EPR EPR. Directions 1. Give clear, specific directions, and model first. 2. Always beam the task or question to all.

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1 EPR Directions 1. Give clear, specific directions, and model first. 2. Always beam the task or question to all. 3. Provide sufficient wait time. Signal the response i.e. Ready? Show me. EPR Directions 1. Give clear, specific directions, and model first. 2. Always beam the task or question to all. 3. Provide sufficient wait time. Signal the response i.e. Ready? Show me.

2 Ways to Implement This 1. Hand signals/choral Responses Thumbs up Sign language Human Graph Plickers 2. Manipulatives Cat/Dog or Coke/Fry Solo plates Agree/Disagree Educreations 3. Technology Plickers Kahoot Whiteboards Apps Nearpod 1. Always teach the procedure or routine for using manipulatives first. 2. Organize manipulatives so that they can be easily accessed by students (box on desks, pockets on shower curtain, folders, baggies, etc.) 3. Distribute prior to lesson Ways to Implement This 1. Hand signals/choral Responses Thumbs up Sign language Human Graph Plickers 2. Manipulatives Cat/Dog or Coke/Fry Solo plates Agree/Disagree Educreations 3. Technology Plickers Kahoot Whiteboards Apps Nearpod 1. Always teach the procedure or routine for using manipulatives first. 2. Organize manipulatives so that they can be easily accessed by students (box on desks, pockets on shower curtain, folders, baggies, etc.) 3. Distribute prior to lesson

3 Directions 1. Students make 2 circles, one inside the other. 2. Teacher poses a discussion question and directs the inside or outside circle to respond. Roles can reverse for the next question. 3. Teacher directs one circle to move (ex: 2 places to the left) A new partnership is now created and another discussion question is posed for the inside or outside circle to discuss. Repeat steps 2-3. Directions 1. Students make 2 circles, one inside the other. 2. Teacher poses a discussion question and directs the inside or outside circle to respond. Roles can reverse for the next question. 3. Teacher directs one circle to move (ex: 2 places to the left) A new partnership is now created and another discussion question is posed for the inside or outside circle to discuss. Repeat steps 2-3.

4 Ways to Implement This 1. To share writing topic ideas 2. How did you solve the problem 3. What s your opinion on Connections to a book or story Review material 1. Use hall or wet area 2. Go outside 3. Ways to Implement This 1. To share writing topic ideas 2. How did you solve the problem 3. What s your opinion on Connections to a book or story Review material 1. Use hall or wet area 2. Go outside 3.

5 Give One, Get One Steps for the Strategy 1. Give each student a copy of the Give One, Get One worksheet. 2. Present the students with a concept or question with multiple possible answers. 3. In their teams, students brainstorm possible answers without writing them down. When they agree that one of their brainstorms is a good one, they write it in the Give One column on their worksheets Repeat steps 3-4 until the Give One column is full. The team then stands. When all teams are standing, students raise their hands and find a new partner. After finding a new partner, each student gives one idea and gets one idea. They write the idea they got in the Get One column of their worksheet. The pairs separate, raise their hands, find a new partner and repeat steps 6- Students move to the outside of the room once their sheet is full, providing possible answers for students who haven t filled their Get One column. Students return to their tables and share their ideas from the Get One column. Give One, Get One Steps for the Strategy 1. Give each student a copy of the Give One, Get One worksheet. 2. Present the students with a concept or question with multiple possible answers. 3. In their teams, students brainstorm possible answers without writing them down. When they agree that one of their brainstorms is a good one, they write it in the Give One column on their worksheets Repeat steps 3-4 until the Give One column is full. The team then stands. When all teams are standing, students raise their hands and find a new partner. After finding a new partner, each student gives one idea and gets one idea. They write the idea they got in the Get One column of their worksheet. The pairs separate, raise their hands, find a new partner and repeat steps 6- Students move to the outside of the room once their sheet is full, providing possible answers for students who haven t filled their Get One column. Students return to their tables and share their ideas from the Get One column.

