Starters, Mini-Plenaries & Plenaries Toolkit Resources
|
|
- Sheena Bryan
- 6 years ago
- Views:
Transcription
1 Starters, Mini-Plenaries & Plenaries Toolkit Resources Please look at the following key for the slides opposite: Starters and Plenaries = S and P Starters = S Plenaries = P Mini-plenaries = MP
2 Question Catch The teacher throws a bean bag when asking questions. This makes questioning a kinaesthetic activity and can engage pupils who don t normally volunteer to answer. You can give the pupil the option of throwing the ball to someone else if they don t know the answer. It can also be played in teams. The teacher throws the bean bag to each team in turn. If the person who catches it can answer the question, they score 3 points for their team. If they can t, they throw it to another team to score 2 points, if they can t it is thrown again for 1 point.
3 Think, Pair, Share Pupils write down as many answers or ideas they can think of on their own (Think). They then pool their ideas with a partner (Pair), and finally the teacher opens up the discussion for contributions from the class as a whole (Share).
4 Heads Together This is an excellent way of promoting discussion and dialogue (strategy 2) in your classroom, and moving away from the Hands Up / Relying on 1 Person approach. 1. Put pupils into groups of 4 with each pupil numbered 1 to You then ask a question which the pupils discuss in their groups. Once they have been given sufficient thinking time, they write their answer on a mini-whiteboard and share with the class. You can use points to increase the sense of competition. You then repeat the process with increasingly difficult questions.
5 1. Divide into groups. Each group numbers its members from 1-4 or 1-5, depending on group size. 2. Teacher poses a question, think time is given, teacher then says 'Heads together.' 3. Pupils stand up and lean into the centre of the table to decide upon the answer verbally. 4. When they all know the answer they sit down. When all teams are sat down you can tell that the whole class is ready. 5. Spin your spinner to choose a number (or merely say any number from 1-4 or 1-5. The pupil from each team must pick up the whiteboard and pen on their table and write the answer and stand up. This must be done in silence. 6. Give a signal and each team shows you their answer at the same time. A team point can be awarded for each right answer. Classtools Fruitmachine random number picker
6 1. Divide into pairs. 2. Write three statements, one of which is false. 3. Give your 2 true and 1 false statement to another pair. 4. Second pair reads and discusses the statements, guessing which statement is false.
7 Students work together in groups of three: The SPEAKER explains the topic (or expresses their opinion on an issue) as directed by the teacher. The QUESTIONER listens carefully and asks for clarification or further detail. The NOTE-TAKER observes this process and provides feedback to both "speaker" and "questioner". (A "numbered heads" approach can be used to allocate roles - and these roles can be rotated (either now or subsequently).)
8 Information Gap Student 1 has half the information on a piece of paper. Student 2 has the other half on a piece of paper. Pairs come together to teach each other their half (without showing it on the paper) Pairs feed back to the class.
9 Question Envelopes Qu Write 2-3 questions (related to the learning objectives) on envelopes. Do multiple copies of each so that each student will have one to work on. Distribute, so that each student has one. Give 2 minutes per envelope: student records name and answer on a post-it note; students pass envelope on after 2 minutes until all 2-3 questions are answered by all. Collect in and read some responses (anonymously); class responds to accuracy of answer.
10 Diamond 9 Participants are given a list of issues and asked to discuss and agree which are the most important items. Each item is placed on a large, diamond-shaped grid. The most important item is usually placed in the top of the diamond and the least important at the bottom of the diamond. Items in each row are of equal importance. (Some groups prefer to put the most important card in the centre - either approach is fine, as it's the discussion surrounding the group's decisions that is important.) The diamond shape enables the group to encompass a range of priorities and perspectives.
11 Question Box The classroom could have a question box where students drop questions at the end of a lesson. These are then addressed at the start of the next lesson.
12 Students write Questions For example About what you would like to know on a new topic To ask the teacher or other students in order to assess their learning To demonstrate learning/misconceptions/areas you would like to further explore Lower ability students can be encouraged to ask "What" questions and higher ability to ask "What would happen if..." questions)
13 Wait Time Wait time allows students time to think and therefore to produce answers. Also, not everyone in the class thinks at the same speed or in the same way waiting allows students to build their thoughts and explore what has been asked. 2 types of wait time: Teacher speaks and then waits before taking student responses. Student response ends and then teacher waits before responding. This gives the student space to elaborate or continue or for another student to respond.
