1 / 40

With Rivkah Dahan March 2, 2011

Non-Frontal Review Techniques for the Classroom. With Rivkah Dahan March 2, 2011 . Our Guest:.

missy
Download Presentation

With Rivkah Dahan March 2, 2011

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Non-Frontal Review Techniques for the Classroom With Rivkah Dahan March 2, 2011

  2. Our Guest: Mrs. RivkahDahanis the newly appointed Director of Education for Hidden Sparks.  A former mainstream and special education teacher, She holds a Master’s Degree in Special Education from City University of New York, is a certified advanced trainer for the Nurtured Heart approach, and has served as a mentor for The Jewish New Teacher Project.  She was the founding director of Torah Umesorah’s Brooklyn Educational Resource Center serving teachers and principals nation-wide, as well as Director at the Teacher Center of the Jewish Education Center of Cleveland.  She is the co-author of Creating a Learning Environment: The Ultimate Jewish Teacher’s Handbook and is a nationally recognized presenter. 

  3. Session Goals: • Review the role of memory in learning • Understand how games can help teachers reinforce lessons and help students with long term memory storage and retrieval of information • Develop a tool chest of review games and techniques to enable students to enjoy learning

  4. Overview of the Session • Components of memory and their role in reviewing classroom material • The benefits of using review activities • Solutions to some common challenges of using review activities in the classroom • Practical Goals for Activities • Simple non-frontal review techniques & strategies to help students improve their memory skills.

  5. What is Memory? “STORAGE” • LONGTERM MEMORY STORAGE • Storing information for recall at a later time • Filing information: store it, name it, & be able to get it out when needed. “RETRIEVAL” • LONGTERM MEMORY RETRIEVAL • Retrieving facts, skills, and experiences after an extended delay • Recalling chunks of knowledge on demand • Recognizing information that you’ve encountered before

  6. Long Term Memory Consolidation… …Storing information for recall at a later time A student who struggles with long term memory storage might… …Struggle to remember daily routines in school …Have difficulty remembering the sounds and names of letters …Have difficulty learning new terminology, facts, and procedures i.e. Steps in long division …Have particular trouble with cumulative subjects …Struggle to recall information even when given recognition cues (like multiple choice options)

  7. Long Term Memory Access… …Recalling informationafter an extended delay, including facts, skills, and experiences …Recognizing material, such as multiple choice option or remembering a face A student who struggles with long term memory retrieval might… …Have difficulty retrieving one half of a pair when given the other half (such as definitions with terms and names with faces) …Be slow to recall facts …Use incorrect procedure for a problem or situation

  8. Why Use Games to Review?

  9. Long Term Memory Strategies • Use physical movement, activities, role-play and hands-on learning to add a sensory element to cognitive activity. • Review previous lessons/relevant material to trigger information in students’ long term memory. • Conduct oral and written reviews daily and weekly, to build & associate learned concepts. • Play review games that help memory – i.e. Concentration (using numbers, words, symbols), • Play word games i.e. “Scrabble,” “Password,” and Jeopardy” to increase speed of retrieval. • Create organizational activities for vocabulary words (organized by prefixes and suffixes), chemical equations (organized by type of reaction), math problems (organized by problem solving method), etc. at varying levels of difficulty.

  10. Long Term Memory Strategies • Have students: • Create flashcards, study guides, & test questions. • SAFMEDS – Say All Fast Minute Every Day Shuffled • Work in teams, drilling each other on facts using review activities. • Write and submit questions they think will be on the test and use them as the basis for a review game. • Self-test information by using self-checking review activities. • Point out the importance of organizational structures for learning/understanding and studying/remembering. • Organize words and concepts in categories in a game format.

  11. What are Some Challenges of Using Classroom Review Games? • “I don’t have time” • “I’m not creative” • “What about the student that can’t follow directions? • What about students who don’t remember the information?” • “I’m concerned about students becoming unruly” • “I have 35 students – how can I play games?”

  12. Overcoming Stumbling Blocks

  13. Types of Games

  14. Skills skill   \’skil\ : proficiency, facility, or dexterity that is acquired or developed through training or experience Matching Sorting/ Classifying/ Grouping Recalling Facts שמש Identifying Automaticity w/Sequencing Comparing/ Contrasting  

  15. General Studies Activity Ideas - Samples

  16. Judaic Studies Activity Ideas - Samples

  17. Game Idea #1 – Egg Carton/Muffin Tin Toss Players: 1-2 players. Materials needed: Empty egg carton or muffin tin, 1 coin, 2 manipulatives, pen/marker Setup: Write numbers in the bottom of egg carton.  Put two manipulatives in the egg carton.  Gameplay: • The student closes the lid, shakes the egg carton, opens the lid and notices where the manipulatives landed. • The student multiplies the 2 #’s together & solves the problem. • Students take turns playing for 5 minutes scoring 1 point for each equation solved.

