Mosai c Of Teaching The STARR Artwork by Katie Brown (Grade 11) & Sarah Carpenter (Grade 10). Seeing the Whole Picture.

Graphic Organizer for Today’s Workshop on ~ Active Learning ~ Here’s where you apply the strategy & ideas to YOUR grade level & content area

OK, LET’S REVIEW WHAT WE’VE LEARNED. WHEN THE MASTER AND HIS DOG GO FOR A WALK, THE LEASH IS ATTACHED TO THE DOG’S COLLAR... WHAT IS THIS CALLED AND HOW IS IT USED? THIS IS CALLED A LEASH. Active Learning definition: “learning by doing” antonym:

Individual Active Learning Opportunities Students work alone to solve problems, ask & answer questions, process information, preview, or review.

Short Takes QUICKLY shows me what you know & what you can do with the information –ABC Brainstorming –Jumbled Summary –Draw a Picture

ABC Brainstorming Before an explanation or demonstration, ask the students to think of one word or phrase beginning with each letter of the alphabet that is connected to the topic. Usually, not all letters will be filled in (but you can then have students “give one-get one” to be more complete.)

Jumbled Summary Write key words or phrases from an explanation in random order. Ask students to “unscramble” the terms and reorder them in logical sequence as a knowledge check.

Draw a Picture At the end of a segment of teacher-directed instruction, ask participants to work in pairs to create a graphic summary of how they would organize information, reach a conclusion, or interact differently based on the demonstration you provided.

Small Group Active Learning Opportunities Students work together in pairs or in small groups to solve problems, ask & answer questions, brainstorm, process information, or review.

Numbered Heads Together Students number off in their team. Teacher poses a question. Students discuss the question. Teacher calls a student number & a team number. The student shares what his or her team discussed.

Question 1 Tell one thing (from the article) you agree with and why.

Question 2 Is human cloning for therapeutic reasons OK? Why or why not?

Question 3 Is human cloning for infertility OK? Why or why not?

Inside-Outside Circle Students stand in concentric circles, with the inside circle facing out and the outside circle facing in. Teacher asks a question. Students take turns responding. Teacher rotates circles after every question.

Question 1 Who do you think the “children of the Holocaust are? Why do you think so?

Question 2 What does the author mean by, “We shall never let the victims be forgotten for if we do, we will forget that the perpetrator can be in all of us”?

Question 3 Give a modern-day example of a situation similar to the Holocaust. Explain why your example is similar.

Four Corners Teacher announces corners. Students think & write. Students go to corners. Small groups discuss.

Gallery Students form pairs or trios. Teacher poses a series of questions on butcher paper (posted around the room). Pairs/trios talk about the questions, write answers on post-it notes or scraps of paper, then circulate around the room recording their answers on the large paper. Other answers may spark more ideas, so they may continue to add answers. Debrief class by asking them to synthesize what has been recorded. NOTE: for a more structured activity, assign each group a “station” and give them an allotted time to write. Then each group rotates to the next “station” where a new question awaits.

Poster Sessions Before the poster session, require that all students submit 2-3 higher order questions about their project (to serve as a scavenger hunt). After a research project, a number of students set up their displays around the classroom. The student or team of students stands beside the poster ready to interact with those who rotate by. Other students rotate through the displays, looking for answers to their scavenger hunt. They may question the creator and/or read the display.

Active Lesson Closure (More short-takes) ABC Summary Ticket to Leave

ABC Summary At the end of an explanation or demonstration, give each student a different letter of the alphabet & ask them to think of one word or phrase beginning with that letter that is connected to the topic. Use the responses for a whole class discussion review or as a lead-in to a writing assignment.

Ticket to Leave Give the students a question just before lunch, recess, or special area time. After they answer it, they hand it to you on their way out. Review the answers and either respond in writing, use them as a starting point for the next lesson, or as a basis to re-teach misunderstood information.

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