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Welcome to the ACTIVE participation workshop at L.E.S.!

Welcome to the ACTIVE participation workshop at L.E.S.!. "I hear and I forget. I see and I remember. I do and I understand." Teton Lakota (Indian saying). ACTIVE PARTICIPATION is:. The consistent engagement of the minds of all learners with that which is to be learned

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Welcome to the ACTIVE participation workshop at L.E.S.!

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  1. Welcome to the ACTIVE participation workshop at L.E.S.! "I hear and I forget. I see and I remember. I do and I understand." Teton Lakota (Indian saying)

  2. ACTIVE PARTICIPATION is: • The consistent engagement of the minds of all learners with that which is to be learned • To occupy the attention or efforts of a person or persons.

  3. Why do we need active participation? • Teacher benefits: • 21st Century Skills are a must! • More effective teaching • Less behavior problems because students are actively engaged • Promotes problem-solving skills • Easier to immediately assess during lessons • Student benefits: • Focus, Rate & degree • More involvement of the brain • Retention • Ownership of more meaningful learning • Students are validated • Communication • Cooperation • Support from others and reinforcement of ideas

  4. These practices actually DISCOURAGE active participation… • Lecture • Calling on volunteers • Individual responses

  5. OLD SCHOOL • Raise your hand if you grew up in Alabama. • Raise your hand if you love to eat chocolate. • Can anyone tell me how to get to the interstate? • Raise your hand if you are a teacher. • Raise your hand… • Uuggghhhh that gets OLD

  6. How can students respond without having to constantly raise their hands and wait to be called on?

  7. Categories That PromoteActive Participation Speaking/Reading Aloud Writing Signaling Performing/Acting Out Thinking Combination Constructing

  8. How to set up A.P. strategies in your classroom: • Room arrangement • Walking loop, partner proximity • First 22 days… • Establish your signals and teacher talk • Introduce Procedures and Practice together • Make a chart • Incorporate them into all subjects • Mountain Math/Language is a great place to start and practice • Vary the responses • Unison/choral, partner, physical; writing; etc

  9. Steps for a Choral Response • Provide the signal • Ask the question (once) • Allow think time (important) • Give response signal • If they do NOT respond correctly, allow them to try again with more think time or correct them • Most questions you use this with will be the kind most/all students can answer

  10. Partner Talk: • Let students know, two fingers represent two people talking about their answers. • Name your partners. Put on desk or board. • A, B or 1, 2 • Guppy, Goldfish or Rock, Roll • Peanut Butter, Jelly or Ham, Cheese • Tell the students who will go first each time. Explain how to take turns. It’s okay if they both don’t get to talk every time. • Explain what good listeners do: eyes on each other, listening, waiting your turn to speak.

  11. Steps for TTYP: • Provide the signal. • Ask the question (once) • Allow think time. • Give a stem. (maybe even write it until they get “good”) • “Start your sentence like this…” • TTYP: Partner__________ Go first. • Drop and Listen! (CRUCIAL)

  12. When you are ready…. • You must have at least one signal to get your students’ attention back to you QUICKLY and quietly…. • 1,2,3 eyes on me • Clap once if you hear my voice…. • Back in 3…2….1 • My turn • All set….you bet • Give me 5

  13. What can I do to promote active participation? Choose your 4… • Make sure students’ eyes are on the speaker • Provide students with a stem prior to partner talk • Provide think time • Consistently use established signals • Drop and listen • Call on specific individuals to share (after ttyp) • Confirm responses • Limit teacher talk • Maintain a perky pace (a.p. takes more time) • GIVE MORE TURNS (it’s all about this)

  14. Harcourt Reading/Whole Group • You are 2nd grade students • Divide in families • Notice some of these strategies as I teach: • TTYP • FITB • Touch, say three times • Captions • Reread chorally • Half story/Comprehension Questions

  15. Small group • Green and blue family will be placed together to partner read the rest of the story or the assigned pages for the day. • Directions should be explicit on the partner sheet. • Red family will immediately come to you with their books. • Finish reading the story TO THEM while asking questions. • Incorporate TTYP and Choral responses. • Depending on the rotation of your small groups, you can allow red family to visit twice (using fluency strategies the 2nd time) or extend their time during this first visit. • BLUE and GREEN friends stay together until it’s time to rotate.

  16. BLUE/GREEN Family • When these families come to visit you, review their sheets as you review the assigned pages. Choose how much to reread based on the need of fluency and comprehension practice. • Really focus on discussing the questions labeled with the “Focus Skill.”

  17. After story: • Possible review strategy: • Dueling Flipcharts • Teams race to write answers to questions on large paper. • Check answers when time is up to see who wins • Could be used for vocabulary or other concepts.

  18. Small Group Instruction: • Monday Phonics/Decodable Book, Spelling, Vocabulary, Fluency • Tuesday & Wednesday  Main selection • Thursday & Friday  Leveled Readers • Use active participation with these stories too

  19. Plan your first lesson! • First read the entire story yourself. • If the story is too long for one sitting (most are), find a good spot to divide the story for two days. • Find the turning point in the story. • Keep their interests. • Make it as even as possible. • Once you have two halves, decide how much you want to do whole group for each day and how much the students will do w/partners and small group.

