Welcome back from lunch!

1. Welcome back from lunch!

2. Herding Cats

3. Template Name:Sample Category:________________________ Description:______________________ Examples:________________________

4. What’s in a Template? 1. Process-driven (it’s a structure for growth) 2. Flexibility (always have a “plan B”) 3. Clear directions 4. Participant choice (or the perception of choice) 5. Students engage more than the teacher 6. End point (on “up” emotion)

5. Strategies have “specific use” features guided by a goal and are good for aspecific time, age, background and moment. Templates are defined by the “features” of a process. They have “broad ranges” of applications. They can be varied to reach objectives for any age or learner background.

6. Let’s Use an Example • If you say, “Turn to your neighbor and say, “Great job,” then you are using a stategy. • The larger class of action sets (templates) that it “belongs to” might be called “social prompts” or “turn-tos.” • Build out from the template, and you’ll have 3-10 strategies from every template, not just 1.

7. Why Our Templates and Strategies Will Work for You • Superb teaching means you are in a partnership with the students • Partnership means that you are supporting their own goals • That can happen more easily if you know what their “drivers” are and • You have the strategies to provide solutions to their “drivers”

8. Hard-Wired in Our DNA • Survival-the quest to stay alive and protect who/what is valuable • Bonding-to be accepted, loved and valued • Meaning-the quest to make sense out of experiences and answer the “why?” question • Status-social importance among peers-to “be somebody” Q: “What do these mean at school and how do each of them play out each day?”

9. Tie Strategies into the Drivers • Acting out in class • Joining a gang or team sport • Trying to cheat on a test • Being a teacher’s “pet” • Studying for a good grade • Following directions • Applying for college • Talking back to teacher • Being late for class • Asking Qs in class • Bullying another student • Bonding • Meaning • Survival • Status

10. Template Name:Herding Cats Category: Mass social energizer mixers Description: Teacher (or students) gives instructions to the group that re-mix the students based on new variable. Examples: Each corner of the room is for each of 4 seasons. Go to the corner that matches your birthday, your favorite season, etc. Do, “I like people who…” Or, “all my neighbors with…” Also musical chairs, too.

11. Secrets to Herding Cats • Always be inclusive—never leave anyone out • Music helps the movement • This activity works best when done quickly • Never place a value (or priority or special judgment) on a particular group • Use the new grouping for something useful

12. Herding Ideas • Walk until the music stops • Touch 7 tables • Use birth month number (July = 7), walk that many steps X 3 • Walk until you’ve circled the room 1X and music stops • Walk until the vocals come up on the music • ID a close friend, touch and take 25 steps away from friend • Walk for so much time…go exactly 22 seconds

13. Herding Ideas • Touch the shoulders of 11 people • Change how you walk—salsa, shuffle or skip until music stops • Become more kinesthetic—walk until you touch 21 chairs • Walk until you shake hands with 10 people then stop and wait • Walk for next 25 seconds giving everyone you meet an affirmation • Touch a chair in each corner of the room • Find partner with same birth month

14. Science:Why Do Active “Mixers?” • Blood flow • Chemical Changes • Hormones mixed • Spatial maps crossed

15. Time for a Brief Partner walk…Share the answers to ”G-N-L” G - Grateful for? N - New Learning? L - Looking Forward to?

16. Four-Minute GNL Walk • With someone you don’t know well • Keep moving--no standing • Enjoy--4 minutes!

17. GLP Walk • Grateful • Learned • Promise for the day

18. Template Name:POW: Progress on Walks Category: Partner walks for movement, cognitive or social time Description: Students get 3-5 minute walk indoors or out with specific verbal task Examples: GNL, GLP, dream and scheme, dump and dig out, gallery walks, meet a new person (ask preset questions)

19. Why Go For Walks? • Many students will talk more while walking than seated • It gives students a chance to socialize and bond • Many students get restless from too much sitting • Memory improves while walking • Walking releases useful brain chemicals for learning

20. The Effects of Exercise on the Brain • Triggers BDNF growth factors (Kesslak et al., 1998) • Increases brain cells (van Praeg, et al. 1999) • Upregulates serotonin (mood, attention, memory and neurogenesis) (Chaouloff, 1989) • Raises heart rate (Krock et al., 1992) • Increase catecholamines(Gillberg et al., 1986) • Builds cortical mass (Anderson et al., 2002) • Enhances cognitive arousal (Saklofske et al., 1992)

21. Stand and Deliver • Insert Stand and Deliver Clip

22. Template Name:AIA: Arts in Action Category: Use of arts to activate learning Description: Students may use visual, kinesthetic or musical arts to show, highlight or satirize a concept. Do short commercial to “sell us” on the idea. Demo X and Y axis or angles. Examples: Acting out, using body to demo (neurons) or the whole world on your body

23. Arts in Action Examples • At your table, discuss some examples of AIA that you already use in your classroom.

24. Break! Be back in 10 minutes

25. Template Name:Effort First Category: Front of the room interactions Description: Affirm effort Examples: “Thanks for jumping in.” NOTE: Use raised hands as a formative assessment and relationship building, not a scavenger hunt for correct answers.

26. Reinforce Effort--not Accuracy • Thank you • Good effort • Thanks for jumping in • Nice effort, now, who else? • Let’s grab some more… • I appreciate your jumping in… (What do all these have in common? No judging!)

27. Class Rules • If you don’t know the answer to a question, it’s okay to guess. • If you don’t know the answer, and you have no clue, just say, “I don’t know, but I’d like to know.” • If you guess and you are wrong, you’ll be thanked for your participation and effort. • If you answer correctly, you’ll be thanked for your participation and effort. • In this class, you’ll get further by a good effort, then you will by having the correct answer.

