Thats Me

1
Thats Me!
This is an energizing, engaging routine for
gathering and sharing information. Facilitator
makes I statements. If the statement is true
for them, participants stand up and say, Thats
Me! Participants then look around to see who
else in the group has the same thing in common
with them.
2
Pair Share Write

• NB, p. 180
• Turn to a partner and revisit the instructional
  routines we have used thus far.
• As you think about using these instructional
  strategies in your classroom, what might be some
  purposes and applications?
• Turn to page 228 to record them.

3
Partner Share

• To select a partner, make eye contact with
  someone across the room.
• Share your answers from first thoughts.
• Look at your list and the knowledge bases.
• How do the items on your list align with one or
  more of these knowledge bases?

4
Give One, Get One, Move On

• Handout
• Think about what you do to get and
• maintain students attention.
• Cover your grid with post-its.
• Fill three of the post-its with ideas for getting
  student attention that you use .
• Then get up and mingle among peers.
• Each time you interact with a different person,
  Give One verbally give one of your ideas and
  verbally Get One write one of their ideas and
  then Move On add these to your list.
• When you have completed all nine boxes, return to
  your table and share.

5
Synectics

• NB, p. 170
• Select an artifact to represent your
• personal learning goals for this session.
• Stem This _____ represents my personal learning
  goals for today because ______.

6
Quick Write

• What are the implications of all
• of this for the work that you
• do and the students you teach?

7
Icebreaker Business Card

• Brief Bio Name Future Event
• School
• Grade You Teach
• Years of Experience Want to Learn

8
Carousel Brainstorm

• NB, p. 135
• Directions
• Count off by 8s.
• Start at the chart that has your number.
• Record your ideas. Share the marker.
• Listen for signal and rotate clockwise.

9
Modified Carousel Activator

• Table groups
• Check the bottom of the pencil box.
• Proceed to the matching color chart.
• Switch sides of the room at signal.

• What did you notice
• Patterns?
• Trends?
• Commonalities?

10
Walking Tour

• Count off 1-6.
• Gather at the chart that matches your number.
• Read, discuss, and write.
• Capture the Essence of the Chart.
• Move at the signal.

11
3 2 1Summarizer
3 concepts I learned/re-learned 2 connections I
made with previous knowledge 1 question that
surfaced for me
12
Inside/Outside Circle
NB, p. 176

• Form a whole group circle.
• Letter off A,B,A,B.
• As and Bs face each other.
• Share a thought from your index card.
• Move as directed.
• Repeat the process.

13
Card Sort
NB, p. 170

• In Table Groups, use the Criteria For Mastery
  Objectives to
• Sort objective cards into Yes, Not Sure, or No
  piles.
• Choose one objective from your No pile
• write it on the top half of your transparency.
• On the bottom half, rewrite the objective to
• meet all of the criteria of a mastery objective.

14
Card Sort

• NB, p. 170
• Review Skillful Teacher Days 1-4 and use sort
  cards to demonstrate the organization of course
  information.
• How can we make sense of the course so far?
• Criteria for Success
• As we refer to the 3 strands of the Skillful
  Teacher course, the text and notebook, we will
• Sort the cards into the 3 course strands.
• Build an exhibit that visually represents our
  understanding of course concepts and their
  relationships to one another.
• Make connections and articulate two things that
  have become clearer as a result of this process.

15
\
Community Builder Brain Share

• Table Groups
• Someone from the table take the brain card
  located on your table.
• The person with the brain card shares their
  thoughts/connections from the Quick Write. The
  brain card is passed to the person on the
  right. (2 minutes max share time per person)
• Group chooses to share one thought or connection
  from the table group to share with the whole
  group.

16
Flip Book (Foldable)

• Match Brain Picture to registration marks on
  Lesson Planning.
• Holding sheets as they are (offset), flip them
  over.
• Fold Lesson Planning to stagger on top of
  Standards and Expectations.
• You should have 4 sections to your book.

17
Round Table Brainstorm

• NB, p. 134
• Process
• Newsprint on table
• One pencil/pen
• Say it
• Write it
• Pass it on
• Brainstorm Topic
• What are the many different reasons you ask
  questions in the classroom?

18
10-2 Reflection
NB, p. 168

• Table Groups
• Look back at your brainstorm list
• What are some examples of reasons for questions
  on that list that might match the two purposes
• Questions to assess learning.
• Questions for management.

19
Three Corners

• Pack and Stack
• Convene with colleagues according to your grade
  level or grade level with which you work.
• K-2
• 3-5
• 6-12
• Pair up with someone within the group who
• Teaches a content area or grade you teach.
• You have not worked with previously.
• Find a space with your new partner.

20
Bell Work

• Please notice the chart at the front of the room.
• Provide the following information on a post-it
  note

• Yes, I have my
• student work
• Name
• Grade
• Content Level

• No, I do not have
• student work
• Name
• Grade
• Content Level

21
Word Splash

• NB, p. 143
• Word Splash

22
Learning Partners Squared
NB, p. 305

• Find your Collaboration Partner.
• Find another pair that you have not worked with
  before.
• Find a place to work.
• Share your commitment.

23
Learning Partners

• NB, p. 305, 307
• Sign up with a different partner for each topic
  or time slot
• Meet with that partner when the topic is called
  out

24
Calling Sticks

• Have popsicle sticks or photo cards of students
• Pull sticks/cards at random to call on students
  to respond

25
I Used to But Now I

• Use the stem, I used to _____ but now
• I .
• Write stem on post-it note
• Stand in circle and share out
• May not say, but now I dont.
• Variation First person reads their, I used
  to.. portion and second person reads their, but
  now I.. portion.

26
Paired Verbal Fluency

• NB, p. 169
• Pair up and number off 1 and 2
• 1 tells everything they know about the assigned
  topic for 45 seconds
• 2 listens carefully but says nothing
• Switch
• 2 talks for 45 seconds
• 1 listens carefully but says nothing
• Switch
• Repeat for three rounds, with shorter periods of
  time each round

27
Folded Line

• Participants form continuous line based on
  designated topic height, age, birthday, etc.
• Find center of the line (ex., 24 participants,
  divide between 12th and 13th persons)
• Create pairs by folding line (bringing person 13
  to pair up with person 1 and rest of line follows
  suit)