senses, and requires action. Various concrete practice examples are presented that involve collaboration, such as creating demonstrations, games, or quizzes. Learners are guided through interactive exercises to identify effective concrete practice strategies and apply them to sample training scenarios. The document emphasizes that concrete practice is an important part of proven adult learning principles.
This document provides an overview of key concepts from a chapter on students with disabilities. It defines important terms, discusses the pros and cons of labeling students, explains the six principles of IDEA and alternative placements for students with disabilities, and provides strategies for teaching both disabled and gifted students. The reality that there is no "magic special education fairy" to fix students is also noted.
This document provides guidance on how to effectively design and deliver training content using the 4Cs model. It explains that content should be divided into "need-to-know" concepts that are crucial for meeting learning objectives, and "nice-to-know" extra information. Trainers are advised to chunk content into 10-20 minute lecture segments separated by 1-minute active reviews, and have learners take graphic organizer notes during lectures. The goal is to keep learners focused and engaged with the essential content.
Teaching Adults ANYTHING in 4 Easy StepsSharon Bowman
This document outlines a 4-step process for engaging adult learners:
1. Get them connected by having learners write down facts and goals to connect to prior learning.
2. Show and tell by demonstrating concepts and having learners explain them to each other.
3. Let them do it through activities like teach-backs where learners practice and demonstrate skills.
4. Stand back and applaud by having learners self-assess and commit to applying what they learned.
The document discusses the thematic approach to teaching Chinese. It explains that a thematic unit uses meaningful real-life contexts to connect topics and embed authentic learning experiences. Themes are developed by brainstorming concepts related to a topic and planning learning activities, assessments and a culminating project centered around the theme. Developing thematic units allows students to learn Chinese in a meaningful way through engaging, purposeful activities.
The SMART Way to Write Learning Objectiveseyarborough
This document provides guidance on writing learning objectives using the SMART framework. It explains that learning objectives should be specific, measurable, attainable, relevant, and transferable. Examples are provided to illustrate objectives that do and do not meet the SMART criteria. Learners are prompted to practice writing their own SMART objectives and test their understanding. The overall message is that writing SMART objectives helps create clear outcomes for training and guides content development.
51 ways to introduce learning objectivesDavid Didau
The document provides 51 ways to introduce learning objectives to students in an engaging manner, such as through word games, images, movies, music, coding, translating objectives into other languages, and having students determine objectives through problem solving or at the end of a lesson. Some methods encourage guessing objectives or determining success criteria. A few suggestions note that explicitly stating objectives can sometimes limit learning.
The document provides 40 different ways to introduce learning objectives to students, ranging from using anagrams, Facebook statuses, movies, dictation, images and more to engage students and help them understand the goals of the lesson. The suggestions are meant to make introducing objectives more interactive, creative and fun for students.
Josh AlessioProblem solving using the work backward” method..docxpriestmanmable
Josh Alessio
Problem solving using the “work backward” method.
Prepared for 6th grade math
Objectives of Lesson/Learner Objective
The students will be able to demonstrate their problem solving ability by working backward through word problems both in small groups and by themselves. The students will be able to show their work and complete the word problems using the work backward method as a group with no errors. The students will complete word problems individually using the backward method with 90% accuracy.
Anticipatory Set/Motivation/Snappy Launch
With your head full of brains and your shoes full of feet, you’re to smart to go down any not so good street. (“Oh the Places You’ll Go”, by Dr. Seuss)
Everybody needs to be able to solve real-life problems, and going forward doesn’t always take you down the right street. Today we are going to discuss a problem solving method that requires you to work backward.
Materials Needed/Preparation
I will provide the students with worksheets containing word problems.
Students need pencils, have some on-hand in case students don’t bring a pencil.
Procedure
1. I will go through two word problems using the “work backward” method.
2. After going through the first problem, I will define the work backward term.
3. Split into small groups and have the students come up with a word problem that requires using the work backward technique to solve. Solve the problem on a separate piece of paper, but keep the answer a secret. Trade problems with another group, and solve their problem. Compare answers.
