1. State Affiliate Name Here Classroom Management Through Student Engagement February 14, 2013 Strategies for engaging and active lessons.

2. Chicago 2 Classroom Management Through Student Engagement Engaging lessons include: –Introduction –Instruction –Practice –Assessment TEACH PRACTICE ASSESS

3. Chicago Introduction How do you grab students’ attention? –Pecha Kucha (example) –Poems –Stories/anecdotes –Music

4. Chicago Pecha Kucha: An Engaging Lesson…

5. Chicago Pecha Kucha: An Engaging Lesson…

6. Chicago Pecha Kucha: An Engaging Lesson…

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9. Chicago Pecha Kucha: An Engaging Lesson… THINK – PAIR – SHARE Which images stuck out to you, and why do you think they were chosen? Why was this a powerful way to start a lesson? What “hooks” do you use to begin your lessons?

10. Chicago Instruction What techniques can you use to make your instruction more engaging? –Ideas for lecture-based lessons –Ideas for text-based lessons –Further ideas for creative strategies

11. Chicago Instruction: Lecture Ideas for “chunking-out” your lecture… because lectures are boring, and bored kids act out! –Think-pair-share (example) –Using a graphic organizer to categorize information (example) –Collective knowledge poll (example)

12. Chicago Instruction: Lecture What’s Your Style? “Sage on the Stage” OR “Facilitator in the Field?”

13. Chicago Instruction: Lecture Looks likeSounds like Sage on the Stage Facilitator in the Field

14. Chicago Instruction: Lecture Golden Rule of Teaching: Never tell people what they already know. Have them tell you.

15. Chicago Instruction: Lecture Collective knowledge poll: On Post-It notes, write your favorite strategies for: –Getting to know students –Dealing with misbehavior in the classroom –Addressing sensitive topics like sex –What to do when kids push your buttons Place your ideas on the flipchart paper, grouping it with other similar ideas. Present!

16. Chicago Instruction: Text – What is it?

17. Chicago Instruction: Text - Jigsaw the Multiple Intelligences Jigsaw: Great for large pieces of text Text has to be just at or a little below grade level understanding Groups take a section of the text, read to understand and then present to the class, teacher adds important information

18. Chicago Instruction: Text - Jigsaw the Multiple Intelligences

19. Chicago Instruction: Text - Jigsaw the Multiple Intelligences Within your team, read the definitions of your assigned category (analytic, introspective, interactive) As a group, discuss the types of activities that a student who fits into your category would need to be able to fully engage in your presentation Create a poster showing your ideas

20. Chicago Instruction: Text Other text-based ideas: Collaborate: Give each member of a group of three a role: reader, summarizer, checker (did the summarizer do a good job of summarizing?). Have them switch roles regularly. Post-It! Use those handy sticky notes to keep kids engaged in the text. Give them a stack of stickies to write down questions, thoughts, new vocabulary words, or answers to questions. They can then post their stickies to a poster hung somewhere in the room. Discuss the answers.

21. Chicago Assessment How do you know what your students learned? Independent, small group, whole class Remember the Multiple Intelligences (draw, write, sing, act out, dance, create an instruction manual, journal, one-on-one with the teacher) Post-its are your friend *Every* class ends with some sort of assessment

22. Chicago Quick Review Techniques/Activities We Used Today: Pecha Kucha Think Pair Share Graphic Organizer Collective Knowledge Poster Presentations Assessment Strategies

23. Chicago Assessment Now you try: Verbal – Name one thing that you will take back to your program from today. Written – Complete the “Ideas to Use” worksheet Long-term – Survey Monkey in 6 weeks