6 Ways to Implement This 1. Great way for students to collect key points to use for summarization. 2. Pre-Learning students would make a list of things they know about a topic and then share and collect ideas from classmates. 1. Present a question or topic, which will yield multiple answers (more than 20). 2. Model proper behavior for moving around the room. 3. Encourage proper thanks to partners after swapping ideas. Teach needed social skills - Offering help (for students who haven t filled their Get One columns), greeting someone, appropriate noise level, appropriate parting comments, etc. Ways to Implement This 1. Great way for students to collect key points to use for summarization. 2. Pre-Learning students would make a list of things they know about a topic and then share and collect ideas from classmates. 1. Present a question or topic, which will yield multiple answers (more than 20). 2. Model proper behavior for moving around the room. 3. Encourage proper thanks to partners after swapping ideas. Teach needed social skills - Offering help (for students who haven t filled their Get One columns), greeting someone, appropriate noise level, appropriate parting comments, etc.

7 Quiz-Quiz-Trade Directions 1. Students receive question cards. 2. Students pair up. 3. Quiz: Partner A quizzes. Partner B answers. Partner A praises or tutors. Quiz: Partners switch roles. Trade: Partners trade cards. Students find new pairs and repeatedly Quiz-Quiz-Trade with new partners. Quiz-Quiz-Trade Directions 1. Students receive question cards. 2. Students pair up. 3. Quiz: Partner A quizzes. Partner B answers. Partner A praises or tutors. Quiz: Partners switch roles. Trade: Partners trade cards. Students find new pairs and repeatedly Quiz-Quiz-Trade with new partners.

8 Ways to Implement This 1. Responding to Text 2. Math Facts 3. Spelling Words Social Studies/Science Concepts Study Guides 1. Precut cards 2. Distribute cards prior to lesson 3. Ways to Implement This 1. Responding to Text 2. Math Facts 3. Spelling Words Social Studies/Science Concepts Study Guides 1. Precut cards 2. Distribute cards prior to lesson 3.

9 Directions 1. Students number off 1-2. Teacher asks a question and either has all students write a response or think of their response. 3. Students share out their answer with the group. Students discuss and coach as needed until a common answer is found. Teacher calls a number 1-4; that student answers for the group. Repeat Directions 1. Students number off 1-2. Teacher asks a question and either has all students write a response or think of their response. 3. Students share out their answer with the group. Students discuss and coach as needed until a common answer is found. Teacher calls a number 1-4; that student answers for the group. Repeat

10 Ways to Implement This 1. Responding to Text 2. Colors/Letters/Shapes/Numbers 3. Science/Social Studies questions Daily Common Core Review 1. Have #s already on desks 2. Use colors instead of #s 3. Use deck of cards - ace-four to determine who shares out Ways to Implement This 1. Responding to Text 2. Colors/Letters/Shapes/Numbers 3. Science/Social Studies questions Daily Common Core Review 1. Have #s already on desks 2. Use colors instead of #s 3. Use deck of cards - ace-four to determine who shares out

11 Listen Right! Directions: 1. Teacher gives information in small chunks. Students, with pencils down, listen carefully for the key words, phrases, or ideas. 2. Teacher stops. Students write key points. 3. Students share with a partner and make corrections on their papers. Teacher announces key points. Students celebrate and make corrections. Students put pencils down and the process is repeated from Step 1. Listen Right! Directions: 1. Teacher gives information in small chunks. Students, with pencils down, listen carefully for the key words, phrases, or ideas. 2. Teacher stops. Students write key points. 3. Students share with a partner and make corrections on their papers. Teacher announces key points. Students celebrate and make corrections. Students put pencils down and the process is repeated from Step 1.

12 Ways to Implement This 1. Delivery of new info. 2. Study guide or review Teach the structure with familiar material. 2. Have preprogrammed paper according to the number of chunks. 3. Ways to Implement This 1. Delivery of new info. 2. Study guide or review Teach the structure with familiar material. 2. Have preprogrammed paper according to the number of chunks. 3.

