Let's Have a TEA Party Cheryl Dick DI 20

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Clip Art: toonaday.com Presented by: Cheryl Dick Teaching, Engaging and Assessment

Slide 2: 

Relationships Respect: You show respect first, BEFORE they give it to you. You cannot DEMAND respect, but you can earn it. Relationship: Show you care about them, first, BEFORE they’ll care about you. Hope: You must never, ever, give up on them; they’ll sense it and give up on you too. All Successful Engagement is based on these 3 Rules:

Common Household Items : 

Common Household Items Refrigerator 11. Television Toaster 12. Bed Can Opener 13. Couch Lamp 14. Diamonds Frying Pan 15. Maid Spatula 16. Washing Machine Laundry Soap 17. Dishwasher Toilet Paper 18. Pencil Vacuum 19. Microwave Radio 20. Chocolate

Slide 4: 

Sun I See Triangle Hot Stove Starfish Sticks 7-UP Snowman Line Hen Fence Eggs Black Cat Love 15 Minutes of Fame Drive Magazine Vote Remote 20/20 Vision Adapted from: Rich Allen (2008)

Memory Pathways : 

Memory Pathways MEMORY SEMANTIC PROCEDURAL EPISODIC EMOTIONAL Eric Jensen (2008)

Storytelling : 

Storytelling Stories provide a script for us to tie information to our memory. (Markowitz & Jensen, 1999) Storytelling is a wonderful way to access more than one memory lane. Putting semantic information into a story format allows a student to see not only the whole idea but the details as well since the brain processes both wholes and parts at the same time. (Caine & Caine, 1997) Marcia Tate (2003)

Slide 7: 

There once was a really cool foot doctor named Trop. He had 3.6 degrees from 1000 feet Universities. He was smart but usually felt under the weather until he fell in love with a girl named Strat. She was really hot, although she tended to zone out when he talked. After dating awhile Trop asked Strat if she wanted to “Mesoround.” Strat gave him the cold shoulder and told him to go turn up the thermostat if he needed to warm up; she was going dancing at the Sphere.

Mineral Hardness Scale : 

Allen, R. (2008) Mineral Hardness Scale Talc Gypsum Calcite Fluorite Opalite Feldspar Quartz Topaz Corundum Diamonds

Mineral Scale StoryWritten by: Greg Hopkins, Dana Meinders, Paula Seal at Robinson Elementary in Aurora, Missouri : 

Mineral Scale StoryWritten by: Greg Hopkins, Dana Meinders, Paula Seal at Robinson Elementary in Aurora, Missouri There once was a hillbilly named Min --- Earl Scale. Earl talced funny. He had a girlfriend who dressed like a gypsum. Every night they checked the cattle at the cal-cite. Then they would come sit on the flurite next to the dog, Opalite. Their favorite sport was to go out to the fields and spar (feldspar). The winner would get a Quartz of moonshine. Topaz the rest of the time, they corundumed up the mountain and back down again. After five trips up and down the mountain, they would die in mounds (diamonds).

The Weighty Word Book : 

The Weighty Word Book

Mnemonic Devices : 

Mnemonic Devices Mnemonics create links or associations between new information the brain is receiving and information already stored in long-term memory. (Wolfe, 2001) Mnemonics help activate the creation of stronger neuro-links in the hippocampus, which are essential to short- and long-term memory. (Jensen, 2001) Marcia Tate (2003)

ROY G BIV : 

ROY G BIV Repetition Oxygen Yearning for Meaning Glucose Bias Attention Intense Emotion Variety of Word Tools

Slide 14: 

Missouri Iowa Illinois Kentucky Tennessee Arkansas Oklahoma Kansas Nebraska

Movement : 

Movement Movement involves more of a student’s brain than does seatwork since movement accesses multiple memory systems. (Jensen, 2001) Having students stand up, walk, jump, and clap as they review, understand, or master material will strengthen their procedural memories. (Sprenger, 1999) Marcia Tate (2003)

Show-Don’t Tell : 

Show-Don’t Tell

What’s My Name? : 

Hollas, B. (2005) What’s My Name?

Vocabulary on the Move : 

Hollas, B. (2005) Vocabulary on the Move

Circle the Category : 

Hollas, B. (2005) Circle the Category

Snowball Fight : 

Hollas, B. (2005) Snowball Fight

Slide 21: 

Please do NOT write your name on your paper. Does McDonalds Serve Cheese Burgers?

Games : 

Games Play speeds up the brain’s maturation process since it involves the build-in processes of challenge, novelty, feedback, coherence and time. (Jensen, 2001) The effectiveness of a game is enhanced when students actually help to design or construct it. (Wolfe, 2001) Marcia Tate (2003)

Assessment : 

Assessment Pre-assessment: Determine students’ prior understanding and readiness for the content. Formative Assessment: Tracking students’ progress throughout the learning process as well as giving them the opportunity to track their own growth. Summative Assessment: Making sure they’ve reached the goals that have been set. Betty Hollas (2005)

Formative Assessment : 

Formative Assessment *That’s Me: *Snowball Fight with EPR: *Circle the Category Group Name: *Lion, Bobcat, Kitten: *Dirt Road, Paved Road, Highway, Interstate:

Slide 25: 

Pre-assess Instruction/ Formative Assessment Summative Assessment Data Analysis Remediation/ Enrichment The Teaching Wheel

Think About This . . . : 

Adapted from Marzano, R. Think About This . . . There are twenty problems on a test. The student misses four of them. What’s his/her score?

Scoring Guide : 

Scoring Guide 4 – In addition to the 3 score, student demonstrates in-depth understanding and applications that go beyond what was taught. 3 – No major errors or omissions regarding the information. 2 – No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes. 1 – With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 0 – Even with help, no understanding or skill demonstrated. Modified from: Marzano, R. (2006). Classroom and Assessment and Grading that Work. ASCD. Alexandria, VA

Slide 28: 

Resources Allen, R. (2008). Green Light Classrooms: Teaching Techniques that Accelerate Learning. Corwin Press Allen, R. (2002). Impact Teaching: Ideas and Strategies for Teachers to Maximize Student Learning. Boston, MA: Allyn & Bacon Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting. Peterborough, NH: Crystal Springs Books Jensen, E. (2006). Enriching the Brain: How to Maximize Every Learner’s Potential. San Francisco, CA: John Wiley & Sons Jensen, E. (2003) Tools for Engagement: Managing Emotional States for Learner Success. San Diego, CA: The Brain Store Jensen, E. (2000). Different Brains, Different Learners: How to Reach the Hard to Reach. San Diego, CA: The Brain Store Jensen, E. (1997). Brain Compatible Strategies. San Diego, CA: The Brain Store Marzano, R.J. (2003). What Works in Schools, Translating Research Into Action. Danvers, MA: ASCD Marzano, R.J. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. ASCD Tate, M. (2003). Worksheets Don’t Grow Dendrites: 20 Instructional Strategies That Engage the Brain. Corwin Press. Tomlinson, C. (1999). The Differentiated Classroom, Responding to the Needs of All Learners. Danvers, MA: Association for Supervision and Curriculum Development Clip Art: www.toonaday.com and/or www.pppst.com