Instructional Strategies that Enhance Student Learning Franklin High School February 2010

Bell work  What have we learned regarding strategies for teaching in extended periods?  Identify a minimum of one active / high engagement technique that you use with your students.

Targets  Teachers will be able to identify four types of high engagement strategies, including movement, hands-on learning, student interaction and the use of imagery.  Teachers will be able to take examples of high engagement strategies and apply them to their own teaching.

Going to the Block – Survival Skills

Bell work  What have we learned regarding strategies for teaching in extended periods?  Identify a minimum of one active / high engagement technique that you use with your students. (Think/Pair/Share)

Working with the brain

High Engagement Strategies  Movement  Hands-on  Student Interaction  Imagery

Hands-on  Science – negative photo activity  What benefits do activities like this provide for kids?  How might you use experiences like this to “anchor” learning for students in your content area?

Student Interaction  Board Relay – Activity  What advantages do activities like this bring to student learning?  How can you incorporate a wide variety of student interaction activities into your classroom?

Board Relay Terms  Students  Engage  Active  Movement  Hands-on  Interact  Time  Block  Learn Rules  Team write a sentence using the terms listed  May incorporate “filler” words as necessary  May vary the form of the term to fit the sentence  1 pt for each term used in the sentence  Team with most points and best summary statement within the time limit wins!  Tie breaker will be determined by audience

Imagery  Science – Hot Can Demo  Math – Scale Model (Geometry)  How does the use of imagery potentially enhance student understanding of complex concepts?

Brain-Based Teaching Model (Handout)  Before (10%)  Prepare your learners  Create an optimal environment  During (80%)  Engage learners by getting them vested emotionally  Frame learning to make it relevant, important & compelling  Acquire knowledge, skills, values and experiences  Elaborate & deepen the learning through trial & error, feedback & active processing  Connect learning to other content, processes & self  After (10%)  Settle the learning with time for passive processing  Rehearse & Incorporate by revising learning and using it

Closure  Complete the illustration row on your graphic organizer  What purpose does the creation of images serve?

Possible examples  Hands on  Student interaction  Imagery

Brain-based classrooms “”What does a ‘brain-based’ classroom look like, sound like and feel like? The truth – and the first and shortest answer – is that there is no ‘perfect’ or ‘best’ way to teach. Millions of children have already been educated over the centuries, some of them very well, by teachers whose careers preceded this revolution in teaching and learning. But given what we know about the realities of teaching today, what can and should you do that is aligned with the latest research? What is the reality of ‘teaching with the brain in mind’?” -Eric Jensen