13 Graffiti board Directions 1. Place a piece of construction/chart paper in middle of table group. 2. Teacher reads a story or content area material aloud to students. 3. Students each take a corner of the paper and they begin writing and/or drawing their thoughts about the book or topic being read in a graffiti fashion. The responses, ideas, comments, sketches, quotes, and connections do not have to be organized in any way they are brainstorms. At the conclusion of the reading, students each discuss their graffiti and share why they chose to write or draw what they did. Graffiti board Directions 1. Place a piece of construction/chart paper in middle of table group. 2. Teacher reads a story or content area material aloud to students. 3. Students each take a corner of the paper and they begin writing and/or drawing their thoughts about the book or topic being read in a graffiti fashion. The responses, ideas, comments, sketches, quotes, and connections do not have to be organized in any way they are brainstorms. At the conclusion of the reading, students each discuss their graffiti and share why they chose to write or draw what they did.

14 Ways to Implement This 1. Use with any read aloud 2. Listening Center 3. Science/Social Studies material 1. Allow 4 different colors of marker/crayon 2. Have paper and markers already at the Center area 3. Ways to Implement This 1. Use with any read aloud 2. Listening Center 3. Science/Social Studies material 1. Allow 4 different colors of marker/crayon 2. Have paper and markers already at the Center area 3.

15 Directions 1. Student One fans cards. 2. Student Two picks, reads, gives Think Time. 3. Student Three answers. Student Four praises and tutors or paraphrases. Students rotate roles. Directions 1. Student One fans cards. 2. Student Two picks, reads, gives Think Time. 3. Student Three answers. Student Four praises and tutors or paraphrases. Students rotate roles.

16 Ways to Implement This 1. Responding to Text 2. Spelling Word Practice 3. Sight Word Recognition Math Facts Study Guides 1. Precut strips 2. Distribute cards prior to lesson 3. Ways to Implement This 1. Responding To Text 2. Spelling Word Practice 3. Sight Word Recognition Math Facts Study Guides 1. Precut strips 2. Distribute cards prior to lesson 3.

17 Talking Chips Directions 1. Teacher provides topic or question. 2. One student places a chip in center, begins discussion. 3. Students use chips to continue discussion. Chips used up? Students collect chips, continue discussion. Talking Chips Directions 1. Teacher provides topic or question. 2. One student places a chip in center, begins discussion. 3. Students use chips to continue discussion. Chips used up? Students collect chips, continue discussion.

18 Ways to Implement This 1. Responding to Text 2. How did you solve the problem? 3. Review of New Learning Creating a Group Story Phonograms/ Word Families Math Facts 1. Use di-cut foam to control noise 2. Keep chips in a baggy or envelope 3. Distribute prior to lesson Ways to Implement This 1. Responding to Text 2. How did you solve the problem? 3. Review of New Learning Creating a Group Story Phonograms/ Word Families Math Facts 1. Use di-cut foam to control noise 2. Keep chips in a baggy or envelope 3. Distribute prior to lesson

19 Philosophical Chairs Philosophical Chairs is a technique to allow students to critically think and verbally advocate their beliefs in a safe and fun way. This technique also requires active listening skills by every student involved. Academic and social learning occurs when students use critical thinking to sort through differences in opinion which arise when presented with alternative perspectives, ideas or contradictions to what they have previously learned or believed. How to play: This can be done in any length of time, but probably no more than 20 minutes with a topic that students have not had time to prepare for. Or it could be the resulting exercise after a long unit of work. a. The instructor identifies a topic that has at least two sides and either writes it on the board or verbally reads the topic. b. OPTIONAL: The instructor may ask all students to first write down the prompt and then write down their argument before the round begins so that all students are engaged in the process. c. The room is divided into three sections: Pros, Cons, and Undecided. At this point students are given a chance to line up in either one of the sections. d. The round begins with one student from the PRO side verbally sharing the reason they have chosen their side while the rest of the class is actively listening. After that student has had a chance to speak their mind (no more than one minute), someone from the CON side shares their argument while the class is listening. e. The teacher/moderator may interject at any time to clarify inaccurate comments or falsehoods or to keep the activity moving. f. At any time, if a student is compelled to change sides (or leave the UNDECIDED section), they may do so, but they must share their reason for changing. g. Follow-Up activities: Have students write a reflection of the activity (exit slips?); Discuss the comments and arguments in class the next day. Philosophical Chairs Philosophical Chairs is a technique to allow students to critically think and verbally advocate their beliefs in a safe and fun way. This technique also requires active listening skills by every student involved. Academic and social learning occurs when students use critical thinking to sort through differences in opinion which arise when presented with alternative perspectives, ideas or contradictions to what they have previously learned or believed. How to play: This can be done in any length of time, but probably no more than 20 minutes with a topic that students have not had time to prepare for. Or it could be the resulting exercise after a long unit of work. a. The instructor identifies a topic that has at least two sides and either writes it on the board or verbally reads the topic. b. OPTIONAL: The instructor may ask all students to first write down the prompt and then write down their argument before the round begins so that all students are engaged in the process. c. The room is divided into three sections: Pros, Cons, and Undecided. At this point students are given a chance to line up in either one of the sections. d. The round begins with one student from the PRO side verbally sharing the reason they have chosen their side while the rest of the class is actively listening. After that student has had a chance to speak their mind (no more than one minute), someone from the CON side shares their argument while the class is listening. e. The teacher/moderator may interject at any time to clarify inaccurate comments or falsehoods or to keep the activity moving. f. At any time, if a student is compelled to change sides (or leave the UNDECIDED section), they may do so, but they must share their reason for changing. g. Follow-Up activities: Have students write a reflection of the activity (exit slips?); Discuss the comments and arguments in class the next day.

