YES You Can! Strategies for engaging learners in content-area classes

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YES You Can! Strategies for
engaging learners in content-area classes

• Welcome
• Find a place to sit
• Open and start your computer
• Pick up one of the keys and download the Yes You
  Can! file onto your computer
• Introduce yourself to someone in the room you
  dont know
• Scan the room- what are some teaching strategies
  you thing are in use?

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YES You Can! Strategies for
engaging learners in content-area
classes

• Pamela Flood
• Syntiro
• February 2, 2011

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None of us is as smart as all of us!
David Roger Johnson
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Silence Starter

• Hand Up
• Finish Your Sentence
• Stop Talking, Stop Doing
• Eyes on the Facilitator
• Signal Teammates
• Signal Other Teams
• Actively Listen

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(No Transcript)
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Note Taking During this Session

• Open up your Yes You Can File
• In this file you have the teacher powerpoint
• Student Powerpoint
• All of the handouts
• 
  
• For this workshop please open you student
  powerpoint file.
• You will use this file to fill in the blanks a
  way to keep students connected allow for
  Opportunities to Respond

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Outcomes!

• Success for today will look, sound, and feel
  like
• Experiencing and ________ about engaging
  cooperative learning structures
• Understanding of ________ strategies to promote
  personal and share learning and responsibility
• New ways to utilize ________ learning strategies
  to promote deep learning in content dense subject
  areas
• Fun ________ and a new strategy to use tomorrow!

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Agenda

• Welcome
• Goals
• Working Teams
• Exploring Research
• Learning/ Meeting Styles and Needs
• Brain-Based Learning
• Cooperative Learning Strategies
• Research into Practice
• Strategies to engage Learners in Content-dense
  material
• Closing

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Goals (more Specifically tied to Lesson)

• Personal Connections to _ Styles of Learning
• Exploring the __ Mind Brain Learning Principles
• ___ Conditions of Learning
• Learn how ________ structures can support the
  principles and conditions of learning.
• Deeper understanding of the ________ that support
  learning by attending to the emotional, physical
  needs, styles and preferences of learners.

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Mix-Freeze-Group

• Step 1 - Mix-move around room slowly, like cold
  water molecules (take at least 10 steps)
• Step 2 - Freeze - When the music stops stop
  where you are and listen for the question
• Step 3 - Group by the in the answer

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Mix-Freeze-Group

• Question How many feet does a biped have?
• Starting with the persons head that is closest
  to the ceiling -Introduce yourselves Then
• Share what is written on your strip of paper
  what is your level of understanding (fist to 5)
• When the music starts move again

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Mix-Freeze-Group

• Question How many syllables does anatomy have?
• Starting with the persons head that is closest
  to the ceiling -Introduce yourselves Then
• Share what is written on your strip of paper
  what is your level of understanding (fist to 5)
• When the music starts move again

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Mix-Freeze-Group

• This is your base team for the rest of this
  session.
• Collect your belongings and find a learning place
  for your team.
• Wait until all team members are present before
  you sit down.

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TEAM Structures

• A B
• C D
• As and Bs are Shoulder Partners
• Cs and Ds are Shoulder Partners
• As and Cs are face Partners
• Bs and Ds are face Partners

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Roles for Table Mates

• A B
• C D
• A Facilitator
• B Recorder
• C Time Keeper
• D Runner

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The Three major types of LearnersHow we take in
information

• Visual Learners -generally think in terms of
  ________ and prefer to see things ____ ____ in a
  handout, text or on the overhead. They find maps,
  graphs, charts, and other visual learning tools
  to be extremely effective. They remember things
  best by seeing something written.
• Auditory Learners - learn best by ________. They
  typically like to learn through lectures,
  ________ and reading aloud. They remember best
  through hearing or saying items aloud.
• Kinesthetic Learners - learn best through
  touching, feeling, and ________ that which they
  are trying to learn. They remember best by _____
  or ________ manipulating the information.
• Retrieved from http//712educators.about.com/od/le
  arningstyles/a/learning_styles.htm

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FouR Corners - learning Styles

• Sensing people pay close attention to data
  provided by their senses -- immediate experience,
  literal facts, and close realities.
• Action Is What
  Drives Them
• Intuitive people need to find associations and
  connections among things and are interested in
  theories and imagined possibilities.
• Meaning Is What
  Drives Them
• Thinking people prefer logic and orderly,
  analytic, and objective thinking.
• Structure Is What
  Drives Them
•  
• Feeling People prefer subjective thinking
  connected with human values and harmony.
• Caring Is What
  Drives Them
• 
  
• 
  http//psychology.about.com/od/educationalpsy
  chology/ss/jung-styles.htm
• 
  Carl Jung

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Directions 4 Corners

• Select one style that represents you
• Move to the poster with that styles name
• Identify a recorder, facilitator, time keeper,
  and reporter
• Round robin share responses to the 4 questions (2
  minutes per question)
• Recorder write responses Facilitator make sure
  everyone has a chance to share time keeper watch
  time, and reporter share findings with large
  group at end.

