Mr. Burn and Mr. Dill

Showcase– Description While in a partnership of two, or groups of three, students are given a topical paragraph that consists of several learning concepts. As a team, the students are challenged to figure out the most important facts with in these paragraphs and then create a visual aid consisting of these facts. The final part of the project requires that the students come up to the front of the room and present their findings to the class. “Showcasing” the key concepts that they learned.

Showcase – Methods of Use Show Me, Tell Me, Draw Me, Write Me - 1. Word cards with one word of study per card are placed in a container 2. The words Show, Tell, Draw and Write are placed in another container 3. A word card is selected which the teacher reads to the students and then the teacher draws one of the Show, Tell, Draw, Write Cards and shares that with the students. 4. Students are then given time to think about how they will present the word to the class if chosen.

Showcase – Methods of Use, Cont’d Presenting Math as a Visual 1. Each group is assigned a different type of problem from the chapter content. As a team they must determine the most important information needed to solve the problem. 2. They will then list the steps in order from which the teacher had taught them in class 3. Students will now design a visual aid that presents their specific problem to the class. (Poster boards, Overhead Transparencies)

Showcase – Strengths Helps students use basic concepts to figure out different scenarios Helps students to be able to think creatively and explore several possibilities Allows students to get out of their seats and participate May not only be used for knowledge purposes as well as review purposes

Showcase – Weaknesses Some students may not be as open to ideas as other students and may leave then without a contribution to the project The information some students provide may be inaccurate Some students may not take the whole activity seriously

Showcase – Suggestions Make the project so that when presenting information, everyone has to contribute a part of the presentation. For some instances, mark the information on the board to better enhance the understanding of the topics. Use when students need an alternate way to learn information when lecture does not appear to be working. Used for grade levels primarily middle and high school.

Cross the Line – Description An instructional strategy in which students start on a line and move to a different line depending on their views It is a simple way to assess students’ ideas, opinions, or knowledge in a fun, active, and non-threatening way A non-verbal way for both students and teachers to learn the different views of students

Cross the Line – Methods of Use A statement is read by the teacher starting with “cross the line if…” Students then move across the line if that particular statement applies to them. This can be used to ASSESS LIKES/DISLIKES AND OPINIONS of the class. A simple example is chocolate ice cream. Students move to the other side if they like chocolate ice cream. They stay in their spot if they don’t like chocolate ice cream. Cross the line can also be used as a form of CHECKING FOR UNDERSTANDING. For example, the teacher can say “cross the line if you think that the highest mountain peak in the world is Mount McKinley,” after covering the information in class.

Cross the Line – Strengths It can be fun for students because they have the opportunity to get out of their seats and interact It can be good for students who are quiet and don’t like to express their opinions openly When used for likes/dislikes, there is no “wrong” answer When used for checking for understanding, it can be an indicator of knowledge

Cross the Line – Weaknesses Some students may not like to participate Some students may copy other students It can be intimidating for some students Depending on class size, it can take up a lot of space

Cross the Line – Suggestions The teacher should be sure to not offend anybody with their prompts When first introducing it, start off with simple prompts and gradually move to harder ones It is a good strategy to use when students are not displaying much energy It is an excellent ice-breaker at the beginning of the school year, especially if the students do not know one another It can be used at the end of a unit as a way to check for understanding

References Duncan C, Lisa, Strategies to inspire learning. Teaching Concepts Copyright 2006, edited by Colette Eckert Meeks, L., Heit, P., and Page, R. (2006). Comprehensive School Health Education-Totally Awesome Strategies for Teaching Health. 4 th Edition. McGraw-Hill Higher Education. New York, NY. SCASS, Assessment tools for School Health Education. Health Education Assessment Project, 2006 The Free Child Project. (2007). Guide for Facilitators: Crossing the Line. Retrieved October 17, 2007, from health