4. Provide a worksheet with a couple word problems that will require using the work backward method of problem solving.
Vocabulary
1. Work Backward: When given the result of a sequence of operations, you can work backward to find the amount with which the sequence began. Discuss this definition in terms that are meaningful for all the students.
Examples
Example #1 (work backward)
The cat in the hat went to the flea market and spent $9.75. He bought some green eggs and ham, thing # one, and thing # two. The green eggs cost $1, the ham cost $1.25, and thing #1 cost $3. How much did thing #2 cost.
(9.75 – 1 – 1.25 – 3) = 4.50
Work Forward: Check your work by adding up all the components to get the result.
Example #2 (work backward)
On Monday there are 50 star bellied sneatches on the beach. That day, 8 star bellied sneatches had their stars removed. On Tuesday, 13 more star bellied sneatches had their stars removed. On Thursday, there were only 19 star bellied sneatches left on the beach. How many star bellied sneatches had their stars removed on Wednesday?
(50 – 8 – 13 - 19) = 10
Work Forward: Check your work by adding up all the components to get the result.
Check for Understanding
While the students work in groups, I will be an observer, walking around, making sure all the students are engaged and working with the smaller groups or individuals to gage and ensure understanding of the conce ...
The document outlines a summer school program with lessons focused on vocabulary, writing, and comprehension for grades 7-9. In week 1, grade 7 students will learn about context clues and the features of paragraphs using mentor texts. Grade 8 students will use context clues to understand words and identify different sentence types in persuasive pieces. Grade 9 students will use context clues to determine meanings of multiple-meaning words. The program provides procedures, materials, and assessments for building students' English language skills over the 4-week period.
The document provides instructions for using activity cards designed to help teachers plan lessons for young learners that develop life skills. Each card contains an activity that addresses one of the core Cambridge Life Competencies and tips for adapting the activity for online learning. The cards cover a range of topics like creativity, problem-solving, and self-directed learning. Teachers are encouraged to select cards to fill lesson plans and support learners' development inside and outside the classroom.
This document discusses learning intentions and success criteria. It defines learning intentions as what students should know or be able to do by the end of a lesson. Success criteria describe how students can recognize their own success. The document provides examples of learning intentions and success criteria. It explains that sharing these with students helps students understand expectations and focus their learning.
This document discusses several ways to use quizzes and mysteries in the classroom to engage students. It describes having students use detective skills to find answers provided in clues like photos or diagrams. It also suggests creating treasure hunts where students search a passage for a specific fact or concept. Another idea is making map-based quizzes where students label locations on a diagram. The document advises having students create their own quizzes to assess what they've learned. It also proposes competitive team-based quizzes and games to motivate students.
This document provides various revision techniques for students to use in preparing for exams. It suggests using sticky notes and posters around the room to remind students of important concepts. Mind mapping is recommended as a way to organize information and harness brain power. Exemplar materials and videos can demonstrate high quality answers. Other techniques include summarizing by reducing information in stages, filling in gaps in sample answers, identifying mistakes in sample answers, peer assessment, quizzes, and using mnemonics and imagery to remember concepts. The goal is to engage students through active recall and application of knowledge in different formats.
The document provides 15 strategies for teaching vocabulary to students. Some of the key strategies include: the Frayer Model which uses definitions, examples, and visuals to teach words; word walls where students create posters of terms and definitions; and making meaning by introducing words before reading and using context clues to define them. Overall, the strategies emphasize active student participation, multiple exposures to words in different contexts, and incorporating visual and interactive elements to help students learn new vocabulary.
The document provides teaching strategies and tips for setting high expectations for students based on chapters 1 and 2 of Teach Like a Champion. Some key points include:
1) Ensure all students respond to questions, even reluctant students, by providing clues or answers for them to repeat. Accept only fully correct answers.
