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Welcome - Do Now

Welcome - Do Now. Take folder from table near the door and pick ONE slip of paper from the hat Make a list of all of the things you like to do for fun. Use your judgment on what to include as we will be sharing some of these. Welcome - Outcomes. Introductions Participants will learn:

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Welcome - Do Now

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  1. Welcome - Do Now • Take folder from table near the door and pick ONE slip of paper from the hat • Make a list of all of the things you like to do for fun. Use your judgment on what to include as we will be sharing some of these.

  2. Welcome - Outcomes • Introductions • Participants will learn: • Strategies for making lessons fun in order to promote student motivation and engagement (and ultimately achievement) • Ideas for how to build hope in students who may be disengaged in learning • The year that Oklahoma became a state

  3. Handouts – Hope and Fun Wiki The power point, links and documents can be found at http://hopeandfun.pbwiki.com

  4. Strong Fun Lessons • Hook/motivation • Objectives • Instructional Strategies • Summary/closure • Homework

  5. Cartoons – as hooks • Why is this funny? • What are some ways you could use it in a classroom?

  6. Divergent Thinking Make up another show for the “math channel” that is a parody of a real movie. Write the title and a short description.

  7. Discrepant Eventsas motivation Think: How the pear got in the bottle? Pair: Talk with a partner about your ideas for how the pear got in the bottle. Share: Let’s generate a list of how we think the pear got in the bottle.

  8. Solution The bottle is put over the flower on a pear tree and the pear grow inside of the bottle.

  9. Puzzles as Opening Motivation • Immediate hook into the lesson • Lateral Thinking Puzzles • Games Magazine and World of Puzzles • Like everything else, they need to be taught so students can be successful

  10. Other Opening Motivation • Celebrate Random Days • November 14th – National American Teddy Bear Day

  11. Objectives • Make it clear exactly what you are going to expect on your exit ticket or daily assessment • Make part of it fun – a piece of trivia that lets them know more about you; have them bring in trivia

  12. Drills/Do Nows • Activity: Rewrite/rework the following drill into something more fun that still addresses the same objectives: • List three adjectives. • List three adverbs. • List three verbs.

  13. Instructional Strategies • If you have to do a traditional lecture lesson to build background knowledge, consider playing a game with it – Buzzword Bingo • Use puzzle-like instructional strategies • Concept attainment • Concept formation

  14. puzzle pear students concept party fun charter behavior bug Maryland teaching Oklahoma peach instruction differentiation lesson motivation games plum objective watermelon Friday cartoon lunch parents Building Hope and Fun

  15. CONCEPT FORMATIONData Generation (Phase I) • On each post-it in your folder (three of them),write one food you love to eat at Thanksgiving. • Get into groups of 7 - 8 and share your food items with one another. • Choose 16 – 20 food items from all of the ones your group members shared.

  16. mailman book YES NO

  17. YES NO • mailman • stepson • book • car

  18. YES NO • mailman • stepson • goldfish • book • car • drum

  19. YES NO • mailman • stepson • goldfish • mouse • book • car • drum • paperclip

  20. YES NO • mailman • stepson • goldfish • mouse • cactus • book • car • drum • paperclip • spoon

  21. Potential Topics for Concept Attainment

  22. Sorting (Phase II) • Make sure every person in the group knows what each food item is (tofurkey???). • Have one person randomly select a food item to start the first category. Place this on your chart paper. • Find any other foods that you think “go with” the first. Place them next to this first food. • Randomly choose one of the food that is left. Group foods like it together in another spot on the chart paper. • Continue this process until you have sorted all of the post-its. You should try to have between 2 and 4 categories.

  23. Labeling (Phase III) and Expanding the Category (Phase IV) • Write a description of each category by giving it a title it on the chart paper. • Add the name of one more food item to each of the categories by writing directly on the chart paper.

  24. Closure (Phase V) • If your group were to recommend one of your categories of food to the rest of the class, what would it be and why. Be prepared to share this out with the rest of the class.

  25. Using Concept Formation with KWL Charts • Concept formation can be used to organize KWL charts. • Start normally with KNOW and WANT TO LEARN. • Use concept formation to categorize “want to know” by starting with first question and seeing if there are others like it.

  26. Closing/SummaryExtenstions • Four Square Synectics • Ask for 4 random words at the end of the lesson • As a summary, have students relate what they learned to the words they came up with • Puzzle Station (paper or computer) • http://www.freerice.com

  27. Cultivating Hope - Behavior • Criterion referenced systems • Diamond, platinum, gold • Link to a theme in your classroom (rookie/all-star) • Give opportunities to make it right • Earn back cards (individual card system) • Earn back points • Make it slightly harder to earn back than to lose so there is an incentive not to lose in the first place • Clear statements on how to earn points – “wanna know what you are playing for?” • Ex. Everyone who finishes at least 5 problems in 15 minutes will earn 2 points for their team • Class versus the teacher

  28. Using Goals effectively • Make a list of the academic goals you have for your class. • Break this down – what does this mean on a daily/weekly basis? • For example, if you want 80% mastery of your course objectives, on a 20 question Friday quiz, a student would need 16 questions correct.

  29. Tracking Goals • How are you tracking goals? • Have a growth component – individual and/or class • Individual goals • Goal sheets and Reflections • Think of fun ways to track individual goals (ex. Passports). • Student led conferencing (ex 2) • Specific Feedback and Praise

  30. Putting it all Together • Hooks/Motivation • Think of a lesson you are going to be teaching this week. • Share the topic with a partner. • Brainstorm a list of hooks for the lesson • Hope • Think of the students in your classroom who seem to have given up. • Describe one of these students to a partner. • Make a plan for how you can use goal setting to try to re-engage/build hope with that particular student.

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