14 Traffic Lights Use traffic lights as a visual means of showing understanding. e.g. Students have red, amber and green cards which they show on their desks or in the air. (red = don t understand, green = totally get it etc.) Students self-assess using traffic lights. The teacher could then record these visually in their mark book. Peer assess presentations etc. with traffic lights
15 Articulate then Answer Give students the opportunity to articulate their thinking before answering 30 seconds silent thinking before any answers Brainstorm in pairs first for 2-3 minutes Write some thoughts down before answering Discuss with your neighbour first
16 Tell your neighbour Students tell their neighbour as a means of articulating their thoughts. Ask a question, give thinking time and then ask students to tell their neighbour their thoughts. Tell students what the new topic is and then ask them to tell their neighbour everything they know about it.
17 Thumbs Check class understanding of what you are teaching by asking them to show their thumbs. Thumbs up = I get it Thumbs half way = sort of Thumbs down = I don t get it
18 Idea Thoughts When you have received an answer to a question, open up the thinking behind it by asking what others think about the idea. e.g. What do others think about s idea?
19 Basketball Questioning Bounce answers around the room to build on understanding and have students develop stronger reasoning out of misconceptions. E.g. Jimmy, what do you think of Sandra s answer? Sandra, how could you develop Carl s answer to include more detail? Carl, how might you combine all we ve heard into a single answer?
20 Laminated Criteria Make laminated, studentfriendly assessment criteria cards.
21 A B C D Laminate a set of cards so every member of the class has four, with A,B,C and D written on them. Ask questions with four answers and pupils can show you their answer. Encourage them not to look at other people s response so as to copy.
22
23 Working with a partner, rank the following factors in terms of e.g. value,importance A B C D E F
24 Alphabet Line Line We need 5 volunteers for our starter / plenary! Using consecutive letters of the alphabet they need to come out to the front & take it in turns to shout out key words linked to our topic It's very easy - if we were doing the Middle Ages, you could start with A - Arrow B - Battle C - Conqueror
25 Topic: What do I know? (starter activity) What would I like to know? (starter activity) What have I learnt? (plenary)
26 Test True your or False: Knowledge: Test your knowledge of the lesson so far by deciding are whether following the following statements statements TRUE are true or FALSE? false
27 You have 30 seconds for each... Tell your partner one fact from your research. Turn to your new partner and tell him/her your old partner's fact. Discuss whether you think it's accurate. Write down any accurate information you think we need to know for this topic.
28 Ten Questions! Your teacher will select one student and put a post-it note with a keyword on their forehead - they have ten questions to ask the class to which they can only reply YES or NO!
29 Write down everything you know under the right heading: BOTH
30 Constantinople Starter: Your challenge today is to make as many small words from our key word today which is How did you do? Excellent: more Good: more Not Bad: more 10 words or 8 words or 6 words or
31 Mystery Object - Write down 5 questions about this object: DO NOT ASK: What is it? INSERT IMAGE HERE
32 Living Photographs A Create a freeze frame from one of these images: B C Place images here What is the "bigger picture"? What can't we see? Imagine you are the in Picture. What would you be thinking?
33 De Bono's Thinking Hats: 6 ways to look at this text/picture/research/ (delete not applicable) Red hat - Hunches What is my gut reaction? What do my instincts tell me? Write down what you think. Yellow hat - Positives What are the good points? What are the benefits? What do I like? Write down the positives. Green hat - Creativity What ideas do I have? What alternatives can I come up with? Write down things that are new and different. Use the blue hat for feedback after all other groups White hat - Facts What information do I have? What information do I need to get? Write down only what you know. Black hat - Negatives What are the bad points? What are the problems? What don t I like? Write down the negatives. Blue hat - Overview What have I discovered? What is still left to discover? How can I discover it? Have I worn all of the hats? Write down your overall view.
34 Arrange these words from to
35 Fill in the missing words, using the example as a guide: Wood Metal is to Car as...is to Furniture. is to as...is to. is to as...is to. is to as...is to. is to as...is to. Teacher to input subject-related analogies
36 Speed Dating! Sit with a partner - one of you must sit facing the whiteboard and the other facing the opposite way The first person has only 30 seconds to describe the key word(s) featured below before moving onto their next partner - your teacher will keep writing down the keyword to be explained Your keyword is:
37 Here's how it works: 1. Each group is given a worksheet. They read the question/topic and add facts on Post-its to answer this (in 2 minutes). 2. When the time's up, they pass the worksheet clockwise to the next group and start adding Post-its to their new sheet. 3. The task is completed when all groups have added notes to all sheets. A B D C
38 You have one minute to explain each of the following key words from today's lesson, without using the word itself: USE THIS SLIDE WHEN YOU ARE DOING THE PLENARY AS A WHOLE CLASS USE SCREEN SHADE OVER KEY WORDS NOT DONE YET
39 Just a Minute! Using the words in your envelopes, you have one minute to explain the key words from today's lesson, to the 2 other people in your group: One key word out of the envelope at a time Without using the word itself The first person to guess, is next to choose a key word and explain it to the others! USE THIS SLIDE WHEN YOU ARE DOING THE PLENARY IN GROUPS
40 Topic Tennis You have been grouped into 3s: 2 players and a scorer/scribe When I say the topic, 2 of you take it in turns to say words related to that topic, until one of you can't go. The 3rd person notes down the words and decides the score. Score: 1 point every time the other person can't think of the next word OR use Tennis scoring (15 - love, deuce, etc)
41 Sentence Finish Complete the following sentence: Today I learnt... When you come to the front you will be asked to say your sentence and your classmates will ask you questions to test your knowledge about what you have learnt. Some question stems for testing someone's knowledge Why... How do you know that... What evidence do you have for... What do you think... Do you agree that... Can you explain... What would you have to do in order to...