2) Plan lessons purposefully, starting with measurable learning objectives that are manageable and focus on important skills. Assess if objectives were met.
3) Consider the student perspective in planning by determining what both the teacher and students will do in each part of the lesson. Post objectives and useful tools to guide students.
The document provides an overview and instructions for implementing various pre, during, and post reading strategies for literacy workshops. These strategies include coding text, double entry journals, 3-2-1 summaries, anticipation guides, word sorts, and discussion techniques like Save the Last Word for Me. The strategies are designed to engage students actively in reading comprehension by having them make connections, ask questions, and reflect on what they are reading.
This document provides an overview of several pre, during, and post reading strategies for students including coding text, double entry journals, 3-2-1 summaries, give one get one brainstorming, anticipation guides, cube it review games, and post-it note responses. The strategies are designed to engage students more actively with texts and help them monitor their understanding while reading. Brief descriptions and procedures for implementing each strategy are included.
This document provides 27 tips for using the online word cloud generator Wordle in the classroom. Some of the tips include using Wordle to write "All About Me" posters, create book quizzes, share criteria or expectations, analyze student essays, compare themes in literature, conduct classroom polls, and more. Wordle can help students summarize, identify main ideas, analyze vocabulary, compare different texts, and engage with classroom content in new visual ways.
52 Interesting Ways to use Wordle in the ClassroomPastor Randy Lee
52 ways to use Wordle in the classroom are presented. Some ideas include having students write about themselves and display the results in Wordle clouds, creating book quizzes by pasting book texts into Wordle, and using Wordle to share criteria or expectations for assignments. Wordle can also be used to analyze speeches, define vocabulary terms, compare themes in literature, and more. The document provides many creative ideas for incorporating the free online Wordle tool into classroom lessons and activities across subjects.
Presenting instructional content and thinkingCiel Educttu
The document provides guidance for student teachers on planning a lesson to be evaluated based on the TAP rubric indicators of Presenting Instructional Content and Thinking. It reviews the descriptors for each indicator and discusses key elements like modeling, using visuals, internal summaries, and teaching different types of thinking. The document emphasizes modeling expectations, engaging students in generating ideas and multiple perspectives, and using research. It stresses including these elements in the lesson plan to meet the requirements of the evaluation assignment.
The document provides guidance on developing lesson plans using objectives and active participation techniques. It defines objectives as outlining the skill students will learn and how they will demonstrate their learning. It discusses the importance of active participation to check all students' understanding throughout the lesson. Finally, it models writing objectives and developing active participation prompts for verbal, visual, and kinesthetic learning styles.
This document discusses the advantages and disadvantages of one-to-one teaching. It notes that while one-to-one teaching allows the teacher to tailor lessons to individual student needs and address strengths and weaknesses directly, it can also be exhausting for both teacher and student. The document emphasizes the importance of needs analysis to design effective personalized lessons without set curricula or materials. It provides tips for incorporating student input, addressing errors, and recording new vocabulary in one-to-one teaching.
The document provides guidance for developing a 4-day unit plan to teach at summer camp. It recommends choosing an engaging title, planning interactive daily activities centered around active learning rather than lectures, incorporating work on a final product each day, and using "hooks" like video clips to grab students' attention at the start of lessons. The goals are to create two overarching goals for the unit that span the content and may be guided by but do not have to directly use the state standards.
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Kenny Pieper, an English teacher, conducted research on using shorter, focused homework tasks. He found that completion rates improved when homework was directly related to classroom content and took less time. Reading scores also increased, with many students achieving Level 4. Pieper attributes the improved completion rates and engagement to making homework accessible, regular, and directly connected to lessons. He now uses similar focused homework tasks across his classes.
Kenny Pieper, an English teacher, conducted research on using shorter, focused homework tasks. He adapted existing classwork into weekly homework exercises for his S2 English class over two months. Completion rates increased from slowly to unusually low numbers not completing it. Reading scores also improved, with many achieving Level 4. The implications are that focused, timely homework can improve learning and attitudes if tied closely to classroom content.