  18. Game Idea #2 – Memory/Concentration Players: 1 to 6 players. Deck: Up to 52-card deck. Object of Game: To collect the most pairs of cards. Setup: Shuffle the cards and lay them on the table (or for larger cards lay on floor), face down, in a pattern (e.g. 4 cards x 13 cards). Gameplay: • Youngest player goes first. Play proceeds clockwise. • On each turn, a player turns over two cards (one at a time) and keeps them if they match. If player successfully matches a pair, that player gets to take another turn. • When a player turns over two cards that do not match, those cards are turned face down again and it becomes the next player’s turn.

  19. Game Idea #3 - Graffiti Review • Players: Individual students or groups of 2-3 students • Materials needed: Chart pack paper & markers • Object of game: Write everything you know about a topic in a limited amount of time. • Setup: Spread out or post chart paper at stations around the room (wall, desks, floor). Each piece of chart paper is given a title/topic. • Gameplay: • Each group starts at a different piece of chart paper • Students write everything they know about topic at that station. • After 30 second or 1 minute interval – students rotate to next station • After students have gone through all topics, gather • papers • Read results as a class • Correct and complete information on pages

  20. Game Idea #4 – First Things First Players: 2 Deck: 8 cards Materials needed: 3x5” index cards, answer key Object of game: Be the first team to discard the 2 cards containing events that are not relevant to the topic and then arrange the remaining cards in chronological order. To Prepare Cards: Create for each pair of students 1 set of 6 cards containing events that occurred during a particular historical time period and 2 cards that contain random historical events. Gameplay: • On the “go” signal, each pair places cards face up on table/floor in front of them. Students remove non-relevant cards & putt remaining cards in chronological order. • Once all cards are sequenced, students use the answer key to check for accuracy.

  21. Game Idea #5 – Simply Kosher • Players: 2-4 players • Object of Game: Sort items by category • Materials needed: 2 shoeboxes (1 labeled “Kosher” the other labeled “Non-Kosher”), 2 bags containing plastic animals or flashcards with photographs of animals • Gameplay: • Students take turns choosing items from their bags and placing them in the correct shoebox.

  22. Game Idea #6 – Duck, Duck, Goose Players: 4 to 6 players or Whole class. Materials needed: Lists of categories Object of Game: Help students review Setup: Students sit on the floor/chairs in circle facing inward. 1 student in each group is “it”. Gameplay: Kids sit in a circle facing each other. One person is "it" and walks around the circle tapping people's heads and saying whether they are a "duck" or a "goose". The "goose" gets up and chases "it" around the circle. The goal is to tap that person before they are able sit down in the "goose's" spot. If the goose is not able to do this, they become "it" for the next round and play continues. If they do tap the "it" person, the person tagged has to sit in the center of the circle. Then the goose become “it” for the next round. The person in the middle can't leave until another person is tagged and they are replaced.

  23. Game Idea #7 – Human Board Game • Players: 2-6 players Deck: 12-24 cards • Materials needed: construction paper/card stock, marker, cube-shaped box covered contact paper. Glue black circles or numbers to box to resemble a large die • Cards: Create the game board using posterboard or construction paper size numbers for the students to stand on. This is the game board. • Prerequisite: Knowledge of multiplication/addition facts. • Object of game: Be the first player to reach the end of the “board”/ Review multiplication/addition facts • Setup: Lay cards face up on floor in front of each team . • Gameplay: • Players line up in front of “board”. • Players take turns rolling the die, and walking # of spaces on die. • Players must complete the math equation (either multiply, add, or subtract) created by the number they stand on and the number they rolled on the dice. i.e. 5 (number spun on die) multiplied by 8 (8 is on the square). If player lands on occupied space, player on space moves back 3 spaces. • Incorrect answers move back one space. (Rules can be added or deleted depending on your class) • Winner is the first player to reach the end of the game board.

  24. Sample Activity Ideas – Judaic Studies • Do this on your own: • Choose a subject. • Think of one activity for each skill that you can incorporate into a game for your class. SORTING RECALLING FACTS MATCHING Learning Objective: Students will sort pictures of objects onto the day they were created. Learning Objective: Students will list what G-d created on each day. Learning Objective: Students will match a picture of a creation to the # of the day on which it was created. Subject: בריאת העולם Creation of the World IDENTIFYING SEQUENCING COMPARING Learning Objective: Students will identify What was created on Day #6. Learning Objective: Students will sequence pictures in the order in which they were created. Learning Objective: Students will compare what G-d said after the first day to what G-d said after the 3rd day.

