1. Tickle Your Brain Ideas and Activities for Keeping Students Engaged

2. Find….

3. Never forget, you are working with a teenager. Brain of a Female Adolescent

4. Brain of a Male Adolescent

5. Marzano High Yield Instructional Strategies

6. High Yield Instructional Strategy Research ShowsExamples in ClassroomsPercenti le Gai ns Identifying similarities and differences Students should compare, classify, create metaphors, analogies and graphic representations T-charts, venn diagrams, classifying, cause and effect links, compare and contrast organizers, QARs, Frayer Model, etc. 45 Summarizing and note taking Students should learn to delete unnecessary information, substitute information, keep important information, write/rewrite, and analyze information Teacher models summarization techniques, identify key concepts, bullets, outlines, narrative organizers, journal summaries, reports, quick writes, column notes, graphic organizers, etc. 34 Marzano;s High-Yield Instructional Strategies In Classroom Strategies that Works: Research-based Strategies for Increasing Student Achievement, Robert Marzano (2001) and his colleagues identify nine high-yield instructional strategies through a meta-analysis of over 100 independent studies. They determined that these nine strategies have the greatest positive affect on student achievement for all students, in all subject areas, at all grade levels.

7. Reinforcing effort and providing recognition Teachers should reward based on standards of performance; use symbolic recognition rather than just tangible rewards Hold high expectations, display finished products, praise students’ efforts, encourage students to share ideas and express thoughts, honor individual learning styles, conference individually with students, authentic portfolios, stress-free environment, etc. 29 Homework and practiceTeachers should vary the amount of homework based on student grade level, keep parent involvement in homework to a minimum, state purpose and if assigned, should be debriefed. Homework should be practice what only what has already been taught. Retell, recite and review learning for the day at home, reflective journals, exit tickets. Parents should be informed of the goals and objectives. 28 Nonlinguistic Representations Students should create graphic representations, models, mental pictures, drawings, pictographs, and participate in kinesthetic activities in order to assimilate knowledge. Visual tools and manipulatives, problem-solution organizers, diagrams, concept maps, drawings, maps, etc. 27 Cooperative LearningTeachers should limit the use of ability groups, keep groups small, apply strategy consistently and systematically but not overuse. Integrate content and language through group engagement, reader’s theater, shared reading and writing, plays, science projects, group reports, choral reading, jigsaw, etc. 27

8. Setting objectives and providing feedback Teachers should create specific but flexible goals, allowing some student choice. Teacher feedback should be corrective, timely, and specific to a criterion. Articulating and displaying learning goals, KWL, contract learning goals, dialogue journals, etc. 23 Generating and testing hypothesis Students should generate, explain, test, and defend hypotheses using both inductive and deductive reasoning strategies through problem solving, history investigations, invention, experimental inquiry, and decision making. Thinking processes, investigate, explore, use of inductive and deductive reasoning, questioning the author, predictions, predict-o-grams, etc. 23 Questions, cues, and advance organizers Teachers should use cues and questions that focus on what is important (rather than unusual), use ample wait time before accepting responses, eliciting inference and analysis. Advanced organizers should focus on what is important and are more useful. Graphic organizers, provide guiding questions before each lesson, think alouds, inferencing, predicting, drawing conclusions, skimming, key vocabulary, anticipation guides, etc. 22

9. Thinking Maps

13. Circle Graph is to Percentages as Line Graph is to Change over time. Cup is to Quart as Quart is to Gallon

23. Frayer Model for Vocabulary Definition in your own words Examples Facts and Characteristics Non Examples

24. Quadrilateral Definition: Characteristics: Examples: Non Examples: A closed figure with four sides and four vertices four sides, four angles, sometimes parallel sides, sum of the angles = 360 Square, rectangle, rhombus, trapezoid, rectangle Pentagons, triangles Circles

25. Target Number

27. Kim buys apples for $2.19, milk for 3.89, bread for $2.10, and a chicken for $4.99. She has a twenty dollar bill. How much change will she receive? Twenty Dollars – $20.00 $2.19$3.89$2.10$4.99 ? Equation Boxes

28. North Carolina Thinking Skills Levels: Thinking Maps KnowingOrganizingApplyingAnalyzingGeneratingIntegratingEvaluating

29. CRISS Strategies

32. Student/ Teacher Interaction

33. Technology

34. Game Templates http://people.uncw.edu/ertzbergerj/ppt_gam es.html

35. Jigsaw Book