A 16-year-old girl named Alice ran away from home after her Ba-xi broke and she thought she lost all her progress. She regretted her decision and tried to make her way back home. When she arrived, she found the police at her house and learned that it had been broken into while her parents were searching for her. The police officer took her to the station where she was reunited with her shocked parents. They were lucky to have their house refurbished after the burglary.
Flash cards allows users to create and share digital flashcards for studying. Key features include automatically saving decks, reading cards aloud in different languages, easily sharing decks between groups, tracking learning progress, inserting images, searching terms, shuffling cards randomly, accessing pre-made decks, and sharing by email, messaging apps, or links. Users can collaboratively build decks by sharing with groups, improving answers over time. It provides a more organized alternative to paper notes that can be accessed anywhere.
Plickers is a classroom response system that allows teachers to poll students and receive real-time feedback without students needing devices. Teachers create multiple choice or true/false questions in the Plickers app or website. Students respond using printed cards with unique identifiers. The teacher scans the cards with the app to instantly view anonymous results. Results can be viewed in class or analyzed later to assess student understanding.
This document provides information about teaching pupils with autism spectrum disorder (ASD). It begins with definitions of autism and Asperger syndrome. It then discusses the triad of impairments in ASD - difficulties with social interaction, communication, and flexibility of thought. The document offers advice for teaching pupils with ASD, such as using visual supports and schedules, breaking tasks into smaller chunks, being patient, and incorporating special interests. It emphasizes the importance of preparation for transitions and handling anxiety. The overall message is that a whole school approach and support from the Communication Support Base can help pupils with ASD succeed.
K rogers assessing literacy benchmarks through class dialogueKenny Pieper
The document discusses Community of Philosophical Inquiry (COPI), an approach where students engage in philosophical discussion about questions arising from a stimulus. Research found that COPI improved students' cognitive abilities, critical reasoning, communication skills, self-esteem, and classroom behavior. It aligns with outcomes in the curriculum for subjects like Religious and Moral Education, Science, and Social Studies by developing skills like critical thinking, discussion, and evaluating sources of information. The document provides examples of open-ended questions and prompts to structure COPI discussions.
This document discusses using Kahoot, an educational platform, to increase awareness of its functionality and applications. It encourages readers to search for Kahoot online to learn more about its quiz and game-based format for engaging learners. Instructions are provided on how to create an account and build quizzes to test knowledge on any subject.
ClassDojo is a free online behavior management system that encourages positive behavior through a points system. Teachers can award digital points or remove them to shape student behavior. This builds a positive classroom culture and improves communication between school and home by involving parents. Students enjoy receiving positive feedback through points, which motivates them to develop skills. Research shows ClassDojo is effective because it is quick and easy for teachers to use, promotes positive attitudes, and helps students feel proud of their accomplishments.
This document summarizes a practitioner's research on implementing a growth mindset approach in their classroom. The practitioner introduced growth mindset strategies like praise cards and a classroom display to encourage effort over ability. Students reported increased confidence and resilience. The practitioner observed students using growth mindset language, taking more ownership of learning, and providing more constructive feedback. Moving forward, the practitioner plans to target high achievers, involve parents more, and build growth mindset into regular classroom routines.
A rights respecting school models respect for children's rights and dignity in all relationships through teaching about rights and responsibilities. Exploring one's own rights helps students exercise them appropriately while respecting others' rights, linking to health and wellbeing. Human rights begin in small daily interactions close to home, so cultivating a culture of equal respect and dignity between all members of the school community is important.
The document outlines various activities and challenges that different year groups can participate in at the school library including researching biographies, taking part in a Scotland themed week, and a board game challenge for S1 classes, exploring Scottish books and quizzes on US history and genres for S2 classes, comparing books to films and author visits for S3/4 classes, using the library as a base for projects and a quiz on Hamlet for S5/6 classes.