42 The Room is a Map! The class has been labelled with grid references from a map. Using the grid references provided, see if you can find a specific location in the room. door windows Indicate grid references here
43 Noughts and Crosses Rules Rules: 1. Team 1 (Noughts) chooses a number from the grid. 2. Teacher reads question related to that number. 3. Team 1 answer correctly: get nought in that square. Team 1 answer incorrectly: Team 2 (Crosses) gets chance to answer question and get a cross in that square.
44 Roving Reporter In your groups you will be recreating a TV news broadcast for... (eg water cycle, battle of Hastings, etc) Pupil 1: announces the day's main headlines (ie stage of cycle, event), providing a "dong" of a bell sound between each one Pupil 2: newsreader in the television studio; summarises the main news story Pupil 3: roving reporter; provides the details of the story while broadcasting from where the event is taking place Pupil 4: witness who is interviewed by the roving reporter
45 Ready...Steady...Teach! You will each be given a bag of "goodies" to help you teach your given topic. You have 5 minutes to plan the activity.
46 Each one of you must write down 5 questions related to what you have learnt today. Each question must start with a different question word: What Who When Where Why How What would happen if... Coach Pupil 1: you will have the questions with the answers on the back. Ask each one without giving clues. Only give clues when it is clear pupil 2 cannot give you a full answer. Player Pupil 2: you will answer the questions in full. If you cannot answer a question, you can ask for a clue.
47 Individuals: Write down 5 questions (one on each card, with the answer on the back) to ask your classmates. Swap your cards with another group Groups of 4: Leader reads questions given to your group Group members write answers on mini-whiteboards and hold thumb up to indicate they are ready Leader says "Showdown" and all reveal answers Discuss misconceptions in groups (if still no consensus, feed back to whole class
48 Heads Together Discuss the answer to your question quietly so your neighbours don't hear Your teacher will then select a number 1-4 Whoever matches that number will be called upon to answer A great way of ensuring discussion and differentiation takes place
49 Show Me! Here are some sentences with a selection of words to choose from. When I count to 3, hold up your mini-whiteboard with the right word for each sentence. We'll do each sentence one at a time Practice: The pupil what/who/which gets the most correct answers will win a prize. Let's go!
50 Which is the odd one out? A B C Why? Use this sentence in your answer: Both... and... are..., whereas... is...
51 What is the difference between A these two? B Insert images or key words here Why? Use this sentence in your answer:... is..., whereas... is...
52 Memory Game Here are the key words we have learnt today/ over the last few lessons. You have 2 minutes to memorise them. Insert keywords here You will then need to recall them from memory in a limited time in your groups/pairs. Prizes for the most right answers - correct word and correct spelling!
53 Memory Game Here is the sequence of events we have learnt today/ over the last few lesson You have 2 minutes to memorise the sequence. You will then need to recall them from memory in a limited time in your groups/pairs. Prizes for the group who gets the sequence right first!
54 Memory Game You have been divided into groups. When I say "Go!", one person from your group must come up to my table and try and memorise as much as they can of the map/diagram/chart/packaging/storyboard/painting/graph/sequence (delete not applicable) before going back to the group to record the information. Rules: 1. Only one person from each group out of their seats at any time. 2. You may not write down anything when you are at the table. 3. You may not shout information to your group when you are at the table. You will need to think about the following: What strategies are you using for remembering the diagram and the text? How are you organising yourselves to work effectively? What are you finding easiest or most difficult about the task?
55 Memory Sequence A good way to remember a sequence is through repetition. The cycle/sequence/series we will be memorising today is: Here's how it works: Pupil 1: Firstly... Pupil 2: Firstly... Then... Pupil 3: Firstly... Then... After that... Pupil 4 onwards : Start at beginning and add another point. Who can complete the cycle/sequence/series?
