Brain Friendly Strategiesfor Collaborative Learning Ideas and Activities

Brain Friendly Strategiesfor Collaborative Learning Ideas and Activities for Keeping Students Engaged Presented by Alycen Wilson, Lora Drum, Mia Johnson Curriculum Specialists Catawba County Schools

NC TEP Standards • Standard 1: Teachers demonstrate leadership - Teachers lead in their classrooms. • Standard 2: Teachers establish a respectful environment for a diverse population of learners. - Teachers adapt their teaching for the benefits of students with special needs. • Standard 3 - Teachers know the content their teach. • Standard 4 - Teachers facilitate learning for their students. • Standard 5 - Teachers reflect on their practice.

People Hunt Find Someone who…

Collaborative Groups • Team structure: 4 people • Partners: shoulder buddies face partners • Greetings/ Closings

Note-taking Foldable • Layered Book - 3 sheets of paper - fold to form layered book - label each tab: top tab- Student Interaction 2 nd tab- CRISS Strategies 3 rd tab- Technology 4 th- Marzano bottom tab- Thinking Maps Collaborative Learning Student Interaction CRISS Strategies Technology Marzano Thinking Maps

Marzano High Yield Instructional Strategies

Marzano; s High-Yield Instructional Strategies In Classroom Strategies that Works: Research-based Strategies for Increasing Student Achievement, Robert Marzano (2001) and his colleagues identify nine highyield instructional strategies through a meta-analysis of over 100 independent studies. They determined that these nine strategies have the greatest positive affect on student achievement for all students, in all subject areas, at all grade levels. High Yield Instructional Strategy Research Shows Examples in Classrooms Percentile Gains Identifying similarities and differences Students should compare, classify, create metaphors, analogies and graphic representations T-charts, venn diagrams, classifying, cause and effect links, compare and contrast organizers, QARs, Frayer Model, etc. 45 Summarizing and note taking Students should learn to delete unnecessary information, substitute information, keep important information, write/rewrite, and analyze information Teacher models summarization techniques, identify key concepts, bullets, outlines, narrative organizers, journal summaries, reports, quick writes, column notes, graphic organizers, etc. 34

Reinforcing effort and providing recognition Teachers should reward based on standards of performance; use symbolic recognition rather than just tangible rewards Hold high expectations, display finished products, praise students’ efforts, encourage students to share ideas and express thoughts, honor individual learning styles, conference individually with students, authentic portfolios, stress -free environment, etc. 29 Homework and practice Teachers should vary the amount of homework based on student grade level, keep parent involvement in homework to a minimum, state purpose and if assigned, should be debriefed. Homework should be practice what only what has already been taught. Retell, recite and review learning for the day at home, reflective journals, exit tickets. Parents should be informed of the goals and objectives. 28 Nonlinguistic Representations Students should create graphic representations, models, mental pictures, drawings, pictographs, and participate in kinesthetic activities in order to assimilate knowledge. Visual tools and manipulatives, problem-solution organizers, diagrams, concept maps, drawings, maps, etc. 27 Cooperative Learning Teachers should limit the use of ability groups, keep groups small, apply strategy consistently and systematically but not overuse. Integrate content and language through group engagement, reader’s theater, shared reading and writing, plays, science projects, group reports, choral reading, jigsaw, etc. 27

Setting objectives and providing feedback Teachers should create specific but flexible goals, allowing some student choice. Teacher feedback should be corrective, timely, and specific to a criterion. Articulating and displaying learning goals, KWL, contract learning goals, dialogue journals, etc. 23 Generating and testing hypothesis Students should generate, explain, test, and defend hypotheses using both inductive and deductive reasoning strategies through problem solving, history investigations, invention, experimental inquiry, and decision making. Thinking processes, investigate, explore, use of inductive and deductive reasoning, questioning the author, predictions, predict-o-grams, etc. 23 Questions, cues, and advance organizers Teachers should use cues and questions that focus on what is important (rather than unusual), use ample wait time before accepting responses, eliciting inference and analysis. Advanced organizers should focus on what is important and are more useful. Graphic organizers, provide guiding questions before each lesson, think alouds, inferencing, predicting, drawing conclusions, skimming, key vocabulary, anticipation guides, etc. 22

Brain Break: Are you ready?

Brain of a Female Adolescent Never forget, you are working with a teenager.