This document provides examples of creative starters that teachers can use at the beginning of lessons to engage students and focus their attention. Some examples described include word games like bingo, scrabble, and word creators using vocabulary from the lesson topic. Another type of starter discussed is examining images or scenarios and having students make observations or inferences to introduce the lesson concept. The purpose of starters is to get students actively involved early in the lesson and provide early success and variety to support learning.
Higher order thinking skills presentationKenny Pieper
The document discusses higher order thinking skills (HOTS). It defines HOTS as skills beyond basic recall such as analysis, evaluation, and synthesis. It notes that HOTS are important for developing critical thinking but students are often unaware of the terminology. The document provides examples of applying Bloom's Taxonomy to analyze comprehension questions about common stories at different levels of thinking. It also shares ideas for lesson starters, extension questions, tasks, and plenaries that promote HOTS. The overall purpose is to illustrate how teachers can develop and explicitly teach HOTS in the classroom.
This document contains multiple announcements from Duncanrig Secondary School. It reminds students that chewing gum and food are banned from the corridors. It advertises extracurricular activities like war gaming club, running club, basketball, dance and math help sessions. It congratulates students who won medals in gymnastics and dance competitions as well as athletics championships. It provides updates on fundraising efforts and trips. The last section shows the current Interhouse Challenge standings.
This document contains poems and short stories written by students in class 2A4. It includes the following pieces:
- "Rhythm & Rhyme" - A poem about autumn leaves falling and nature changing with the seasons.
- "My Dog Bailey" - A poem telling the story of the author's morning routine with their dog.
- "My Garden" - A collection of short poems describing spending time in the author's garden on different occasions.
This document provides information about a professional learning event on effective self-evaluation using How Good is Our School? (4th edition). The event aims to increase understanding of self-evaluation, support reflection on quality indicators, and provide updates on national developments. It discusses approaches to self-evaluation over time, emphasizing the importance of collaborative approaches, data analysis, and impact on learner outcomes. School staff discuss their self-evaluation processes and how to ensure shared understanding of strengths and needs. The document also examines leadership and management, highlighting self-evaluation, reflection, and using challenge questions and features of highly effective practice.
Ten minutes of reading per day can significantly improve children's life chances. The document advocates for dedicating ten minutes of each class from grades 1 through 4 to reading, which amounts to forty minutes of reading per week. It notes that one in five children from low-income families leave primary school unable to read well. Simply having silent reading time is not enough - students should also read out loud occasionally and write short responses, like book tweets, to engage more with the texts. Providing time, choice, and a love of reading are what can help make children readers.
Motivating the Demotivated - Audrey McPhersonKenny Pieper
This document discusses motivating unmotivated students and cognitive theories of learning. It covers:
1. Cognitive theory assumes learning is an internal mental process where students actively organize new information. This implies teachers should consider students' cognitive development and help connect new ideas to prior knowledge.
2. Motivation comes from intrinsic enjoyment of an activity or extrinsic rewards/punishments. Intrinsic motivation is more effective for learning. Teachers can promote it by relating lessons to students' lives and interests.
3. Maslow's hierarchy suggests addressing students' basic needs for safety, belonging and esteem before focusing on learning. Covington's theory emphasizes the needs for competence, relatedness, approval and achievement. The document
Sharing good practice - Victoria GrahamKenny Pieper
This document discusses experiential learning and teaching for understanding. It advocates for generative topics that interest pupils through personalization and choice. Lessons should have understanding goals with shared success criteria and include performances of understanding through hands-on activities. There should be ongoing assessment and feedback linked to meeting goals to help pupils develop and demonstrate their understanding.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
2. Facebook Status
Give your Learning Objective in the form of a Facebook
status update.
E.g. 'Mr Sadgrove: wants year 10 to be able to analyse
Orwell's characterisation in Ch 5'.
Students respond with their own status detailing their
thoughts on the objective or showing what they know about
the topic already.
Revisit as a plenary.