20 Ways to Implement This 1. Write the statement on the board. 2. Use talking tickets, tokens or chips if a handful of students tend to dominate discussion. 3. If the student who is speaking is looking at you, look at the students to whom they should be directing their comments. Use scaffolding techniques to prepare students for more advanced discussion topics. Be prepared to be comfortable with silent gaps. 1. One minute only in the hot seat 2. Repeat or rephrase what the last person said. 3. Wait three seconds before responding to be sure the last person is finished. You cannot talk until the discussion passes 4 times after you have spoken. MOVE. PC is about movement. Ways to Implement This 1. Write the statement on the board. 2. Use talking tickets, tokens or chips if a handful of students tend to dominate discussion. 3. If the student who is speaking is looking at you, look at the students to whom they should be directing their comments. Use scaffolding techniques to prepare students for more advanced discussion topics. Be prepared to be comfortable with silent gaps. 1. One minute only in the hot seat 2. Repeat or rephrase what the last person said. 3. Wait three seconds before responding to be sure the last person is finished. You cannot talk until the discussion passes 4 times after you have spoken. MOVE. PC is about movement.

21 Sorting Open Sort Students are given a group of picture or word cards. Students select their own categories as they sort the pictures or words. Closed Sort The teacher defines the categories and models the procedure before the students sort. Sorting Open Sort Students are given a group of picture or word cards. Students select their own categories as they sort the pictures or words. Closed Sort The teacher defines the categories and models the procedure before the students sort.

22 Ways to Implement This 1. vocabulary and word study 2. math even/odd, prime/composite, plane figures/solid figures 3. fact/fiction literary/informational 1. Premade cards 2. Distribute cards to individuals, partners, or teams prior to lesson 3. Ways to Implement This 1. vocabulary and word study 2. math even/odd, prime/composite, plane figures/solid figures 3. fact/fiction literary/informational 1. Premade cards 2. Distribute cards to individuals, partners, or teams prior to lesson 3.

23 Jigsaw Steps: Each team member becomes responsible for a specific piece of learning and then shares that piece with his/her teammates.. 1. Members of each expert group work together to master the material assigned. 2. Each member of the expert group double-checks all other group members to be sure that the material is understood and that common elements of the material will be presented to others in the class. 3. New groups called teaching groups form containing one member from each of the different expert groups in Step 1. Within the new teaching groups each member takes a turn instructing the other members on his/her piece of the material. An assessment is given. Jigsaw Steps: Each team member becomes responsible for a specific piece of learning and then shares that piece with his/her teammates.. 1. Members of each expert group work together to master the material assigned. 2. Each member of the expert group double-checks all other group members to be sure that the material is understood and that common elements of the material will be presented to others in the class. 3. New groups called teaching groups form containing one member from each of the different expert groups in Step 1. Within the new teaching groups each member takes a turn instructing the other members on his/her piece of the material. An assessment is given.

24 Ways to Implement This 1. article 2. concept review number students 2. or assign groups 3. Ways to Implement This 1. article 2. concept review number students 2. or assign groups 3.

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