esu 4 science cadre may 29 2012 n.
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Mitzi Hoback, Gregg Robke , Ellen Stokebrand and Suzanne Whisler. ESU 4 Science Cadre May 29, 2012. Please Fold Your Paper into a Window with Six Panes. Number the panes from 1-6. 1. 2. 3. 4. 5. 6. Our Signal . In box #1, draw a big heart…. 1. 2. 3. 4. 5. 6.

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Presentation Transcript
the thing i love most about teaching science is

The Thing I Love Most about teaching science is…

Quick Draw: Inside the heart, draw a visual that represents your thoughts.

today s outcomes
Today’s Outcomes
  • Learn and practice new strategies for student engagement.
  • Know updated information about the Nebraska Science standards.
  • Network with other science teachers.
  • Learn and explore new technology resources.
slide12

And who

should move

the MOST?

slide16

and this

is why

slide22

Use the

10-2 rule

chunking
Chunking
  • The brain needs time to create connections and pathways to move learning into long term memory.
  • The hippocampus can only hold so much
  • Too much, too fast, it won’t last.
in box 4 write 10 2

In box #4, write 10 - 2

Self-Reflection: Do I chunk learning. Do I use the 10-2 rule in my classroom? If not, how should I apply it?

1

2

3

4

5

6

slide25

How can learners

move more while

spending

time here

???

slide27

to

standing

change

from

sitting

slide28

from

watching

to

change

talking

slide29

to

writing

change

from

reading

slide30

With oxygen now

moving to the brain,

learners can:

slide31

learn better

and

remember

more

slide32

andthat

is a very good thing.

(especially before a test)

take off touch down
Take Off…Touch Down
  • Students should move more than the teacher.
  • The brain needs oxygen for optimal learning.
  • For most students, provide 20 minutes of instruction and 5 minutes of processing.
  • Chunking instruction allows time for students to process information.
slide34

to

standing

change

from

sitting

have a standing meeting
Have a Standing Meeting
  • What have you heard so far that makes sense?
  • What changes will you make in your teaching because of this?
  • Find a group of 3-ish to have your conversation.
slide36

from

watching

to

change

talking

teach back ten to two
Teach Back: Ten to Two
  • Work in pairs
  • One person is teacher, one is student
  • Teacher: Explain the Ten to Two philosophy. Use the words “chunk” and “process” in your explanation.
  • Student: Listen to the teacher. Ask questions for clarification.
  • Switch roles.
slide38

to

writing

change

from

reading

summarizing with the final countdown
Summarizing with the Final Countdown
  • Ask students to reflect on what they have learned about the topic.
  • Use the Final Countdown strategy.
  • First Tier - Write the three most important facts that the student learned.
  • Second Tier - Write two questions that the student still has about the topic.
  • Top Tier - Write one way in which the student can connect the topic to material previously learned.

from Instructional Strategies for Engaging Learners

Guilford County Schools TF, 2002

final countdown
Final Countdown
  • Tier One: Three things you learned regarding student engagement.
  • Tier Two: Two questions you still have.
  • Tier Three: One way you will apply these in your classroom.
in box 6 jot down all the strategies we have used
In box # 6, jot down all the strategies we have used…
  • Quick Write
  • Quick Draw
  • Take Off—Touch Down!
  • Standing Meeting
  • Teach Back
  • Final Countdown
did you meet your personal learning goal
Did you meet your Personal Learning Goal?
  • Go back to your window pane (box #3)Take a moment to reflect on your goal.
  • Did you meet your learning goal?
    • If so, what helped you reach that goal?
    • If not, what else do you need to reach the goal?
slide45

You cannot have students as continuous learners and effective collaborators, without teachers having the same characteristics.~Michael Fullan~