Resources

1. Resources • Brain Compatible Strategies, 2nd Edition by Eric Jensen

2. So why is it necessary to change up instruction?As your brain gets numb-er Your brain gets dumber

3. Changing STATESChange up instruction 5-10 min. for pre-adolescents, andEvery 10-20 minutes for adolescents into adults.

4. Thinking About It • Why would you want to change states when you finally have students quiet, sitting in their seats, and looking like they are listening to you? • Because the brain needs a chance to refocus and start again. • When you stand up blood flow to the brain increases.

5. Synapses or Brain BreaksJudith Willis • Change activates and turns on different parts of the brain. • Dopamine is a pleasure neurotransmitter that makes you feel good and is released during certain activities and depletes over time. • Dopamine, a neurotransmitter, needs an opportunity to recharge and rebuild. • Brain breaks (synapses) help to replenish.

6. Primacy-Recency Effect • During a learning episode we remember best that which comes first, second best that which comes last and least that which comes just past the middle. • Applies from the time period from state change to state change.

7. Changing States • Find Someone Who • Clock Partners • Think-Pair-Share • Write-Pair-Share • Stand up, touch 3 walls • Stand up, hand up, pair up and share • Inside-outside circle • Split the line or fold the line

8. Changing States • Find Someone Who • Clock Partners • Think-Pair-Share • Share while moving around the room or in hallway • Write-Pair-Share • Stand up, touch 3 walls • Stand up, hand up, pair up and share • Inside-outside circle • Split the line or fold the line

9. Change of States • Sitting on larger bouncing balls • 10 second stretches • Deep breaths • Posture, sit up straight • Stress balls • Stand up to talk • Snowball fight • Follow the leader

10. Change of States • Mirror me, watch me • Agree and disagree on different sides of the room • Stimulate frontal lobe (rub your forehead) Massage the brain • Write word or letter on back and tell what the letter is • Have everyone shut books at the same time

11. Changes of State • “write” first name with elbow, last name with hip, “write” friend’s name • Have a student lead stretches • Play different types of music • Provide choice, you may touch 3 walls and come back or do 10 toe touches • Play “Simon Says” • Simon says shake hands with someone you don’t know, stand on your chair • choose a student leader.

12. Puzzle face up and face down • If you can see where you are going it makes a difference. You need the picture

13. When You See My Hand Up: • Raise your hand • This lets me know that you have seen my signal. • This lets others in the room that may not be looking at me become aware of the signal. • Finish your thoughts with your partner or group. • Wait for clarification or more directions.

14. A Cooperative Learning ActivityLine-ups • Participants line up as to knowledge about a topic, a value about a topic, or just for class-building information. • Your knowledge and understanding about cooperative learning • Height, birthday (excluding year) • Value (merit pay, tolerance of an issue, etc.) • Demonstration

15. Line Up Instructions • Smile and nod during line up. • When you see that I have my hand up, raise your hand, finish your thoughts and stop talking. • Question: Should teachers eat lunch with their students?

16. Process the Activity • What did this activity accomplish?

17. Rally Partner • Smile and nod during line up. • Partner A, Partner B • Partner A shares one thing they learned, thought about or pondered with partner B. • Partner B shares one thing they learned, thought about or pondered with partner A. • Partner A shares one thing they want to know more about with Partner B. • Partner B shares one thing they want to know more about with partner A. • Demonstration

18. Inside-Outside Circle • Two circles facing each other • Students are facing a partner • Provide notes, cues, questions • Rotate the circle • Demonstration • My web-page, • instructional strategies, Note-taking, flash card plus

19. Choral Response a way for all age groups to rehearse and reinforce

20. Questions & Choral Response • Making Choices • Provide contexts for students to decide whether the target word is appropriate or which word of those given is best. • To differentiate: • visual cues • literal/recall stems • abstract or higher order stems (and ask students to justify) (Beck, McKeown, Kucan, 2002, p. 57)

21. Making Choices leisurely or in a hurry? • Taking a walk in the park • Firefighters getting to a fire • Runners in a race • Sitting and talking to friends • A dog lying in the sun T-P-S: Think of more situations that sound leisurely. (Beck, McKeown, Kucan, 2002, p. 57)

22. Making Choices • glimpse scrutinize • Which can you do more quickly? • inspector spectator • What would you probably call every person watching a football game? • largo ritardando • Which tells me to slow down gradually? (Beck, McKeown, Kucan, 2002, p. 80-81)

23. Making Distinctions • Would you pay homage to something tolerable? • Would you suppress a profound thought? • Would blurting out your thought be an example of indecorum? (Beck, McKeown, Kucan, 2002, p. 89)

24. I Have…. Who has…. • My web-page, • instructional strategies, Note-taking, flash card plus

25. Matching With Folder • My web-page, • instructional strategies, Note-taking, flash card plus

26. Find a threeish group • Stand up • Threeish group is a group of 3, maybe 2 or 4 • Can not be someone at the same grade level or subject area. • Someone that you “don’t know” very well. • Fill in a venn diagram with characteristics about yourself.

