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Enhancing Classroom Engagement Through Effective Bell Ringers and Formative Assessments

This session focuses on incorporating bell ringer activities and formative assessments to boost student motivation and engagement in the classroom. Participants will collaborate to recall key motivational strategies, share personal successes, and identify the benefits of using structured bell ringer activities. We will examine the importance of assessing and differentiating instruction, utilizing various formative assessment techniques like exit slips, and strategies for modifying student behavior. Join us for a reflective and interactive learning experience that revitalizes classroom practices.

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Enhancing Classroom Engagement Through Effective Bell Ringers and Formative Assessments

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Presentation Transcript

  1. NTA September 2013

  2. Bell Ringer • COMPLETELY FROM MEMORY (no notes, no Internet), work with your table partner to recall Pat Quinn’s 5 Dials of Motivation from our last academy. • Share two successes and one wish

  3. Bell Ringer Post-Mortem • What were you expected do during the ‘bell ringer’ time? • Why did the presenter believe you would be able to complete the ‘bell ringer’ activity? • Identify at least three intended benefits of this bell-ringer structure.

  4. Using Formative Assessment in Your Classrooms

  5. Why Formative Focus?

  6. 4 PLC Principles: • #1 • #2 • #3 • #4

  7. TlaC and NTA to Date: Today’s TlaC Topic: Assessing and differentiating instruction using exit slips Clip #12: Bob Zimmerli Topic: checking for understanding Clip #13: Isaac Pollack Topic: exit slips in action Clip #14: Leanna Picard Topic: exit slip follow up

  8. Intermittent Closingwhile We Watch . . .

  9. Cumulative Close Post-Viewing

  10. Why Leona Lesson Plans?

  11. Complete Rubrics

  12. Spiraling Instruction:(aka: Ongoing Cumulative Review) With your partner (again, no notes, no Internet) review the THREE STEPSto modifying student behavior with the Love & Logic method.

  13. Review: Giving Choices • Pick choices you can actually _______. • Give choices with ____________ language (feel free to, you’re welcome to, would you rather, what would be best) • The adult needs to be willing to ______________ either choice given. • Never give choices in ____________! • Don’t show ________________ when handling the situation. • Third choice is always implied: ________ decides if the child does not. • DON’T ______________!!!!!

  14. Review:Fighting vs. Thinking Words Fighting words: Put on your coat. Stop talking during this quiz! Get OUT of this room! Thinking words: Would you rather carry your coat or wear it?

  15. 100% Principle START at the top, then work your way down the list! • Non-verbal intervention • Positive group correction verbal reminder of what the whole group SHOULD be doing • Anonymous individual correction ‘we need two people’ • Private individual correction ‘I’ve asked everyone to ___, I need to see you ___ as well’ • Lightening-quick public correction with ‘what to do’ (Clip #15) ‘Jose, I need your eyes . . . better’

  16. 100% Principle IN ACTION: • Watch Clip #14. Observe what the teacher (Ashley Buroff) does to ensure 100% compliance from her students. Make a list of each strategy she uses.

  17. 100% Principle IN ACTION: • Watch Bob Zimmerli in Clips #15 and #16. Identify what he does to ensure 100% compliance from his students. Make a list of each strategy she uses. psst: SLANT: Sit up, Lean forward, Activate your thinking, Name key information, and Track the talker

  18. Exit Slip: Socrative • Go to: www.socrative.com • Click on ‘Student Log In’(top right) • Enter #491229 • Answer 5 Questions provided in the ‘Exit Slip’

  19. Socrative Reporting

  20. Please complete a reflection from today’s session and hand to Emily before leaving. Relax. Re-focus. Re-charge. Re-connect. REFLECTION

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