Brain of a Male Adolescent

Thinking Maps and a few other favorite graphic organizers

Classroom Instruction That Works And Thinking Maps

Brace Maps are used to represent part to whole relationships

Bridge Maps • Bridge maps are used to show relationships between ideas; especially helpful visual for explaining analogies

Circle Graph is to Percentages as Line Graph is to Change over time. Cup is to Quart as Quart is to Gallon

Thinking Maps Instruction Paper & Pencil Writing Relating factor- are tools for

relating factor: Long Vowels Bridge Map Reading the bridge map : A says its name in grave as E says its name in treat as I says its name in spider as…

Bubble Map • Bubble maps are used for describing an object/topic, not to be confused with circle map

Created with Kidspiration or Inspiration

Double Bubble Map -is used for comparing and contrasting -helps students look closely and think deeply about two items

Circle Map • The Circle Map is used to define a concept, word, or idea. • It is a great map to use to: diagnose prior knowledge brainstorm before writing use as a lesson closure • This can be words, numbers, pictures, symbols, etc. to represent the object, person, or ideas you are trying to understand or define.

The students brainstorm what they know about butterflies. The boxes on the outside of the map is a frame of reference, where the children learned about the topic

what students knew at before beginning the unit knight lived in England writer Extension of circle map- use color to represent learning over time soldier Sir Walter Raleigh went to South America involved with Roanoke What the students learned during the unit

Frayer Model for Vocabulary characteristics Definition in your own words (visual- drawing or symbol) word Examples Non Examples

Characteristics: Definition: (can be visuals) A closed figure with four sides and four vertices Quadrilateral Examples: Square, rectangle, rhombus, trapezoid, rectangle Non Examples: Pentagons, triangles Circles

Definition (in own words) Characteristics The ideas, beliefs, and ways of doing things that a group of people who live in an area share. * Shared ideas * Shared beliefs * Shared practices culture Examples (from own life) * What my friends and I wear * Music we listen to Non-Examples * Color of my hair * Color of my eyes * Nature * Weather. . .

Frayer Model variations Definition Sentence with word from text Definition Synonyms Characteristics Original sentence with word Visual Antonyms

Target Number

Kim buys apples for $2. 19, milk for 3. 89, bread for $2. 10, and a chicken for $4. 99. She has a twenty dollar bill. How much change will she receive? $2. 19 $3. 89 $2. 10 $4. 99 Twenty Dollars – $20. 00 Equation Boxes ?

North Carolina Thinking Skills Levels: Thinking Maps Knowing Organizing Applying Analyzing Generating Integrating Evaluating

Student Examples of TMs: • http: //www. thinkingmaps. com/ • http: //wiki. adams 50. org/mediawiki/index. php/SBS: Thinki ng_Maps • http: //fdlrs. brevard. k 12. fl. us/Thinking. Maps/default. html • http: //www. tangischools. org/thinkingmaps/khstm. html

Before you leave, here’s a quiz: LUNCH EXIT LUNCH Brain Break! Enjoy lunch Be ready to start at ____

CRISS Strategi es

CReating Independence through Student-owned Strategies

A few good links: Pasco, Florida Links for All Teachers Elgin High School

Anticipation Guide 1. Read the statements about Motivating Students to Engage in Class Activities and check whether you agree or disagree on the column to the left side of your paper. 2. You are to read the article and then you will mark the agree/disagree column to the right side of your paper. Please make sure that for any false statements in the right column, you list the page and paragraph number to support your response.

Alphaboxes/ABC Brainstorming A B Butterflies Bite Bee C Chrysalis D Dissect E Exterminator F Flowers fly G Grasshopper Gnat H Horsefly Head I Icky J June bug K Katydid L Ladybug M Mosquito N Nectar O Outside P pesticide Q Queen bee R roach S sting T Thorax Tickl U underground V Venomous WX Wasp YZ Yellow Jacket Zap Antennae

Four Corners 1. Number off from 1 -4 2. Each number will be assigned a corner of the room to report to and be identified as that insect/bug group. 3. Your task at your assigned corner: using sticky notes, write down as many attributes as you can about your assigned insect/bug- make sure each idea is on a separate sticky note. 4. When time is called, move to the back/front of the room and bring your sticky notes along. www. online-stopwatch. com

Logic Lineups Return back to your assigned number and insect/bug 2. Partner up with an insect from each of the other corners so that we have 1, 2, 3, 4 insects/bugs together. 3. Form a straight line and listen to the directions. 4. You will be rearranging yourselves based on the information given to you. 1.

Brain Break: Are you ready?

