1. Teaching in the Block: Strategies for Engaging Active Learners 1 Gen Battisto, PIIC RMC Evelyn Wassel, Ed.D., Academic Coach

2. 2 When I die, I hope it’s during a lecture; the difference between life and death will be so small, that I won’t notice it! (Anonymous Student)

3. 3 Teaching in a block schedule is like eternity, and eternity is spent in one of two places. John Strebe

4. Presentation Goals  How to make an effective and engaging lesson in a block schedule  How to make the block schedule a heavenly place 4

5. 5  Read the article from a Wiggins blog and highlight the sections which describe situations you see in the classrooms in your school.  Go to a table with someone new. Introduce yourself and share your district and # of years experience.  Share your thoughts.

6. Essential Elements of a Block 1. Opener & REVIEW 2. Physical Movement 4. Mixture of Learning Modes: ● Listening: Lecture ● Writing & Creating: Journals, Quick Writes, Drawings ● Talking: Small Groups, Labs, Pair Share ● Reading: Articles, Text ● Action: Sports, Dramatizations 3. Activities: 20 minutes or less 5. Closure: exit slip, 12 word summary, 3-2-1, Partner Share

7. Whip Around An example of an element you commonly see. 1. Opener & REVIEW 2. Physical Movement 3. Activities: 20 minutes or less 4. Mixture of Learning Modes: ● Listening: Lecture ● Writing & Creating: Journals, Quick Writes, Drawings ● Talking: Small Groups, Labs, Pair Share ● Reading: Articles, Text ● Action: Sports, Dramatizations 5. Closure: exit slip, 12 word summary, 3-2-1

8. Three-Part Lesson-Design 1. Explanation (20-25 mins.) Objective Plan for the Day Connections to Previous Learning Homework Review Teach New Material 2. Application (40-45 mins.) 3. Synthesis (15-20 mins.) Assessment Re-teaching Establish Connections and Relevance Closure 8

9. Application Phase I. Cooperative Learning II. Laboratory III. Simulation IV. Models of Teaching A. Concept Development B. Inquiry C. Concept Attainment V. Learning Centers or Stations VI. Technology VII. Content Area Literacy Strategies 9

10. Designing Lessons for the Block Schedule With Active Learning Strategies n Homework Review (10-15 minutes) n Presentation (20-25 minutes) n Activity (30-35 minutes) n Guided Practice (10-15 minutes) n Re-teach (10-15 minutes) n Closure (5-10 minutes) 10

11. Homework Review (10-15 Minutes) n Inside-Outside Circles n Pairs-Check n Team Interview n Roundtable n Think-Pair-Share n Send a Problem 11

12. My Favorite No  https://www.youtube.com/watch?v=Rulmok_9HVs https://www.youtube.com/watch?v=Rulmok_9HVs  View the video and respond to the following  What did you see that contributes to a positive classroom climate?  How would you use this video to help a teacher focus on the factors which promote a positive classroom climate? 12

13. Presentation (20-25 Minutes) n Interactive Lecture n Inquiry n Direct Instruction n Demonstration n Inductive thinking n Directed Reading/thinking Activity n Concept Attainment n Memory Model 13

14. Activity (30-35 Minutes) n In the Hot Seat n Brain Writing n Carousel Brainstorming n Possible Sentences n Questions in a Jar n Silent Debate n Work with your group and develop a brief (2 minute) activity for a topic of your choice. n http://bit.ly/PIICblock http://bit.ly/PIICblock 14

15. Six Steps in the Interactive Lecture Model 15 Activating Prior Knowledge State the Objectives Present New Material Provide Guided Practice Review Previously Taught Material Provide Closure

16. Stimuli for Student Engagement n High Energy n Missing Information n Self n Mild Pressure n Mild Controversy and Competition 16

17. High Energy as Stimulus n Movement n Lesson Pacing (especially smooth transitions) n Teacher Enthusiasm and Intensity 17

18. Missing Information as Stimulus n Mysteries (Puzzles, riddles, etc.) n Inquiry Lessons n Text Rendering with Turn-and-Talk n Extract most important word or phrase 18

19. Self as Stimulus n Student Interests n Student Choices n Material Relevant to Current Existence 19

20. Mild Pressure as Stimulus n Appropriate level of pressure n Questioning techniques including “wait time” and individual response boards n Intellectual Challenge n Key: Pressure that is too intense or too long will cause stress that has a negative impact on learning and well-being. 20

21. Mild Controversy and Competition as Stimuli n Games/Contests n Seminars n Discussions n Debates n Key: Controversy must not be too “controversial.” Competition must not be too intense. Losing teams and/or individuals must not feel devalued. 21

22. Presentation  https://www.youtube.com/watch?v=iW0X sQ4X28s ​ https://www.youtube.com/watch?v=iW0X sQ4X28s  What would you suggest to this teacher in a weather unit? 22

23. Breaking Down a Typical Block

24. 1. How was the block well structured? 2. Find a place where the block could have been structured more effectively and explain it to your table mates. Breaking Down a Typical Block

25. As a team of professional educators: TURN 4 THOUGHT Discuss with your peers the implication of the modeled strategies and shared information to your role as a coach in improving the achievement of all students. Spotlight Moment

26. Revisiting Wiggins Blog Post  Which of the author’s “if I could go back” changes do you think are most valuable to your coaching?  What are some of your ideas you could add to this article? Remember it’s a blog you could post them.  Posted on October 10, 2014 on https://grantwiggins.wordpress.com https://grantwiggins.wordpress.com 26