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Using Anchor(ing) Activities

Using Anchor(ing) Activities. RAPID ROBIN. The “Dreaded Early Finisher”. “I’m Not Finished” Freddie. “It takes him an hour-and-a-half to watch 60 Minutes.”. One premise in a differentiated classroom:. “ In this class we are never finished ---. Learning is a process that never ends.”.

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Using Anchor(ing) Activities

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  1. Using Anchor(ing) Activities

  2. RAPID ROBIN The “Dreaded Early Finisher”

  3. “I’m Not Finished” Freddie “It takes him an hour-and-a-half to watch 60 Minutes.”

  4. One premise in a differentiated classroom: “ In this class we are never finished--- Learning is a process that never ends.”

  5. Anchor Activities • Anchor activitiesare ongoing assignments that students can work on independently throughout a unit of study, a grading period or longer.

  6. Some Anchor Activities • “Brain Busters” • Learning Packets • Activity Box • Learning/Interest Centers • Vocabulary Work • Accelerated Reader • Investigations • Magazine Articles with Generic Questions or Activities • Listening Stations • Research Questions or Projects • Commercial Kits and Materials • Journals or Learning Logs • Silent Reading (Content Related?)

  7. The Purpose of an Anchor Activity is to: Provide meaningful work for students when they finish an assignment or project, when they first enter the class or when they are “stumped”. Provide ongoing tasks that tie to the content and instruction. Free up the classroom teacher to work with other groups of students or individuals.

  8. Using Anchor Activities to Create Groups 1 Teach the whole class to work independently and quietly on the anchor activity. 2 Flip-Flop Half the class works on anchor activity. Other half works on a different activity. 3 1/3 works with teacher---direct instruction. 1/3 works on anchor activity. 1/3 works on a different activity.

  9. ANCHOR ACTIVITIES Can be: used in any subject whole class assignments small group or individual assignments tiered to meet the needs of different readiness levels Interdisciplinary for use across content areas or teams

  10. ANCHOR ACTIVITIES Work best: • when expectations are clear and the tasks are taught and practiced prior to use. • when students are held accountable for on task behavior and/or task completion.

  11. Planning for Anchor Activities Subject/Content Area: Name and description of anchor activity: How will activity be introduced to students? How will the activity be managed and monitored? - Points - Percentage of Final Grade - Rubric - Portfolio Check - Checklist - Teacher/Student Conference - Random Check - Peer Review - On Task Behaviors - Other _______________

  12. Assessment Idea! EXIT CARDS

  13. EXIT CARDS Exit Cards (AKA “Tickets To Leave”) are used to gather information on student readiness levels, interests, and/or learning profiles. The teacher hands out index cards to students at the end of an instructional sequence or class period. The teacher asks the students to respond to a pre-determined prompt on their index cards and then turn them in as they leave the classroom or transition to another subject. The teacher reviews the student responses and separates the cards into instructional groups based on preset criteria.

  14. EXIT CARD GROUPINGS Group 2 Students with some understanding of concept or skill Group 1 Students who are struggling with the concept or skill Group 3 Students who understand the concept or skill Readiness Groups

  15. Examples of Exit Cards Let’s take a look at some examples---

  16. EXIT CARDS Today you began to learn about decimal fractions • List three things you learned • Write at least one question you have about this topic

  17. EXIT CARDS • Today you began to • learn about hyperbole. • List three things you learned. • Write at least one question you have about this topic.

  18. EXIT CARDS We have been learning about The Greenhouse Effect. Explain or depict your understanding of this important environmental issue. What questions do you have about this topic?

  19. EXIT CARDS We have begun a study of author’s craft. List and identify three examples of figurative language used in the novel Morning Girlby Michael Dorris.

  20. EXIT CARDS On your Exit Card--- Explain the difference between prime and composite numbers. You may wish to give some examples of each as part of your explanation.

  21. EXIT CARDS On your exit card--- Explain the difference between simile and metaphor. Give some examples of each as part of your explanation.

  22. EXIT CARDS - Learning Profile We used the following learning strategies in this lesson: 3 minute pause T-P-S Visualizing What learning strategy or strategies seemed to work best for you?

  23. 3-2-1 Summarizer After reading over my rough draft--- 3revisions I can make to improve my draft. 2resources I can use to help improve my draft. 1thing Ireally like about my first draft.

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