1. Maximizing Instructional Time
PlPla
Focusing on the Middle

2. Purposes for Strategies Used in the Beginning of a Lesson
Build background knowledge about the concept
Activate prior knowledge
Discuss/ Introduce unfamiliar vocabulary
Emphasize important concepts for the day
Grab their attention/Set the stage for learning
Generate questions/ make predictions
Set a purpose for reading, listening, or viewing
During our last time together we focused on the beginning of the lessons. We looked at the purposes for beginning strategies. (Have someone read the words in blue) remember how we talked about the energy that these words generate?
Let’s look at the purposes for strategies used during (in the middle) of a lesson. Focus first on the blue words. Pull an equity stick and have someone read the blue words. Those are all deep powerful words and all this action takes place in the middle where students minds tend to stray.

3. Theory: Primacy/Recency
The brain remembers what comes first and last – the middle is fuzzy!
As we begin today – I want to call your attention to a theory called Primacy/Recency. I first heard about this theory at a Marcia Tate workshop. The theory says (click)
Let’s test this theory together…
Listen to the following words. When list is completed, have participants write as many words as they can remember. Have participants stand if they have 7 or more words. Have anyone who wrote needle to raise your hand – Why did they write needle when it was not on the list? Read first 5 words – have them put a P beside them if they wrote them down. Read last 4 words and have them put an R beside them. Read middle and have them put M. The rule of Primacy/Recency states that we remember what comes first and last – the middle is fuzzy.
Thinking about the theory of Primacy/Recency and what just happened during the last activity – Answer the following question….”What happens in the middle of your lesson?” (answer – deep content – new materials – meat or heart of the lesson)

4. Primacy – Recency Activity
Sharp
Suture
Thread
Syringe
Haystack
Eye
Pin
Hurt Injection
Point
Thimble
Pain
Button
Sewing

5. Remember: Chunking Text and Time
Research on the Brain and Attention Spans tells us that it is very important to chunk the text or the lesson.
Grades K - 2 equals 5 – 7 minutes
Grades equals 8 – 15 minutes
Grades equals 20 – 25 minutes
Remember this slide from 2 lessons ago – it is very important that you chunk both time and text. You have just experienced chunking the text. The middle part of your lesson may last for an hour and contain different chunks
During the middle chunks you may want to consider…
-Using graphic organizer tools to organize information
-Allowing time for students to discuss each chunk whole group or with partners/small groups
-Using movement, games, manipulatives, foldables, etc. during one of the chunks
-Use the model of I do, we do, you do as guides for each chunk
-Use technology/media/current events

6. Purposes for Strategies used as a During Lesson Activity
Engage with the text
Hot Rod, Say Something, Coding the Text, Turn and Talk
Verify and formulate predictions
Anticipation Guides, Five Word Predictions
Summarize text
Hot Rod, Read Talk Write, Mega Listeners
Self-monitor comprehension
Jot chart, 3-2-1,Margin Notes
Explore content
Key words, Think-Pair-Share, Jig Saw, Quadrant Cards
Integrate new information with prior knowledge
Insert, KWL
So lets look at some strategies that you can use to tie to each purpose. Refer them to their strategies handout. Give them a minute or two to read through them.

7. GIST
Using the article provided, create a summary of a the assigned passage using exactly 20 words
Be prepared to share your summary
Possible Article: Engagement Equals Success

8. Teaching is not the presentation of information by the teacher, but the engagement of the learner with the information.
Engaging Teens in Their Own Learning

9. Learning Pyramid HOW WE LEARN 1% 10% 20% 30% 50% 70% 80% 95% 98%
Fill out worksheet
Reading Assignment
Lecture
Using only visuals
Lecture with visuals
Discussion with others
USE THE LEARNING PYRAMID – MAKE A COPY OF IT AND PLACE IT IN YOUR LESSON PLAN FOLDER– the more connections you make or various strategies used – the better chance that you will have in making the information will stick.
Explore the pyramid with them
AND DON’T FORGET THE FUN FACTOR!
Teaching/Learning Strategies:
-Cooperative Learning
-Critical Thinking Questions
-Demonstration
-Discussion
-Guided Practice
-Hands on Activity
-Interactive Lecture
-Note Taking
-Problem Solving
-Simulation
-Project/Presentation
Having a personal experience – Making connections (hands on)
Teaching someone else
Use art, drama, music, movement – Integrated curriculum with content

11. Can we help students learn hard information
if we make it fun for them to do?
My question to you is….”Can we…..

12. Look at Your Lesson:
Using the Learning Pyramid, ask yourself the following questions about your last lesson…
How many strategies were you able to use?
Were you able to connect various strategies to achieve maximum results?
Did your lesson include any of the bottom strategies in the pyramid where you get the most “bang for your buck”?