@badgerove
3. Using a Dictation
Dictate 5 sentences that hint at the Learning Objective
without revealing it. For example, if your lesson is about a
chemical reaction, you should read out some facts about
that reaction, maybe some industry uses for that reaction.
Start with the harder clues and gradually work towards
easier ones. Check the dictation by having students write
the sentences up on the board. Point out any errors. Now
ask students to define the Lesson Objective.
5. 3-2-1
Post a Learning Objective. Ask students to write:
3 - things I know about the topic
2 - questions I have
1 - analogy 'x is like...'
Revisit as a plenary
@badgerove
6. Write the Learning Objective on
the Whiteboard
Introduce the Learning Objective verbally, using directed
questions to check understanding.
7. Go Hollywood
Choose a movie where the Learning Objective was relevant
(eg. Ice Age for adapting to change, Nemo 4 biodiversity)
and connect learners to themes and discuss. Then introduce
the Learning Objective.
@brittgow
8. Code Learning Objective
Apply a code to the Learning Objective. Get the students
de-coding sequence or Cipher. Share student examples,
selecting the correct Learning Objective.
Try very simple cypher on puzzlepixies to transform the
objective.
Use http://www.myrebus.com/ to code
10. KWL
Post an over simple Learning Objective and apply KWL.
K = What do I know about subject x?
W = What do I want to know about subject x?
L = What did I learn about subject x?
11. Obviously a hoop jumper*
• stand at the front and look stern
• put the objectives on a slide
• ensure they are as unwieldy and obfuscating as
possible
• read through them in as cursory manner as you can
• sneer whilst doing this **
* very commonly found in observed sessions
** this is not a genuine recommendation
from martin
12. Learning Objectives with Phrasr
Convert your Learning Objective to a Phrasr
http://www.pimpampum.net/phrasr
Phrasr is an interactive web-based application that uses
Flickr images to illustrate the phrases that users
submit. You can choose every image and then publish the
entire phrase, which is shown as a personal slide show.
Learning Objectives by Kristianstill
13. Expand a Sentence
Write the topic in big letters on the board. Read out a
short sentence related on the topic. This can be part of a
text they will read later, or a text book paragraph. in small
groups ask the students to expand the sentence by adding 4
words (you can define the 4 words or not). After a few
minutes, invite each group to read out their Learning
Objectives.
14. Not the First Time?
Ask pupils if they’ve ever seen the exact same or similar
Learning Objective before. What do they know about it?
15. Connected Words
Give students a keyword from the Learning Objective and
then give them x seconds think up as many linked words as
they can.
Go on to define the Learning Objective, with student gaining
points for each keywords that then appears in the Learning
Objective
16. Missing Keyword
Leave a keyword out of the Learning Objective and give 60
seconds to guess it.
17. Order the Learning
Ask students to order the words of the Learning Objective
in terms of importance and be able to explain why.
18. Music to my Learning Objective
Play appropriate music as students enter the lesson to set
the mood, linking to the Learning Objective.
Eddie Veder - Hard Sun
Holes - Stanley is digging at Camp Green Lake in the blazing
Texan sun.
This week I used Dowie Bowie - CHanges.
Cha cha cha changes.... to get the students to think about
Stanley is changing.
20. Linking Words
Can you link these three words
Suspense - blisters - holes
Use the words to help students start to think about
relationships, then introduce the Learning Objective.
21. Odd One Out
Write 4 statements or Learning Objectives?
Which is the odd one out. That is what we are learning
about today.
22. Meta Menus: starters @LearningSpy
Show the L/O and then get student to pick one of the
following questions to discuss:
•What do you want to learn today?
•What skills do you have that could be useful this lesson?
•What might hinder your thinking?
•When have you had to think like this before?
•What have you learnt that is similar?
•What do you already know that might be useful?
•What must you do in this lesson? What should you do? What
could you do?
23. Learning Intentions
Explain the intention of the lesson to the students and ask
them to work out their own Learning Objective
Allows for lessons to wander off piste in interesting ways.