27. Pause and ReflectStrategy Think - Pair - Share Read about the strategy. Think of one application for this strategy

28. Think-Pair-Share Think about: Pair up with neighbor Share your thoughts

29. Think-Write-Pair-Share Think about: Write about: The power of writing! Pair up with neighbor Share your thoughts

30. Think-Pair Share • Share a grading story that has left a lasting impression.

31. Stand UpHand UpPair UpShare

32. Stand UpTouch 3 different wallsFind someone who you have not shared with

33. Vocabulary Clock Partners _________________ ________________ _______________ ________________ _______________ ________________ _______________ ________________ _______________ ________________ _______________ _______________

34. Clock Partners • Cooperative learning activity • The teacher designates a time, the students meet, and share ideas on designated topic. • A specific time, for example 12:00 is designated as homework partner. That clock partner is responsible for getting assignments and handouts when either is absent. • For today fill in a different partner on your clock for 12:00, 3:00, 6:00, and 9:00

35. Vocabulary Clock Partners • Place vocabulary words around the clock. • When the students meet with their 2 o’clock person, they begin by sharing their understanding of the word then share ideas on designated topic.

36. REVIEW ACTIVITIES

37. Review Activities • The more you know the more you can know • Background knowledge • The more we retrieve, the more we remember • Strengthening neural connections by repetition.

38. Get One, Give One • List items individually • Walk around room • Find someone • Give them something off of your list • Get something from their list • If nothing new create a new item • Go until you get 6 ideas • Time limit 90 seconds

39. Memory box • list items individually • pair up cooperatively • Add to both list • pair up slight competition • get one point for each item on your list that your partner does not have

40. Processing • Builds a community of learners • The student is doing the talking • Forces the student to do the review • Number of repetitions • Write down, read to neighbor, listen to neighbor, read for points. • Also uses compare and contrast

41. Lotus Notes

42. Lotus Notes

43. Find Someone Who ….. • Take the sheet around and have someone sign in each place. • When they sign have them tell you the answer to the question. • Only sign a sheet if you know the answer. • Once everyone has their sheets completed a person will be picked to begin and we will continue in order.

44. Clock Partners • Cooperative learning activity • For today fill in a different partner on your clock for 12:00, 3:00, 6:00, and 9:00 • To help students connect with a variety of students have different times designated by hair color, height, birthday month, etc. • Designate a time. That clock partner is responsible for getting assignments and handouts when absent.

45. Vocabulary Clock Partners • Place vocabulary words around the clock. • When the students meet with their 2 o’clock person, they begin by sharing their understanding of the word. • A similar strategy could be used with lotus notes. Place names in the concept boxes. • Label the coordinate plane • Quadrants, origin, axis …. • Label parts of conic sections • Vertex, focus, directrix, point of inflection

46. Running the Tournament • This activity is designed to help you become familiar with several topics, not necessarily to determine a winner. • Become familiar with the concept that is on your card. • Place the cards on the table in a bracket • From each pair decide which card moves on to the next round. • Complete the rounds until a single card is left. • You may select a runner up from all of the cards that did not advance.

48. Run the Tournament:Most relevant, interesting to learn • Use a “tournament bracket” to decide which characteristic is most relevant or interesting. • Each person will receive one characteristic. • Read yours carefully and be ready to defend your characteristic as most relevant or interesting • Line up the eight characteristics (randomly). • For each pair, decide which should advance. • Once a winner is decided, choose one consolation characteristic from any of the other seven.

49. Musical Cards • On an index card write one of the “Craft Knowledge” strategies you like the best and a short description of that strategy.

50. Musical Cards • This activity is designed to help you become familiar with several topics, not necessarily to determine a winner. • Walk around the room shake hands and introduce yourself to people in the room and trade index cards. (model) • When the music stops, remain with that person. • Read each card and together distribute 7 points between the two cards to represent the degree of importance and relevance toward the question: Which strategy do you like best to enhance student learning. • Write the points awarded on the back of the card.