  25. Additional Game Resources • www.Chinuch.org Chinuch.org is a website on which Jewish educators can share curricula, instructional ideas and best practices. The site also has a forum that provides an opportunity for teachers of students with special needs to discuss current issues in the field, get advice from other professionals and network with other teachers andparents in similar situations to theirs. • Dr. SivasailamThiagarajan (Thiagi, for short) is a well known expert in the area of learning games. http://www.thiagi.com/games.html provides 100’s of free games and activities that engage participants & keep them interacting with each other and with the content. • SAFMEDS Instructions can be found at Indiana Designs Equitable Access for Learning’s website www.idealindiana.com/mods.asp?id=85&sectionID=138

  26. Think of one game/activity that you can play with your class tomorrow that will reinforce one skill. Some Final Thoughts – Activity Ideas for YOUR Class

  27. Upcoming Hidden Sparks Without Walls Sessions For more information visit: www.hiddensparks.org

  28. Contacting Hidden Sparks Contact Rivkah Dahan: RIVKAH@HIDDENSPARKS.ORG Contact Hidden Sparks: www.hiddensparks.org margaret@hiddensparks.org (212) 767-7707

  29. About Hidden Sparks Hidden Sparks is a non-profit fund whose purpose is to help children with learning differences reach their full potential in school and life. Hidden Sparks develops and supports professional development programs for Jewish day schools to help increase understanding and support for teaching to diverse learners. Guided by a philosophy that by helping schools meet the needs of children with learning and behavioral differences, ultimately all students will benefit. Hidden Sparks’ programs combine professional development in learning and positive behavioral support, guided classroom observation and one on one coaching. The Hidden Sparks model and program is currently in 21 Jewish Day Schools/Yeshivot in New York and 7 in Boston, through a partnership with Gateways: Access to Jewish Education.

  30. Comic Relief - Memory

  31. Brainstorming Get those gaming juices flowing! How many games can you think of in each of these categories?

  32. Classroom Games Cheat Sheet ...instructions ORGANIZE the players before the game begins. STATE how the game is played. ? ASK if there are any questions. PLAY with a minimum of interruptions STOP the game when the students are still having fun. Preparation for games is imperative to their success. A teacher should be thoroughly familiar with a game before presenting it to a group. In conducting games, remember the following key words: Motivation is the key to success, and the teacher/facilitator is the key to motivation. S/he must always present the games enthusiastically and intelligently.

  33. Sample Activity Ideas Planning Sheet • Do this on your own: • Choose a subject. • Think of one activity for each skill that you can incorporate into a game for your class. SORTING RECALLING FACTS MATCHING Learning Objective: Students will sort Learning Objective: Students will recall Learning Objective: Students will match Subject: IDENTIFYING SEQUENCING COMPARING Learning Objective: Students will identify Learning Objective: Students will sequence Learning Objective: Students will compare

  34. What is Memory? • Mentally juggling information while using it in some way • Actively using the information • Memory for keeping things together in your mind while it is being used. • Being able to hold different pieces of information and use them at the same time. • Can be seconds, minutes, or hours • The process of taking information coming in and filing it in long term is active working memory. • Briefly registering new information • Only lasts for seconds • A very small space to hold information • You need to decide quickly “save or delete” “STORAGE” • Storing information for recall at a later time • Filing information: store it, name it, (& be able to get it out when needed). • Retrieving facts, skills, and experiences after an extended delay • Recalling chunks of knowledge on demand • Recognizing information that you’ve encountered before “RETRIEVAL”

  35. Game Idea #1 – Egg Carton/Muffin Tin Toss Players: 1-2 players. Materials needed: Empty egg carton or muffin tin, 1 coin, 2 manipulatives, pen/marker Setup: Write numbers in the bottom of egg carton.  Put two manipulatives in the egg carton.  Gameplay: • The student closes the lid, shakes the egg carton, opens the lid and notices where the manipulatives landed. • The student multiplies the 2 #’s together & solves the problem. • Students take turns playing for 5 minutes scoring 1 point for each equation solved. Variation: • Write vocabulary words in egg carton/muffin tin. Player 1 tosses coin into egg carton/muffin tin & observes where coin has landed. Conjugate the 2 words listed. Give yourself a point for every correct answer. • Play continues with players taking turns tossing coins and conjugating words. Judaic Studies Variations: Early Childhood: alef bet, Lower Elementary: holiday dates, biblical dates, months of year, identify rashi letters, beureimilim Upper Elementary: General Studies Variations: Early Childhood: numbers, colors, abc, shapes, symbols Lower Elementary : math facts, contractions, Upper Elementary: history dates, vocabulary words, science terms