56 Classroom Object Models Each group is going to reproduce the cycle/system/map (delete not applicable)allocated to them, using objects in the box. Things to consider: What shape should the cycle have? What can we use to depict this shape? How will we represent the main points?
57 Adding Detailed Ideas In teams you are going to be extending sentences to show off your newfound knowledge. The team with the best sentence, ie accurate and detailed, wins the prize! Example Original Sentence: The Second World War started in Example Extended Sentence: The Second World War, which occurred between 1939 and 1945, started when the Germans invade Poland and Britain declared war on Germany
58 Guess the Question... Here are some answers to questions. What are the questions?
59 Topic Key Words Which of these words are related Word Bank Our Topic Place topic words here, with unrelated words in between as "red herrings" Key words will be dragged here
60 Attachments fruit_machine.htm
Creative Media Department Assessment Policy
Creative Media Department Assessment Policy Policy Aims To develop the outstanding use of assessment to support learning so that: - Teachers plan and teach lessons that enable pupils to learn exceptionally
More informationCurriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham
Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table
More informationIncreasing Student Engagement
Increasing Student Engagement Description of Student Engagement Student engagement is the continuous involvement of students in the learning. It is a cyclical process, planned and facilitated by the teacher,
More informationWiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company
WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...
More informationEvaluating Statements About Probability
CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Evaluating Statements About Probability Mathematics Assessment Resource Service University of Nottingham
More informationActivities for School
Activities for School Label the School Label the school in the target language and then do a hide-n-seek activity using the directions in the target language. Label the Classroom I label my room (these
More informationAirplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.
Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical
More informationCLASSROOM PROCEDURES FOR MRS.
CLASSROOM PROCEDURES FOR MRS. BURNSED S 7 TH GRADE SCIENCE CLASS PRIDE + RESPONSIBILTY + RESPECT = APRENDE Welcome to 7 th grade Important facts for Parents and Students about my classroom policies Classroom
More informationKindergarten - Unit One - Connecting Themes
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Kindergarten Social Studies Course. Kindergarten
More informationUnderstanding and Supporting Dyslexia Godstone Village School. January 2017
Understanding and Supporting Dyslexia Godstone Village School January 2017 By then end of the session I will: Have a greater understanding of Dyslexia and the ways in which children can be affected by
More informationCase study Norway case 1
Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher
More informationMathematics process categories
Mathematics process categories All of the UK curricula define multiple categories of mathematical proficiency that require students to be able to use and apply mathematics, beyond simple recall of facts
More informationSTRETCHING AND CHALLENGING LEARNERS
STRETCHING AND CHALLENGING LEARNERS Melissa Ling JANUARY 18, 2013 OAKLANDS COLLEGE Contents Introduction... 2 Action Research... 3 Literature Review... 5 Project Hypothesis... 10 Methodology... 11 Data
More informationThe Indices Investigations Teacher s Notes
The Indices Investigations Teacher s Notes These activities are for students to use independently of the teacher to practise and develop number and algebra properties.. Number Framework domain and stage:
More informationUnit 2. A whole-school approach to numeracy across the curriculum
Unit 2 A whole-school approach to numeracy across the curriculum 50 Numeracy across the curriculum Unit 2 Crown copyright 2001 Unit 2 A whole-school approach to numeracy across the curriculum Objectives
More informationTEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12
TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region 12 karterbury@esc12.net, 254-297-1115 Assessment Curriculum Instruction planwithifd.wikispaces.com
More informationPaper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes
Centre No. Candidate No. Paper Reference 1 3 8 0 1 F Paper Reference(s) 1380/1F Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier Monday 6 June 2011 Afternoon Time: 1 hour
More informationUsing Proportions to Solve Percentage Problems I
RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by
More informationShockwheat. Statistics 1, Activity 1
Statistics 1, Activity 1 Shockwheat Students require real experiences with situations involving data and with situations involving chance. They will best learn about these concepts on an intuitive or informal
More informationSpinners at the School Carnival (Unequal Sections)
Spinners at the School Carnival (Unequal Sections) Maryann E. Huey Drake University maryann.huey@drake.edu Published: February 2012 Overview of the Lesson Students are asked to predict the outcomes of
More informationRover Races Grades: 3-5 Prep Time: ~45 Minutes Lesson Time: ~105 minutes
Rover Races Grades: 3-5 Prep Time: ~45 Minutes Lesson Time: ~105 minutes WHAT STUDENTS DO: Establishing Communication Procedures Following Curiosity on Mars often means roving to places with interesting
More informationPART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS
PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to
More informationP a g e 1. Grade 4. Grant funded by: MS Exemplar Unit English Language Arts Grade 4 Edition 1
P a g e 1 Grade 4 Grant funded by: P a g e 2 Lesson 1: Understanding Themes Focus Standard(s): RL.4.2 Additional Standard(s): RL.4.1 Estimated Time: 1-2 days Resources and Materials: Handout 1.1: Details,
More informationUnit 1: Scientific Investigation-Asking Questions
Unit 1: Scientific Investigation-Asking Questions Standards: OKC 3 Process Standard 3: Experimental design - Understanding experimental designs requires that students recognize the components of a valid
More informationLab 1 - The Scientific Method
Lab 1 - The Scientific Method As Biologists we are interested in learning more about life. Through observations of the living world we often develop questions about various phenomena occurring around us.
More informationTeachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed.
Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Speaking Standard Language Aspect: Purpose and Context Benchmark S1.1 To exit this
More informationContents. Foreword... 5
Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with
More informationMOODLE 2.0 GLOSSARY TUTORIALS
BEGINNING TUTORIALS SECTION 1 TUTORIAL OVERVIEW MOODLE 2.0 GLOSSARY TUTORIALS The glossary activity module enables participants to create and maintain a list of definitions, like a dictionary, or to collect
More informationUNDERSTANDING DECISION-MAKING IN RUGBY By. Dave Hadfield Sport Psychologist & Coaching Consultant Wellington and Hurricanes Rugby.
UNDERSTANDING DECISION-MAKING IN RUGBY By Dave Hadfield Sport Psychologist & Coaching Consultant Wellington and Hurricanes Rugby. Dave Hadfield is one of New Zealand s best known and most experienced sports
More informationLEGO MINDSTORMS Education EV3 Coding Activities
LEGO MINDSTORMS Education EV3 Coding Activities s t e e h s k r o W t n e d Stu LEGOeducation.com/MINDSTORMS Contents ACTIVITY 1 Performing a Three Point Turn 3-6 ACTIVITY 2 Written Instructions for a
More informationKindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney
Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore
More informationGrade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand
Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student
More informationConsequences of Your Good Behavior Free & Frequent Praise
Statement of Purpose The aim of this classroom is to be a comfortable, respectful and friendly atmosphere in which we can learn about social studies. It is okay if you make mistakes because it is often
More informationA Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher
GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become
More informationLesson Plan. Preliminary Planning
Lesson Plan Date: 01.20.15 Subject: Social Studies Grade Level: 7th Time Needed: 20 Mins. Preliminary Planning Topic/Central Focus: Examining the history and significance of the Day of the Dead Mexican
More informationStacks Teacher notes. Activity description. Suitability. Time. AMP resources. Equipment. Key mathematical language. Key processes
Stacks Teacher notes Activity description (Interactive not shown on this sheet.) Pupils start by exploring the patterns generated by moving counters between two stacks according to a fixed rule, doubling
More informationName of Lesson: SCAMPER
Name of Lesson: SCAMPER Topic: Divergent Thinking Lesson 1 Gifted Standard and element(s): G4 - Divergent Thinking Students will think creatively to generate innovative ideas, products, or solutions to
More informationCLASS EXPECTATIONS Respect yourself, the teacher & others 2. Put forth your best effort at all times Be prepared for class each day
CLASS EXPECTATIONS 1. Respect yourself, the teacher & others Show respect for the teacher, yourself and others at all times. Respect others property. Avoid touching or writing on anything that does not
More informationFaculty Meetings. From Dissemination. To Engagement. Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY
Faculty Meetings From Dissemination To Engagement Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY Presentation Overview Traditionally, faculty meetings have been forums
More informationSimilar Triangles. Developed by: M. Fahy, J. O Keeffe, J. Cooper
Similar Triangles Developed by: M. Fahy, J. O Keeffe, J. Cooper For the lesson on 1/3/2016 At Chanel College, Coolock Teacher: M. Fahy Lesson plan developed by: M. Fahy, J. O Keeffe, J. Cooper. 1. Title
More informationIf we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes?