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There are also

• Introverts enjoy generating energy and ideas from
  internal sources, such as ________ personal
  reflection and theoretical exploration.
• Extroverts enjoy ________ others how to solve a
  problem, ________ /group work and problem-based
  learning.
• Perceivers prefer to keep their options open,
  they like ________, and the opportunity to
  ________ new information.
• Judgers prefer order and _______, which is why
  they tend to plan out activities and ________
  very carefully.
• For more information visit
• http//psychology.about.com/od/educationalpsycholo
  gy/ss/jung-styles.htm

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Developing Working Conditions

• One minute write on what you need to do your best
  work.
• Round Robin Share (members restate what they
  heard for clarification)
• As a team identify at least one working condition
  for your base team.
• Use thumps up/Thumbs Sideways/ Thumbs down for
  agreement.
• Write working condition(s) on a table tent.

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Mind Brain Learning Principles

• The brain is a ________ adaptive system.
• The brain is a ________ brain.
• The search for ________ is innate.
• The search for meaning occurs through ________.
• Emotions are ________ to patterning.
• Every brain ________ perceives and creates parts
  and wholes.
• Learning involves both focused ________ and
  peripheral attention.
• Learning always involves conscious and ________
  processes.
• We have at least two ways of ________ memory.
• Learning is ________
• Complex learning is ________ by challenge and
  inhibited by threat.
• Every brain is ________ organized.
  (Caine and Caine 1997)

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Placemat write

• (Runner Get Placemat)
• Put placemat in the center of the group
• Individually Review the 12 Mind/Brain Learning
  Principles
• Each member of your team select one principle
  (have each member select a different principle)
• On your placemat have each person write the
  principle at the top of his/her corner.
• Then take one minute and write down implications
  for teaching and instruction.
• Rotate the placemat to the right until your
  original writing comes back to you.
• Round Robin Share one Ah-Ha or idea for your
• principle (30 seconds each)

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Conditions of Learning Based on the 12
Mind/Brain Learning Principles

• Orchestrated immersionCreating learning
  environments that fully ________ students in an
  educational experience
• Relaxed alertnessTrying to ________ fear in
  learners, while maintaining a highly challenging
  environment
• Active processingAllowing the learner to
  consolidate and internalize information by
  ________ processing it
• 
  (Caine and Caine 1997)
• Retrieved from http//brainconnection.positscienc
  e.com/topics/?mainfa/brain-based3A1

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Think Time - Shoulder Pair - Write

• 1 minute - think about a time when you were
  actively engaged in learning, which conditions of
  learning were present, and write down 3 words to
  describe your experience.
• 3 minutes (each) - Pair up with your shoulder
  partner, share the conditions of learning that
  were present and your 3 words describe what they
  look, sound, and feel like in action.
• 1 Minute Quick Write -Identify one Ah- Ha for use
  in your class on . Record on your reflection log.
  

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Cone of Learning (Edgar Dale)
After 2 weeks we tend to remember
Nature of Involvement
Verbal Receiving Passive Visual
Receiving Receiving/ Participating Active Doin
g
10 of what we read 20 of what we hear 30 of
what we see
Reading
Hearing Words
Looking at Pictures
Watching a Movie
50 of what we hear see
Looking at an Exhibit
Watching a Demonstration
Seeing it Done on Location
Participating in a Discussion
70 of what we say
Giving a Talk
Doing a Dramatic Presentation
90 of what we say do
Stimulating the Real Experience
Doing the Real Thing
Edgar Dale, Audio-Visual Methods in Teaching (3rd
Ed.) Holt, Reinhardt and Wilson (1969)
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scientists find Boredom makes the mind switch off
not just wander
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Research Into Practice

• This section will take us briefly into an AP
  Class
• The class is just beginning a new unit.
• I am using a few slides from Holes Anatomy to
  model how you can use slides from your series to
  create note taking tools.
• We will use some of the same structures we just
  experienced with a content twist.
• Lets Play!