@LearningSpy
24. The Hidden Objective
Tell students that you will only reveal the Learning
Objective at the end of the lesson - their job is to guess
what it might be a various points in the lesson.
25. Jigsaw Planet
Upload an image of your objectives
to http://www.jigsawplanet.com/
It will create a jigsaw puzzle of the objectives for students
to solve on the whiteboard
Can students guess the objectives before the jigsaw is
completed.
26. Wordle
Use Wordle to collapse the Learning Objective or key text
into a word cloud style graphic.
Pupils to reassemble after reflecting on the jumbled words.
http://www.wordle.net/
27. Stand By Your Objective
Have the learning objectives on pieces of paper around the
room
Have the students get up and read them and then stand by
the one they want to achieve in that lesson / session.
If they are levelled they could be encourages to aim for
their predicted grade or higher.
28. Translate the Objective
Display the Learning Objective in another language with the
instruction that the students should attempt to work out
what it says.
Slowly reveal a few words at a time back into English, or
place clues around the room to give them some hints.
Immediate engagement and challenge.
@geographycarrie
29. Learning Journeys
Display a 'map' of the lesson using words and images
Ask students to work out what they think the objective
might be.
Examples
here: http://learningspy.edublogs.org/2011/09/21/learning-
journeys/
30. Problem Solving
Set a problem that needs to be solved during the
lesson/activity. If the problem is challenging enough then
pupils should be able to plan a rough solution but will find
gaps in their knowledge/skills - these form the lesson
objectives.
eg in a lesson about programming in ICT you could set the problem of making
a maze game. Pupils then plan the steps (eg draw the maze, import a
character, add controls to the character and then make it start again to
touch the wall). Any of these the pupils can't do will be the learning
objectives
31. Use Success Criteria
Put up the success criteria and ask students to work out a
suitable Learning Objective.
Or... put up a learning objective and discuss what success
criteria would be.
@sophisimus
32. Don't always introduce learning
objectives
Sometimes by setting objectives you impose unnecessary
limits on the learning.
@dughall
(on occasions, all students to direct their own learning)
33. Use VozMe
Type your learning objectives in VozMe
http://vozme.com/index.php?lang=en and play the MP3 file
generated. The robotic voice will get your learners really
interested! Doing it every lesson will over kill it though ;-)
@asober
http://alessiobernardelli.wordpress.com/2010/08/25/bono-
voz-u2-can-try-it/
34. Xtranormal your Lesson
Objectives
Create a short film with Xtranormal.com which allows you to
create text to movie animated clips! It is great and you
could also get a couple of learners (or indeed all of them if
you have the resources) to create a short film at the end of
the lesson to explain their learning outcomes :-)
@asober
http://alessiobernardelli.wordpress.com/2010/07/12/abnor
mal-not-normal-or-xtranormal/
35. GoAnimate your Lesson Objectives
As an alternative to Xtranormal - try GoAnimate
http://goanimate.com/
Can be slightly simpler to use.
Have the cartoon characters read out the LO's
@dannynic
36. Leave it until the end...
Teach the entire lesson and then have the students
decide/debate what the learning objective(s) was as the
plenary.
As @dughall mentioned, sometimes the objective imposes
limitations. By allowing the students to figure it out at the
end, the objective may have evolved during the lesson.
@jamesmichie
37. Multiple Learning Objectives...
Split the class into groups. On separate tables place different learning
objectives.
Provide a list of available resources and then allow each group to plan how
they will achieve the learning objective. They then set about working towards
the objective.
You can review by having each group share what they have done, with the
other group guessing what the learning objective was.
This is not an easy approach but is rewarding for the students as they take
ownership and is a great way to develop their codependence and
independence.
@jamesmichie
38. Answer to the Question
Learning Objectives are often answers. Give the students
the answer and ask them to write the Learning Objective.
39. Create fun signs
Use some of the sign generators listed at
http://www.redkid.net/generator/sign.php
to create fun signs that display the learning objectives in a
different way to the usual.