String, Tiles and Cubes: A Hands-On Approach to Understanding Perimeter, Area, and Volume Teaching Notes Teacher-led discussion: 1. Pre-Assessment: Show students the equipment that you have to measure
More informationIntroduction to Communication Essentials
Communication Essentials a Modular Workshop Introduction to Communication Essentials Welcome to Communication Essentials a Modular Workshop! The purpose of this resource is to provide facilitators with
More informationUsing Blackboard.com Software to Reach Beyond the Classroom: Intermediate
Using Blackboard.com Software to Reach Beyond the Classroom: Intermediate NESA Conference 2007 Presenter: Barbara Dent Educational Technology Training Specialist Thomas Jefferson High School for Science
More informationLeft, Left, Left, Right, Left
Lesson.1 Skills Practice Name Date Left, Left, Left, Right, Left Compound Probability for Data Displayed in Two-Way Tables Vocabulary Write the term that best completes each statement. 1. A two-way table
More informationSTUDENT MOODLE ORIENTATION
BAKER UNIVERSITY SCHOOL OF PROFESSIONAL AND GRADUATE STUDIES STUDENT MOODLE ORIENTATION TABLE OF CONTENTS Introduction to Moodle... 2 Online Aptitude Assessment... 2 Moodle Icons... 6 Logging In... 8 Page
More informationManual for teacher trainers
Inclusive Education: Manual for teacher trainers Prepared for: Prepared by: Ingrid Lewis, Ian Kaplan, Duncan Little EENET CIC October 2011 Published with the support of: République et Canton de Genève
More informationStorytelling Made Simple
Storytelling Made Simple Storybird is a Web tool that allows adults and children to create stories online (independently or collaboratively) then share them with the world or select individuals. Teacher
More informationWhy Misquitoes Buzz in People s Ears (Part 1 of 3)
Name: Melissa DiVincenzo Date: 10/25/01 Content Area: Reading/Writing Unit Topic: Folktales Today s Lesson: Summarizing Grade Level: 2 nd Why Misquitoes Buzz in People s Ears (Part 1 of 3) Duration: 1
More informationPEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE
PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE DR. BEV FREEDMAN B. Freedman OISE/Norway 2015 LEARNING LEADERS ARE Discuss and share.. THE PURPOSEFUL OF CLASSROOM/SCHOOL OBSERVATIONS IS TO OBSERVE
More informationFormative Assessment in Mathematics. Part 3: The Learner s Role
Formative Assessment in Mathematics Part 3: The Learner s Role Dylan Wiliam Equals: Mathematics and Special Educational Needs 6(1) 19-22; Spring 2000 Introduction This is the last of three articles reviewing
More informationIN THIS UNIT YOU LEARN HOW TO: SPEAKING 1 Work in pairs. Discuss the questions. 2 Work with a new partner. Discuss the questions.
6 1 IN THIS UNIT YOU LEARN HOW TO: ask and answer common questions about jobs talk about what you re doing at work at the moment talk about arrangements and appointments recognise and use collocations
More informationPREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL
1 PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL IMPORTANCE OF THE SPEAKER LISTENER TECHNIQUE The Speaker Listener Technique (SLT) is a structured communication strategy that promotes clarity, understanding,
More informationAlberta Police Cognitive Ability Test (APCAT) General Information
Alberta Police Cognitive Ability Test (APCAT) General Information 1. What does the APCAT measure? The APCAT test measures one s potential to successfully complete police recruit training and to perform
More informationInterpreting ACER Test Results
Interpreting ACER Test Results This document briefly explains the different reports provided by the online ACER Progressive Achievement Tests (PAT). More detailed information can be found in the relevant
More informationMathematics Success Grade 7
T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,
More informationHoly Family Catholic Primary School SPELLING POLICY
Holy Family Catholic Primary School SPELLING POLICY 1. The aim of the spelling policy at Holy Family Catholic Primary School is to ensure that the children are encouraged to develop spelling accuracy in
More informationOperations and Algebraic Thinking Number and Operations in Base Ten
Operations and Algebraic Thinking Number and Operations in Base Ten Teaching Tips: First Grade Using Best Instructional Practices with Educational Media to Enhance Learning pbskids.org/lab Boston University
More informationSCISA HIGH SCHOOL REGIONAL ACADEMIC QUIZ BOWL
SCISA 2017-2018 HIGH SCHOOL REGIONAL ACADEMIC QUIZ BOWL Event: October 10, 2017 $80.00 team entry fee Deadline: September 1 st Regional winners advance to the State Competition on Tuesday, October 24,
More informationRESPONSE TO LITERATURE
RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature
More informationUse the Syllabus to tick off the things you know, and highlight the areas you are less clear on. Use BBC Bitesize Lessons, revision activities and
Use the Syllabus to tick off the things you know, and highlight the areas you are less clear on. Use BBC Bitesize Lessons, revision activities and tests to do. Use the websites recommended by your subject
More informationMission Statement Workshop 2010
Mission Statement Workshop 2010 Goals: 1. Create a group mission statement to guide the work and allocations of the Teen Foundation for the year. 2. Explore funding topics and areas of interest through
More informationTitle: George and Sam Save for a Present By: Lesson Study Group 2
Research Aim: Title: George and Sam Save for a Present By: Lesson Study Group 2 Team Members: Jan Arslan, Lindsay Blanchard, Juneanne Demek, Hilary Harrison, Susan Greenwood Research Lesson Date: Tuesday,
More informationUsing SAM Central With iread
Using SAM Central With iread January 1, 2016 For use with iread version 1.2 or later, SAM Central, and Student Achievement Manager version 2.4 or later PDF0868 (PDF) Houghton Mifflin Harcourt Publishing
More informationThe EDI contains five core domains which are described in Table 1. These domains are further divided into sub-domains.
