ESU 4 Math Cadre October 10, 2012

1. Mitzi Hoback, Gregg Robke, Ellen Stokebrand, and Suzanne Whisler ESU 4 Math CadreOctober 10, 2012

2. Quick Write: Why is good instruction also good classroom management? Share your thoughts with the people at your table.

3. Today’s Agenda • Instructional Strategies that “Make Learning Stick” • Take it away, Lenny! • Technology Tools to “Make Learning Stick” • Learn 360 • Smack Down - Websites, Web Tools, Apps • Networking • Closing

4. You have a Share Sheet! http://esu4mathcadre.wikispaces.com/ esu4math@esu4.net

5. Remember… InstructionalStrategies thatMake Learning Stick

6. Change-Up Instruction Every Ten Minutes

7. Use the 10-2 rule

8. Take Off…Touch Down • Students should move more than the teacher. • Good instruction is not related to good classroom management. • 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.

9. Infinitely Reusable Folders https://www.teachingchannel.org/videos/streamline-teaching-practices

10. Response Cards • Total Participation Techniques: Making Every Student An Active Learner. By Himmele and Himmele • Every student has a TPT folder • Various cards to hold up

11. Simon Says • Simon says – tap your head if you understood _________ from today’s lesson. • Simon says – hold your arms up if you didn’t understand ________. • Simon says – turn around if you understood ________. • Simon says – flap your arms if you know what _____ means.

12. Have you done a Scoot? • Write content questions (enough so there is one question on every desk) • Give each student a response sheet (depending on level, they can respond with A,B,C or single words or sentences) • Each student goes to a desk and reads the question on the card and marks their response on their sheet. At the teacher’s signal, they move to the next desk.

13. Exit Cards • https://www.teachingchannel.org/videos/student-daily-assessment# • What do you like about the way this teacher uses exit cards? • What would you improve? • What might you use or adapt in your classroom?

14. Assigning Partners • Pair lower performing students with middle performing students • Give partners a number • Sit partners next to each other • Utilize triads when appropriate • Teach students the how and why of partners

15. Rock, Paper, Scissors The teacher asks a question and each student discusses it with a partner. Students do rock, paper, scissors, and the winner has to give the response to the teacher on behalf of the team (pairs or trios).

16. Newspaper Headliner Students are asked to capture the main idea of the event studied during the lesson and to write a headline and a “grabbing”opening paragraph that would create interest in the event.

17. Chalkboard Champs • The class is divided into 3-4 teams. • The chalkboard/whiteboard is divided into a large space for each team. • Each person needs a writing utensil. • When the teacher says “Go,” all team members rush to their area and write or draw (symbols/pictures) to represent key ideas in the current topic of study. (It will be crowded!) • At the end of 3 minutes, each team must present 2-3 ideas from their chalkboard creation.

18. Walk and Talk • Give students a prompt: • Given the following story problem, how would you solve it….? • Given a wrong solution to a problem, how would you correct it? Where is the mistake/miscalculation/etc.? • Ask them to form pairs or triads • Stand up, walk around the room, out in the hall, etc. and discuss their idea/answer with their partner(s).

19. Walk and Talk • With your partner… • Grab your handout • Walk and Talk about this question: • What strategies have we suggested this morning that you will use in your classroom? Make a commitment to try ONE!

20. Do you have anything to add to your share sheet?

21. “Tell me and I forget, teach me and I remember, involve me and I learn.” Ben Franklin