What do you see? A man playing a saxophone or A portrait of a woman A Native American with headress Or An Inuit with a furry coat entering an igloo

Student/Teache r Interaction Student Engagement

One Sentence Summarizing 1. 2. 3. 4. 5. (Marzano HYIS, CRISS) As a group, divide up article and read “Let’s Talk- Promoting Mathematical Discourse in the Classroom” Everyone is to read and summarize the section that you have been assigned. Write a one sentence summary on a strip of paper. When everyone in the group has finished reading and has their 1 sentence summary complete, take turns sharing your 1 sentence summary. Put your summary slip in the envelope. When all group members are finished sharing 1 sentence summaries, as a group you are to come up with 3 words that would reflect your entire group’s summaries. Write these 3 words on the front of the envelope. www. online-stopwatch. com 6. On the signal, pass your envelope to another group. 7. Now your group’s job is to read only the 3 words on the front of the envelope and write a one sentence summary using all 3 words. www. online-stopwatch. com 6. One person from each group will share the group’s 1 sentence summary.

What Shape Are You?

Student Engagement/Responses • Ways for Students to Respond (Overt Responses/Mandatory Engagement) • Student Interaction Ideas cheer cards: www. drjean. org • Cooperative Grouping

Mix- Pair-Share Activity Brain-based Learning Strategies

Mix – Pair- Share 1. Each person will receive a brain building strategy card 2. Read the information on the card and be prepared to summary, share information about that strategy 3. When music starts, move around the room. 4. When music stops, turn to face the person closest to you, give one another a high five greeting and then you decide who will share first. 5. Take turns sharing the brain strategy mentioned on your card. (you will be given time limits: www. online-stopwatch. com Rules: when one person is sharing- the other person can only listen, no responding verbally 1. When music starts, move around the room again. 2. Follow same procedure as before. 3. Do not pair up with someone you did earlier. www. online-stopwatch. com

Brain Break: Are you ready?

Pay Attention Bloom’s Revised

Technolog y

Game Templates http: //people. uncw. edu/ertzbergerj/ppt_games. html http: //jc-schools. net/tutorials/PPT-games/ Game. Boards http: //jc-schools. net/tutorials/gameboard. htm Powerpoints http: //pppst. com/ http: //jc-schools. net/ppt. html Graphic Organizers http: //www. edhelper. com/teachers/graphic_organizers. htm http: //www. eduplace. com/graphicorganizer/ http: //www. teachervision. fen. com/graphicorganizers/printable/6293. html Thinking Maps http: //www. bookladymel. com/thinkingmaps. htm http: //www. opencourtresources. com/thinking_maps/

More Technology http: //www. bubbl. us/ online brainstorming tool www. edu. glogster. com Online interactive media posters

More Technology http: //www. bubbl. us/ Goodies online brainstorming tool http: //pages. cms. k 12. nc. us/traceepauling/ss. html Farcebook www. edu. glogster. com Online interactive media posters www. online-stopwatch. com Online tools for timing http: //kids. niehs. nih. gov/braint 13. htm Word Puzzlers http: //lcps. k 12. nm. us/Departments/Prof_Dev/elem_literacy. shtml Anticipation Guides (already made) http: //www. harmonyhollow. net/hat. shtml The Hat (random student selector)

Brain Break: Are you ready?

Jigsaw Book

Why Use Magic Books? * Students use their psychomotor and kinesthetic intelligences. * They are a unique way to present information for learning or reinforcement. * They are useful as a graphic organizer with many applications. * Keeps students engaged! * They’re very mysterious!

Materials Needed: Paper • Each book requires 1 ½ sheets of 8. 5”x 11” paper. (Heavy paper in wild colors is also nice) • Use 2 or 3 different colors of paper. Scissors

Directions 1. Fold one sheet of paper in half- hamburger style, then open it and cut it along the crease so that you have two equal halves. Share one half of the paper with a partner. cut 1. Fold the half sheet of paper in half hotdog style. Open it up and then cut it in half along the fold. Be careful to cut straight and even. You will use these two strips to weave into the other piece of paper. cut

1. Take your sheet of paper that has not been cut 2. Fold the paper in half (hamburger style).

3. Fold the paper in quarters, lengthwise, forming a “W. ”

It should now look like a “W”.

4. Cut the innermost fold up to the next fold lines. Innermost fold Cut to here

5. Weave your quarter strips into the cuts. You know – over and under and over and under…

It should look like this.

6. Find the “magic” pages! If you flatten out the paper, you will see two sides, front and back. The “magic” is finding the third side of the book. Clue: the book separates in the centermost fold and reveals the third side.

Pull apart here 1 2 to get this! 3 4 1 It’s magic! 1 5 6 4

Ideas for uses… Word and definition Problem and solution Cause and Effect Word- abbreviation Symbol- word (editing marks, music note and value, etc. ) Math Facts A million more….

Brain Break: Something to leave you with… A group of teachers were being feted by a number of business groups in the community. At the end of his welcoming speech, the head of the Chamber of Commerce said, raising his wineglass, “Long Live Our Teachers!” A voice in the back replies, “On what? ”

Questions/Commen ts