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Enhancing Classroom Management through Effective Instructional Strategies**

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25 diapositives · 392 Views · Aug 04, 2014

In this session led by Mitzi Hoback, Gregg Robke, Ellen Stokebrand, Suzanne Whisler, and Toby Boss, educators explore the vital connection between good instruction and effective classroom management. Participants are encouraged to discuss strategies that "Make Learning Stick," including the importance of chunking lessons and using active engagement techniques like Simon Says and Exit Cards. By emphasizing movement and brain engagement, these strategies aim to improve student understanding and retention. Join us to share insights and develop actionable strategies for real classroom impact.

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  1. Mitzi Hoback, Gregg Robke, Ellen Stokebrand, Suzanne Whisler, and Toby Boss ESU 4 Social Studies CadreFebruary 6, 2013

  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 to“Make Learning Stick” • Social Studies Standards Discussion • Lunch • Networking • David Rosenbaum, National Archives • Technology Tools to “Make Learning Stick” • Closing

  4. You have a Share Sheet! http://esu4socialstudiescadre.wikispaces.com/ esu4ss@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

  9. Take Off…Touch Down • Students should move periodically to provide oxygen to the brain. • 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.

  10. More Ways to Change Up Instruction

  11. The Teaching Channel • https://www.teachingchannel.org/ Poll Everywhere http://bit.ly/Y5raRU

  12. 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.

  13. 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.

  14. Exit Cards • http://www.teacherspayteachers.com/Product/Exit-Cards-101

  15. Exit Cards • http://bit.ly/11ltUSS

  16. Exit Cards • http://bit.ly/11ltUSS

  17. Exit Cards http://bit.ly/Y67Vb0

  18. Exit Cards http://bit.ly/XbPwKV

  19. Using Twitter to Make Connections http://bit.ly/12nUPN6

  20. Using Twitter to Make Connections

  21. Using Twitter to Make Connections

  22. 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!

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

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

  25. Sharing & Networking Protocol • Choose a: • Facilitator: Guide the conversation. Make sure everyone gets an opportunity to share. • 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: • Resources (lesson ideas, strategies, technology, etc . . . ) • Challenges