  36. Game Idea #2 – Memory/Concentration Players: 1 to 6 players. Deck: Up to 52-card deck. Object of Game: To collect the most pairs of cards. Setup: Shuffle the cards and lay them on the table (or for larger cards lay on floor), face down, in a pattern (e.g. 4 cards x 13 cards). Gameplay: • Youngest player goes first. Play proceeds clockwise. • On each turn, a player turns over two cards (one at a time) and keeps them if they match. If player successfully matches a pair, that player gets to take another turn. • When a player turns over two cards that do not match, those cards are turned face down again and it becomes the next player’s turn. Judaic Studies Ideas: Early Childhood: pictures/words, alef bet letters Lower Elementary: chumash words/translations, prefix-suffix/definitions, holidays/dates, print/script, yachid/rabim, beginning of tefilla/end of tefilla Upper Elementary: words/definitions, word/shoresh, General Studies Variations: Early Childhood: upper case to lowercase letters, picture to initial consonant, numbers, patterns, shapes Lower Elementary: states/capitals, print/script, math facts, questions/answers Upper Elementary: explorer/discovery, historical event/date, body system/organs

  37. Game Idea #3 - Graffiti Review • Players: Individual students or groups of 2-3 students • Materials needed: Chart pack paper & markers • Object of game: Write everything you know about a topic in a limited amount of time. • Setup: Spread out or post chart paper at stations around the room (wall, desks, floor). Each piece of chart paper is given a title/topic. • Gameplay: • Each group starts at a different piece of chart paper • Students write everything they know about topic at that station. • After 30 second or 1 minute interval – students rotate to next station • After students have gone through all topics, gather • papers • Read results as a class • Correct and complete information on pages

  38. Game Idea #4 – First Things First Players: 2 Deck: 8 cards Materials needed: 3x5” index cards, answer key Object of game: Be the first team to discard the 2 cards containing events that are not relevant to the topic and then arrange the remaining cards in chronological order. To Prepare Cards: Create for each pair of students 1 set of 6 cards containing events that occurred during a particular historical time period and 2 cards that contain random historical events. Gameplay: • On the “go” signal, each pair places cards face up on table/floor in front of them. Students remove non-relevant cards & putt remaining cards in chronological order. • Once all cards are sequenced, students use the answer key to check for accuracy. Judaic Studies Variations: Early Childhood: alef bet, 10 makkot, order of passoverseder, Lower Elementary: parshiot in each sefer, parts of tefilla, 12 shevatim, months of the year Upper Elementary: Kings of Yisrael, Kings of Yehuda, 39 melachot, timeline of Jewish History General Studies Variations: Early Childhood: Abc’s, daily schedule, seasons, days of week, months of year, Human Alphabet Lower Elementary: lifecycle of a butterfly, US presidents Upper Elementary: government chain of command, food chain, states that joined the union

  39. Game Idea #5 – Simply Kosher • Players: 2-4 players • Object of Game: Sort items by category • Materials needed: 2 shoeboxes (1 labeled “Kosher” the other labeled “Non-Kosher”), 2 bags containing plastic animals or flashcards with photographs of animals • Gameplay: • Students take turns choosing items from their bags and placing them in the correct shoebox. Judaic Studies Variations: Early Childhood: holidays, colors, shapes, letters, seasons, Lower Elementary: fathers/sons, families, Hebrew grammar rules, brachot, ,זכר-נקבה, יעקב-עשו, שבטים-אמהות עבר-הווה Upper Elementary: 10 commandments listed parshatyitro & v’etchanan General Studies Variations: Early Childhood: colors, shapes, numbers, texture, pictures, seasons, clothing, fruits/vegetables, magnetic/non-magnetic Lower Elementary : mammals/amphibians, customs/country Upper Elementary: geographic regions, climate, pros & cons of being in North/South during Civil War, monarchy/democracy

  40. Game Idea #6 – Duck, Duck, Goose Players: 4 to 6 players or Whole class. Materials needed: Lists of categories Object of Game: Help students review Setup: Students sit on the floor/chairs in circle facing inward. 1 student in each group is “it”. • Gameplay: • Kids sit in a circle facing each other. • One person is "it" and walks around the circle tapping people's heads and saying whether they are a "duck" or a "goose". • The "goose" gets up and chases "it" around the circle. • The goal is to tap that person before they are able sit down in the "goose's" spot. • If the goose is not able to do this, they become "it" for the next round and play continues. • If they do tap the "it" person, the person tagged has to sit in the center of the circle. Then the goose become “it” for the next round. The person in the middle can't leave until another person is tagged and they are replaced. Variations: Rhyming words (cat, bat, mat, CAKE), Yom Tov articles (shofar, machzor, honey, SUKKAH), dikduk words (rotzah, rotzah, rotzah, rotzeh), Initial consonant words (bat, ball, bill, CAT)

More Related