28. Better Questioning Tools Appreciate and acknowledge verbally every single response Thank students for their effort, not their accuracy--sort that out later Give questions, then give individual or partner think time Use comments to help extend their answers (“Tell me how you arrived at that answer.” Or, “Could you say more please?”)

29. Model the Response • Show the hand raised, OR • Show and say if your students can shout out • Be consistent

30. Bus Ride • Look around your table and choose the person who you think is the craziest driver.

31. Template Name:STRETCH Breaks Category: Cognitive builder or body break Description: Allows for structured consolidation time to deepen learning and reflect upon it. Or, it gives the learner time for the body. Examples: The brain break can use the word “STRETCH” as a way to strengthen the learning. The body breaks may be simple movement activities.

32. STRETCH the Body Breaks • Cross laterals (5+) • Partners four do hi-fives • Stretching • Swim motions • Back pat lines • Creative handshakes • Lazy 8s • Writing circles, feet moving • Bicycle/tricycle riding

33. Template Name:Social Prompts Category: Social engagers or activators Description: Discover, identify or affirm others while forwarding the class action Examples: “Before you have a seat, please thank your neighbor.” Or, “Identify the person in your group who you think is most likely to do yoga on the weekends.” NOTE: Social prompts promote inclusion and build relationships.

34. Social Prompts • Help people feel part of a group • Support greater camaraderie • Help others feel noticed • Boost feelings of others

35. Examples of Social Prompts 1. Who has laughed the most 2. Quick draw – (hands behind back, draw, whoever draws highest number is it) 3. Shortest (or longest) first name 4. Tallest 5. Most organized each day 6. Wearing most # of, or most varied colors 7. Has the curliest, waviest hair 8. Who has taken the most detailed notes 9. Messiest desk area 10. Sitting closest to door ( window, exit sign, etc.)

36. Template Name:3 – By – 3 Category: Cognitive or social strengthener Description: A grid of nine squares (3x3) is used as a template. Students respond to what’s asked for and put it in the boxes. Example: Teacher uses it for pre-test or mid-unit assessment with Qs to gather info about other students. Or, use for processing in-depth concept or unit. Use to create 9 (not 6 ) hats of understanding.

37. Herding Cats • Stand up. Touch 2 walls and find the members of your department. Wait for further instructions.

38. Templates • Write this Way • Active Listening Response • Herding Cats Mixer • Think-Choose-Act • Arts in Action • Stretch Breaks • Scavenger Hunt • 3 x 3

39. Templates (cont.) • POWs • Graphic Organizers • Rapid Review • Case Studies • Social Prompts • Effort First • Class Jobs • Peer Teach and Learn • Cut ‘n Paste • Peer Edit • Nudges

40. Template Name:Write this Way Category: Cognitive enhancer Description: Short, thoughtful, structured writing activity Examples: Daily journaling, instant content summary, weekly gratitudes, or personal reflections

41. Template Name:ALR-Active Listening Responses • Category: Content-driven mind-body activators • Description: Text, song or story is delivered. Students respond verbally or physically to key words. Includes “ripple call” and military calls. • Examples: Tony Chestnut (songs). Stories read with active words like L-R (teacher or student-written stories).

42. Template Name:TCA: Think-Choose-Act Category: Cognitive engagers Description: Students observe options and make decisions Examples: Give a quiz Q on screen (multiple choice, T-F or fill-in). Voting w/ hands or feet. Do brain illusions, problems to solve, Stroop (L-R brain activators) or finding lost items. Give 3 lists, students take one from each to form a ___? “How are you” words. Analyze quotes and share meaning.

43. Template Name:Scavenger Hunts Category: Cognitive, Social or Physical “hunt” for objects or persons Description: Teacher (or students) sets targets and students “collect” them Examples: “Find and touch things in the room that start with the letter ___.” Or, “Locate 3 persons with a birthday in the same month or year.” Or, “Find your handouts and pass them to others on your team.”

44. Template Name:Graphic Organizers Category: Cognitive skill builder Description: Provide skeleton or final samples. Students build variety over time to discover favorite. Examples: Students begin each day with “skeleton mind map” of the day’s content. They fill it in as the class progresses. Use for pre, post, group work and active learning.

45. Template Name:Rapid Review Category: Quick reinforcement of learning Description: content available to individuals. Time for recall and processing. Group time for discussion possible. Examples: Students write a question on one side of 3x5 index card, with the answer on the other side. Stand up, mix and ask others their Q, then exchange cards. Repeat.

46. Template Name:Case Studies Category: Problem-solving in social context Description: content available to individuals. Time for reading and processing. Group time for discussion and possibly action plans. Examples: Students do case study on a student who was a significant discipline issue at another school. Questions are raised and values are discussed. Other studies can be text content or local issues.

47. Template Name:Class Jobs Category: Activity builder Description: Students have relevant jobs Examples: Student in charge of stretch breaks, one in charge of plants or animals, etc.

48. Template Name:PTL: Peer Teach (and Learn) Category: Cognitive enhancer Description: Partner and small group processes to build or review content understanding and memory Examples: Expert interviews

49. Template Name:Cut and Paste Category: Cognitive skill builder Description: Students create the pieces to make the whole. Great for sequencing and processing skills. Works as a relay, solo or with partners. Music moves it along. Examples: Students put their lists of story items in key areas. Once the activity starts, students collect one piece of a whole from each of lists, either verbally or writing.

50. Template Name:Peer Edit Category: Cognitive skill builder Description: Students show their work to others to be edited Examples: Students put their work on the wall and allow others to attach Post-its with comments on them, as directed by teacher