Description of the EDI The EDI Community Profile uses the Early Development Instrument (EDI) developed by Dan Offord Magdalena Janus at the Offord Centre for Child Studies at McMaster University in Canada.
More informationThe Evolution of Random Phenomena
The Evolution of Random Phenomena A Look at Markov Chains Glen Wang glenw@uchicago.edu Splash! Chicago: Winter Cascade 2012 Lecture 1: What is Randomness? What is randomness? Can you think of some examples
More informationCharacteristics of the Text Genre Informational Text Text Structure
LESSON 4 TEACHER S GUIDE by Taiyo Kobayashi Fountas-Pinnell Level C Informational Text Selection Summary The narrator presents key locations in his town and why each is important to the community: a store,
More informationEMPOWER Self-Service Portal Student User Manual
EMPOWER Self-Service Portal Student User Manual by Hasanna Tyus 1 Registrar 1 Adapted from the OASIS Student User Manual, July 2013, Benedictine College. 1 Table of Contents 1. Introduction... 3 2. Accessing
More informationAre You a Left- or Right-Brain Thinker?
Are You a Left- or Right-Brain Thinker? Take this quiz to learn how your mind influences your learning style and techniques for strengthening both hemispheres of your brain! 1B 2B 2A 1A 3B 4B 4A 3A 5B
More informationTASK 2: INSTRUCTION COMMENTARY
TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or
More informationStory Problems with. Missing Parts. s e s s i o n 1. 8 A. Story Problems with. More Story Problems with. Missing Parts
s e s s i o n 1. 8 A Math Focus Points Developing strategies for solving problems with unknown change/start Developing strategies for recording solutions to story problems Using numbers and standard notation
More informationInstructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT
Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT Defining Date Guiding Question: Why is it important for everyone to have a common understanding of data and how they are used? Importance
More informationMERRY CHRISTMAS Level: 5th year of Primary Education Grammar:
Level: 5 th year of Primary Education Grammar: Present Simple Tense. Sentence word order (Present Simple). Imperative forms. Functions: Expressing habits and routines. Describing customs and traditions.
More informationEvery curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field.
1. WE BELIEVE We believe a successful Teaching and Learning Policy enables all children to be effective learners; to have the confidence to take responsibility for their own learning; understand what it
More informationFEEDBACK & MARKING POLICY. Little Digmoor Primary School
FEEDBACK & MARKING POLICY Little Digmoor Primary School This policy complements the Teaching and Learning policy at Little Digmoor Primary School. It is a vital component in maximising the full learning
More informationAlgebra 2- Semester 2 Review
Name Block Date Algebra 2- Semester 2 Review Non-Calculator 5.4 1. Consider the function f x 1 x 2. a) Describe the transformation of the graph of y 1 x. b) Identify the asymptotes. c) What is the domain
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More informationThe Moodle and joule 2 Teacher Toolkit
The Moodle and joule 2 Teacher Toolkit Moodlerooms Learning Solutions The design and development of Moodle and joule continues to be guided by social constructionist pedagogy. This refers to the idea that
More informationDIBELS Next BENCHMARK ASSESSMENTS
DIBELS Next BENCHMARK ASSESSMENTS Click to edit Master title style Benchmark Screening Benchmark testing is the systematic process of screening all students on essential skills predictive of later reading
More informationCAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping
CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11
More informationTime, talent, treasure FRATERNITY VALUE: PHILANTHROPIC SERVICE TO OTHERS SUGGESTED FACILITATOR: VICE PRESIDENT OF PHILANTHROPY
Time, talent, treasure FRATERNITY VALUE: PHILANTHROPIC SERVICE TO OTHERS SUGGESTED FACILITATOR: VICE PRESIDENT OF PHILANTHROPY Goals: To educate members on the three types of philanthropic giving: time,
More informationBuild on students informal understanding of sharing and proportionality to develop initial fraction concepts.
Recommendation 1 Build on students informal understanding of sharing and proportionality to develop initial fraction concepts. Students come to kindergarten with a rudimentary understanding of basic fraction
More informationCandidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level.
