1. Great is the art of beginning, but greater is the art of ending
Great is the art of beginning, but greater is the art of ending Lazarus Long

2. Or…..55 Ways to Leave a Lesson
Closure
Or…..55 Ways to Leave a Lesson

3. Presented by Ann Sipe Millie Brezinski asipe@gsd200.org
Additional content by
Scott Haury

4. Purpose /Objective
Participants will have the tools to use closure in a meaningful way that will increase academic achievement in their classrooms

5. Lesson Closure - Success Criteria
I can define closure
I did explore some brain research
I can identify a variety of closure strategies
I can explain benefits for students and teacher
I will commit to using closure

6. Definition: CLOSURE
Does not mean to pack up and move on – It is …. A cognitive activity that helps focus on what was learned and whether it made sense and had meaning.

7. Definition: CLOSURE
what the instructor does to facilitate understanding at the end of a learning episode
it can be a quick review, to remind students what it was that they have learned (or should have learned) and connect it to what they already know.

8. For Best Learning Results:
The intellectual work should be done by the students – not the instructor summarizing for the students and telling them what they learned.

9. Teaching can be a little like…..

11. What does herding cats look like in your classroom?
Please take a few minutes to fill out your own personal teaching timeline.
The timeline should reflect a “typical” day in your classroom from beginning to end

12. Beginning End

13. My Personal Timeline

14. Brain Research – a little experiment

15. Retention during a learning episode
You will see a list of 10 words
You will try to memorize the words
AND their position on the list
You will have 12 seconds

16. A Little Experiment WORD KEF LAK MIL NIR VEK LUN NEM BEB SAR FIF
Have them raise their hand as you call out each word if they spelled it correctly and put it in the correct position. Document on powerpoint the results.

17. Let’s see how well we did2

18. NUMBER CORRECT WORD KEF LAK MIL NIR VEK LUN NEM BEB SAR FIF
Have them raise their hand as you call out each word if they spelled it correctly and put it in the correct position. Document on powerpoint the results.

19. Memory Experiment Debrief
What were the results?
Why do you think this happened?
Brain research indicates it easier to recall the first or last word than the middle.
This is due to the primacy-recency effects on a list like this one..
Have tables discuss the results together….hopefully they will see that a large number of people got the first several words and the last word or two and it fell off in the middle

20. The Primacy-Recency Effect
The primacy-recency effect is the tendency to remember:
What comes first BEST
What comes last SECOND
What comes in the middle THIRD

22. Insert a discussion slide

23. What happens when the learning episode lengthens?

24. Alternatives to longer learning episodes
Shorter with fewer objectives is better
An 80 minute “learning episode” with four 20 minute segments will be more productive then one continuous lesson.
What happens in between end of first learning segment and beginning of subsequent ones….
On Task- VS Off task Rest between lesson Segments.

25. Implications for teaching
Now take a minute collect your thoughts about
How this might inform your practice
Something that excited you
Something you still have a question on or are concerned about
Please jot down one thought and turn to someone near and share

26. 54 ways to leave a lesson
Please take the next 20 minutes and familiarize yourself in a group of at least two, and no larger than 4, with the different lesson closure strategies.
Try and categorize the strategies into:
Tried and True
Interesting, I would like to try this
Watch out
Have 5 from each category ready to share out to the whole group and one you would use to close this session

27. Time to share your thoughts
SUHUPU---Stand Up, Hand Up, Pair Up
Person with the birthday closest to March 18th (my birthday ) is person A, and you will begin
Introduce yourself, what and where you teach, and share something from your graphic organizer
Switch---person B now goes
Thank each other
SUHUPU someone else 

28. Closure Does Not Happen by Accident
Turn and talk to a neighbor about how you might deal with the challenges of getting time for closure
Strategies that have worked for you
Strategies you have heard that might work

29. Benefit to Student Closure allows students to Summarize main ideas
Evaluate class processes
Answer questions posed at the beginning of the lesson
Make connections to both the past and the future.
Make MEANING of the work

30. Benefit to Teacher
Closure is an opportunity for formative assessment and helps the instructor decide:
if additional practice is needed
whether you need to reteach
Evaluate if you can move on to the next part of the lesson or skip ahead because they already have the concepts

31. Success Criteria

32. Lesson Closure - Success Criteria
I can define lesson closure
I explored some brain research
I can identify a variety of closure strategies
I can explain benefits for students and teacher
I will use closure to maximize learning

33. http://washingtonmathcoaches.pbworks.com asipe@gsd200.org