CPUMS
Week of April 3
Quotation: "I have been impressed with the urgency of doing. Knowing is not enough; we must apply. Being willing is not enough: we must do"-Leonardo Da Vinci
5 Ways to Get and Keep Your Students’ Attention
1.High Energy
The same part of the brain that processes movement also processes learning. When planning lessons, find ways to incorporate movement. It doesn’t have to be dramatic—using three different colored highlighters to highlight different types of information is still movement. Allowing students to “vote with their feet,” by strategically placing answers around the room and having students walk and stand by their answers is a great way to add movement.
2.Missing information
Curiosity killed the cat, and it also increases student’s “appetitive” state. Academically focused puzzles and games whet the “mental appetite” and provide an element of anticipation. Incorporate academic games into your lessons. They are great previewing and reviewing activities for students.
3.Mild Controversy and Competition
Students enjoy problem-solving with their peers. When controversy is not too strong, it can enhance learning by adding excitement and fun into classroom activities. Incorporate structured debates and group competitions to enhance student achievement. Inconsequential competition can be PowerPoint-based “Jeopardy” and “Clue” games. Be mindful to ensure that all students are part of a “winning team.”
4.The Self-System
The self-system is the system that controls what we decide to attend to. Everything we find personally interesting and valuable. Take a general inventory of your students’ likes. Plan critical input experiences that reflect the learning goal, and things that give your students enjoyment, satisfaction, and pride.
5.Mild Pressure
Students are smart; they look for patterns in our behavior. Keep them guessing and also attentive. Students will raise their level of attention if there is a moderate chance they will be called on. Mild pressure can be generated during questioning. Don’t stop calling on students once someone has given the right answer, and get several points of view to sharpen students’ thinking.
Don’t forget to provide adequate wait time before calling on the next student. Allow at least three seconds before calling on the next student. Build a bit of anticipation and tension with the three-second-pause rule for students to respond to questions. Works every time!
If you read this far, now you can explain the “three second pause.” Have fun and enjoy.
Check out the links in the article. There is more good information. Talk to me about trying one of the suggestions.
Ten Strategies for Creating a Classroom Culture of High Expectations-Strategy 2
Develop instructional plans that facilitate bell-to-bell teaching.
Maximizing the limited time teachers have with students and communicating high expectations for on-task behavior are the dual goals of this strategy. Engaging students in meaningful activities from the first minute of class and continuing to engage them until one minute before class concludes are critical. Essential techniques for achieving full student engagement regardless of the length of the class period include:
- greeting students at the door
- posting sponge activities for students to begin immediately
- having materials needed by students and teachers readily available
- planning for smooth transitions between instructional activities
- building into instructional activities opportunities for movement and active student engagement
- regularly for student understanding and focus\
- having an active summary activity in every learning segment.
Generally speaking, if teachers plan for four learning segments of about the same length during a class period, the pace of class time will be energetic and effective. The four learning segments are
- presenting and linking the day’s objective to previous learning or homework
- teacher-directed instruction to clarify or introduce new material
- student-centered learning activities (with accountability) requiring active student engagement;
- summary-reflective dialogue to check for mastery and establish links with future learning or homework
Hattie calls this teacher clarity with an effect size of 0.75
Fisher and Frey call the process "Gradual Release of Responsibility."
Calendar
Monday 4/3 /17
- Meeting with Mr. Winterhof and Mrs. Burkhart
- Team task meetings
- Working with students and staff
Tuesday, 4/4/17
- Coaching Across Curriculum- GWAEA-AM only
- Working with students and staff
- Subject area meetings
Wednesday, 4/5/17
- Data teams 7:30
- Working with Laura Johnson on Rigorous Reading
- Working with students and staff
- Standards-based grading conference in CR
- NO Team Learning Meetings
Friday, 4/7/17
- Working with students and staff
- IC Meeting-PM
- If you would like to see my Google calendar search my name while in Google Calendar.