  20. For whole group… • Look at your comprehension questions. • You don’t have to use all of them, or you can ask your own in addition. • Be sure to use the ones with the focus skill! • Some lend themselves to easy, one-word choral responses. • Others are good for partner discussions • Don’t forget to get children to point to answers and use captions and/or pictures

  21. Partner Sheet • You know what your students can do! • Don’t be afraid to challenge them a little. • This needs to be a tool to guide them in reading and thinking about reading. • Not everyone will finish; some will finish QUICKLY • Answer in COMPLETE sentences • Can be used for assessment purposes

  22. Partner reading: • Model for students. • Provide explicit instructions and set limits. • Assign partners and spots in the room for this reading. • Allow them to take turns reading, echo read, or choral read. • Be sure they know what to do when they finish. • Tell them not to let spelling limit their answers.

  23. Small group: • Read to red family, continuing A.P. in small group. • They don’t have time to write the answers on this sheet….just talk about the questions. • Push the blue family! • Extend with green! Ask them more about their reasoning and have extensions for them.

  24. The key to explicit instruction is the active communi- cation and interaction between teacher and student. The Reading Teacher Vol. 60, No. 5 Feb. 2007

  25. Other ways to “engage” students with Harcourt. • Do you ever see your students just staring at you or looking bored??? • Sometimes, we can fix that… • Make them “OWN” more of their learning. • They should have responsibilities during all parts of class. • Response sheet: make a sheet with any part of the lesson in which they need to hold, look closely, or write on.

  26. Student Sheet: 1 page, 1 day of Whole Group Phrasing, Choral Read, Read to a partner Writing is a form of active participation!

  27. Comprehension Strategy Daily Proofreading: Great for WRITING! G.O. Can be active with partners or groups! Make it more fun for them! Independent Practice

  28. WRITING! • If we make grammar more actively engaged, we can make writing the same way. • Allow students to share. Help them independently if they ask! Feedback. • Have high expectations! • Use graphic organizers and plan with them. • Window Paning: horizontal paper, four squares • First window  represents idea or fact • 2nd – 4th pane  other ideas • Writing based on 4 panes

  29. Drill and Practice Paddle Boards • Use these for spelling and vocabulary! • Practice handwriting at the same time. • Kids love them!!!! • Easy to check! • Total Group Response cards • Students have their own set of response cards (i.e. Proper noun, Common noun) • You drill • Give an example • 1,2,3 show me your answer • Check and repeat TGR Cards

  30. Vocabulary • Make them communicate with these words! • Example: • Robust Vocabulary Lesson 15 days 1, 2, and 3.ppt • SHHHHhhhhh game!

  31. Review: • Breaking up the story • Small group • Partner sheets • Student Sheets • FITB reading • Three times • TTYP • Stems • Choral • Number/physical responses

  32. Math and Science • AMSTI keeps students fully engaged in their own learning! • Keep these inquiry based strategies and students will be engaged! • Cooperative groups are a must! • Don’t forget to use partners too!

  33. Mountain Math • Use varied responses when checking this in the morning! • I used this to really teach the procedures of physical (or numerical) and choral responses.

  34. Hands-On!

  35. Teambuilding/Cooperative Groups • Jigsaw puzzle • Horizontal paper • Markers • Follow my lead • How would you define “engaged time” or “time on task”?

  36. Other team/group structures • Give one, get one • Fan and pick (cards with colored groups) • Number off • Favorite things • Stroll and stop: Songs w/themes (car partner, Rocky partner, Hawaiian partner) • Sticks • Birthdays • Academic Level • What’s my rule? (all jeans, all tennis shoes, white shirts, brown eyes, etc.)

  37. Important Instructional Features associated with effective teachers: • Assessing students’ strengths and weaknesses • Structuring activities around an EXPLICIT INSTRUCTIONAL format • Providing students with opportunities to learn and APPLY skills and strategies in AUTHENTIC tasks • Ensuring that students ATTEND to the learning tasks • Believing in one’s teaching abilities and expecting students to be successful.

  38. And some humorous quotations to give you a laugh... • If the #2 pencil is the most popular, why is it still #2? • When everything is coming your way, you're in the wrong lane. • Everyone has a photographic memory. Some just don't have film. • If at first you don't succeed, destroy all evidence that you tried. • Success always occurs in private, and failure in full view. • 7/5th of all people do not understand fractions. • Hard work pays off in the future. Laziness pays off now.

  39. You are wonderful! We make a living by what we get. We make a life by what we give. SUCCESS To laugh often and much; to win the respect of intelligent people and the affection of children; to earn the appreciation of honest critics and endure the betrayal of false friends; to appreciate beauty, to find the best in others; to leave the world a little better; whether by a healthy child, a garden patch or a redeemed social condition; to know even one life has breathed easier because you have lived. This is the meaning of success.Ralph Waldo Emerson

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