The Test of Interactive English, C2 Level Qualification Structure The Test of Interactive English consists of two units: Unit Name English English Each Unit is assessed via a separate examination, set,
More informationEffective Instruction for Struggling Readers
Section II Effective Instruction for Struggling Readers Chapter 5 Components of Effective Instruction After conducting assessments, Ms. Lopez should be aware of her students needs in the following areas:
More informationConducting an interview
Basic Public Affairs Specialist Course Conducting an interview In the newswriting portion of this course, you learned basic interviewing skills. From that lesson, you learned an interview is an exchange
More informationSchool Year 2017/18. DDS MySped Application SPECIAL EDUCATION. Training Guide
SPECIAL EDUCATION School Year 2017/18 DDS MySped Application SPECIAL EDUCATION Training Guide Revision: July, 2017 Table of Contents DDS Student Application Key Concepts and Understanding... 3 Access to
More informationHow to Use Text Features Poster
How to Use Text Features Poster Congratulations on your purchase of this Really Good Stuff How to Use Text Features Poster, an excellent visual aide for students learning to identify and use informational
More informationDyslexia and Dyscalculia Screeners Digital. Guidance and Information for Teachers
Dyslexia and Dyscalculia Screeners Digital Guidance and Information for Teachers Digital Tests from GL Assessment For fully comprehensive information about using digital tests from GL Assessment, please
More informationg to onsultant t Learners rkshop o W tional C ces.net I Appealin eren Nancy Mikhail esour Educa Diff Curriculum Resources CurriculumR
Curriculum Resources www.curriculumresources.net 714.406.3522 Follow Us for FREE resources, current educational topics, tips, and more! Appealing to Different Learners Workshop Nancy Mikhail Educational
More informationEnd-of-Module Assessment Task
Student Name Date 1 Date 2 Date 3 Topic E: Decompositions of 9 and 10 into Number Pairs Topic E Rubric Score: Time Elapsed: Topic F Topic G Topic H Materials: (S) Personal white board, number bond mat,
More informationActivity 2 Multiplying Fractions Math 33. Is it important to have common denominators when we multiply fraction? Why or why not?
Activity Multiplying Fractions Math Your Name: Partners Names:.. (.) Essential Question: Think about the question, but don t answer it. You will have an opportunity to answer this question at the end of
More informationSt. Martin s Marking and Feedback Policy
St. Martin s Marking and Feedback Policy The School s Approach to Marking and Feedback At St. Martin s School we believe that feedback, in both written and verbal form, is an integral part of the learning
More informationTHE ALTON SCHOOL GUIDE TO SPORT
THE ALTON SCHOOL GUIDE TO SPORT Index Page Number: 2 Welcome from the Director of Sport 3 The PE Department 4 Life skills learnt from sport 5 Lifelong participation in sport 6 Parent guidelines at sporting
More informationWhite Paper. The Art of Learning
The Art of Learning Based upon years of observation of adult learners in both our face-to-face classroom courses and using our Mentored Email 1 distance learning methodology, it is fascinating to see how
More informationHow to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102.
How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102. PHYS 102 (Spring 2015) Don t just study the material the day before the test know the material well
More informationWelcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading
Welcome to the Purdue OWL This page is brought to you by the OWL at Purdue (http://owl.english.purdue.edu/). When printing this page, you must include the entire legal notice at bottom. Where do I begin?
More informationInvestigate the program components
Investigate the program components ORIGO Stepping Stones is an award-winning core mathematics program developed by specialists for Australian primary schools. Stepping Stones provides every teacher with
More informationCOMMUNICATION & NETWORKING. How can I use the phone and to communicate effectively with adults?
1 COMMUNICATION & NETWORKING Phone and E-mail Etiquette The BIG Idea How can I use the phone and e-mail to communicate effectively with adults? AGENDA Approx. 45 minutes I. Warm Up (5 minutes) II. Phone
More informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
More informationC O U R S E. Tools for Group Thinking
C O U R S E Tools for Group Thinking 1 Brainstorming What? When? Where? Why? Brainstorming is a procedure that allows a variable number of people to express problem areas, ideas, solutions or needs. It
More informationWriter: Sean Sweet Project Supervisor: Nick Diliberto Video: Santos Productions Graphic Design: Creative Juice Graphic Design Editor: Tom Helm
EPIC FAIL LESSON 4 Writer: Sean Sweet Project Supervisor: Nick Diliberto Video: Santos Productions Graphic Design: Creative Juice Graphic Design Editor: Tom Helm 2012 Copyright PreteenMinistry.net 1 Epic
More information