@dannynic
40. Going SOLO
Use the SOLO taxonomy to create a route though the
learning which challenges all students regardless of their
starting point:
• No understanding (pre structural) this might be the starting point
for some students
• understand one aspect of the learning (unistructural)
• then several aspects but they are unrelated (multistructural),
• then we learn how to integrate them into a whole (relational)
• finally, we are able to generalised that whole to as yet untaught
applications (extended abstract).
@LearningSpy
41. Use Twitter or a Blog
Use Twitter or a blog to introduce the Learning Objectives
Students comment on how they are going to achieve the
learning objectives
The learning objectives should have a purpose and set the seen
for learning .
Make the learning objectives specific and student friendly so
they know exactly where the lesson is going. rather than
explaining them just because you have to.
@stephen_logan
42. Produce your Learning Objective
with Voki
Why not produce your Learning Object with webware tool
Voki? Use the randomiser tool, record your voice, add the
link. It is probably quicker than writing it!
Also available as an embed for your VLE or blog and more.
43. Flipped Objectives
Introduce learning objectives prior to the lesson - students
arrive knowing what the learning objective is. This could
happen via a class blog or perhaps the learning objective
could be shared at the end of the previous lesson. This
could allow student to prepare for the learning they will
embark on.
@LearningSpy
44. Get Einstein to Introduce the
Learning Objective
http://www.hetemeel.com/einsteinform.php
@katebook
45. QR Codes
Present the learning objective as a QR Code so that
students have to work to find out what it is. Possibly you
could use a series of codes as a treasure hunt.
@LearningSpy
46. Agree / Disagree
Write a statement about a controversial issue on the board.
The students then line up to indicated their agreement or
disagreement with the issue.
Can use 5 for strongly agree, 4 for agree, 3 for not sure, 2 for
disagree, 1 for strongly disagree.
Tell students to be prepared to defend their choice.
Then: introduce learning objective
@LearningSpy
47. Search for the Learning Objective
Start your lesson with a wordsearch (without a word list)
that included important words / characters / themes of the
lesson.
Once the words have been revealed, create the lesson
objective as with the anagram.
48. Use an Object
Ask students to write down the vocabulary that springs to
mind when they see, touch, hold the object.
Ask students to write down what they know about the
object.
Ask the students to think what the object might have to
say or do with the Learning Objective.
49. The Finished Article
The approach is borrowed from a conversation I had this
afternoon with a colleague, Arts teachers and Director of
Learning for Expressive and Performing Arts.
Give students a completed exemplar piece of work, 'the
finished article' and ask students what makes it an
exemplar piece of work. What learning objectives has this
students fulfilled in creating this exemplar.
Prioritise the learning, listing these learning objectives.
50. QFT
Question Formulation Technique
1. Get students to write as many questions as they can on
the topic you will be covering - no quality control
2. Categorise the questions (open/closed, silly/useful,
factual/conceptual)
3. Select the best three questions
4. Use the questions to write a learning objective(s) about
what students want to achieve
5. Reflect on the process (probably at the end of the
lesson)
@LearningSpy
51. Use Thinking Dice / Hats to
Differentiate an Objective
Pass around thinking dice or give students access to hats
etc and put the central theme/issue/question on the board
or by other means so all have access to it.
Students then to swap dice between each other or use
different coloured hats to see what level they can get to on
Blooms re this them.
Hence lesson objective will be differentiated for various
groups in the lesson
Nick @largerama
52. Let learners use Kagan dice* to come up
with questions about the learning
Give the learners a general topic for the
lesson's enquiry: "Today we'll be learning
about castles"
In pairs let them use kagan dice to come
up with a list of questions
Encourage them to pair/share their questions, ask them
to come up with the 'best' questions - this might involve
linking some questions together.
At the end of the lesson go back to the list of questions -
how many can be answered following the enquiry?
@mrphorner
* Maths depts often have big foam dice - borrow them and
stick the 5W questions on each face