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Anatomy and Physiology
________ study of structure
________ study of function
_______ is always related to ______
1-3
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Levels of Organization
1-5 Holes
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Guess This Organ

• Albert Einsteins weighed (2.71 lbs),
  significantly less then the human average.
• is about 2 of your total body weight but uses
  20 of your body's energy
• Generates more electrical impulses in one day
  than by all the telephones in the world.
• Acts as a control center by receiving,
  interpreting, and directing sensory information
  throughout the body.
• Has over100 billion neurons, the same number of
  stars in our galaxy.
• In an adult weighs approximately 3 lbs.
• The left side has 186 million more neurons than
  the right.
• Retrieved from http//www.brainhealthandpuzzles.co
  m/fun_facts_about_the_brain.html

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(No Transcript)
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Placemat Brainstorm

• 1. On Your Placemat write the words in red on the
  top of your section
• What do you know about the Brain? (A)
• What do you want to know? (B)
• What are some specific questions about the brain?
  (C)
• What would you like to be able to do to show what
  youve learned about the brain? (D)
• 2. Write responses for 30 seconds and rotate.
• 3. Report out (teacher can use to guide
  instruction)

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Brain in 3-D
http//www.pbs.org/wnet/brain/3d/

• In your Shoulder Pairs Review this website (5
  minutes)
• Create 2 Questions to ask you face partners (2
  minutes)
• Each face partner asks their first question (show
  the partner where to find the answer) (2
  minutes)
• Ask 2nd Question and repeat (2 minutes)
• If you cant access website use handout
• Handout retrieved from http//kidshealth.org/kid/
  htbw/brain.html

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Brain

• Functions
• interprets ________
• determines perception
• _____ memory
• reasoning
• makes ________
• coordinates ________ movements
• regulates ______ activities
• determines personality

• Major Parts
• cerebrum
• two cerebellar hemispheres
• diencephalon
• brain stem
• cerebellum

11-16 Holes
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Parts of the Brain

• Cerebrum
• Frontal
• Parietal
• Temporal
• Occipital
• Brainstem
• Cerebellum

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Diencephalon
http//en.wikipedia.org/wiki/Diencephalon
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Lets Look at the Cerebrum

• The cerebrum is divided into ___ sides the ____
  and the _____hemispheres.
• The cerebrum consists of four lobes _____ Lobe,
  _____ Lobe, _____ Lobe, and the _____ Lobe.
• The _____matter of the cerebrum is all located on
  the most peripheral edges of it, with the white
  matter underneath.
• The gray matter is called the ________ It
  contains ___ of all neurons in nervous system.

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Functions of Cerebrum

• interpretation
• initiating _____ movements
• ______memory
• ______ memory
• reasoning
• center for intelligence and ________

11-21
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Mix Freeze Rotate Around when music stops
pair up and complete diagram.
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Brainstorm Strategies to Use in your Content Area
(4 corners)

• Just Like Me!
• I teach Middle School (move together)
• I teach High School (move together)
• I teach Middle School (move together)
• I teach Math or Science (move together)
• I teach Language or Social Studies (move
  together)
• Break into role alike Groups
• On your Chart Brainstorm Ideas about what you
  can use in your classroomand write them down.

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What You Have Experienced Today!
Look What You Have Done!!. Look What You Have Done!!.
Music Reflection Template
Footprints Mix Freeze Groups
Charts on the Wall Team Structures
Parking Lot Team Roles
Theme Think /Shoulder Pair
Table Cloths Round Robin Share
Fist to Five Just Like Me!
Silent Starter Silent Reflection
Connector Placemat
Agenda and Outcomes Quick Write
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What You Have Experienced Today!
One Minute Think - One Minute Quick Write Learning Styles. Needs and Preferences We Have Addressed! One Minute Think - One Minute Quick Write Learning Styles. Needs and Preferences We Have Addressed!
Feeling Auditory
Intuitive Kinesthetic
Judging Sensing
Perceiving Intuitive
Extrovert Visual
Introvert Thinking
Brain-based Needs Emotional
Physical Safety
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CelebrationOne Word Whip

• Using one word share out what you are taking with
  you tonight.

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Thanks for attending This Session!

• Pamela Flood
• Syntiro