1. Mitzi Hoback, Gregg Robke, Ellen Stokebrand and Suzanne Whisler ESU 4 Science CadreMay 29, 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 science 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. • Know updated information about the Nebraska Science standards. • Network with other science 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. Student Engagement: How do we increase it? From This… To This…

11. Who Moves the Least Here??

12. And who should move the MOST?

13. The learners.

14. Why

15. This is why

16. and this is why

17. the brain

18. the brain loves

19. the brain loves

20. Movement equals more oxygen.

21. Change-Up Instruction Every Ten Minutes

22. Use the 10-2 rule

23. 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.

24. 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

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

26. Simple!

27. to standing change from sitting

28. from watching to change talking

29. to writing change from reading

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

31. learn better and remember more

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

33. 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.

34. to standing change from sitting

35. 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.

36. from watching to change talking

37. 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.

38. to writing change from reading

40. 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

41. In box #5, draw a triangle like this:

42. Final Countdown • Tier 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.

43. In box # 6, jot down all the strategies we have used… • Quick Write • Quick Draw • Take Off—Touch Down! • Standing Meeting • Teach Back • Final Countdown

44. 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?

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