Welcome to the Advanced Teaching and Learning Program!
Active Participation EPR Cooperative Learning Structures Every Pupil Response Manipulatives Discussion Dr. Ann Addison Jenna Kuder, IRT Christy Farr, IRT
Educator Standard #2: Educators know their subject matter and how to teach it. 2.8 Implements instructional practices which ACTIVELY ENGAGE students.
Educator Standard #2 Other standards Active Participation involves:
Why Active Participation? Confucius Says What I hear, I forget. What I see, I remember. What I do, I understand.
Setting the Stage for Active Learning
Routines: Use 10 Steps to Improve Muscle Memory From The Daily 5, Boushey & Moser 1. Identify what is to be taught. 2. Set a purpose and a sense of urgency. 3. Brainstorm desired behaviors on an T chart. 4. Teacher models most-desirable behaviors. 5. A student models least desirable behaviors, then models most-desirable behaviors. 6. Everyone practice and build stamina. 7. Teacher stays out of the way. 8. Quiet signal-come back to group. 9. Group check in- How did you do? 10. Repeat 1-9.
Listen Right Directions: Teacher gives information in small chunks. Students, with pencils down, listen carefully for the key words, phrases, or ideas. Teacher stops. Students write key points. 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!
What does the Brain Research Say? Students tend to remember BEST what comes FIRST, and second best, what comes LAST. Students have a 15% greater retention of new learning when standing. Students need sufficient feedback at least once every 30 minutes. The amount of time engaged in learning is the most potent predictor of literacy learning.
Listen Right
The Active Brain The brain works as a processor vs. a recorder The brain likes both internal and external processing The brain craves interaction Without the opportunity to discuss, ask questions, do, and perhaps even teach, real learning will not occur.
Listen Right
Cambourne s Conditions of Learning For optimal learning to take place these conditions must exist: Immersion Demonstration Engagement Expectations Responsibility Approximations Employment Response From The Reading Teacher November, 1995 Vol. 49, no. 3.
Engagement is the key It doesn t matter how much immersion is provided It doesn t matter how riveting, compelling, exciting or motivating demonstrations are If students are not engaged, no learning can occur.
Active Participation EPR Cooperative Learning Structures Every Pupil Response Manipulatives Discussion Dr. Ann Addison Jenna Kuder, IRT Christy Farr, IRT
Objective: We will hear ideas for using Every Pupil Response strategies with our students to keep engagement and participation high.
Poll Everywhere!
Sort Using the highlighters at your table, complete the sort of active participation strategies. Green Strategies I ve Used Yellow Strategies I know and would like to try Pink Strategy I don t know well and would like to learn
Every Pupil Response Covert Covert behaviors are those which go on inside the skin. Overt Overt behaviors are those which are directly observable.
Overt or Covert? Visualize what the pioneers might have experienced as they traveled Westward Take a minute and think to yourself about the best gift you ever received. Show me the # of brothers and sisters you have Raise your hand if you read 15 minutes last night Give me a thumbs up if you like pizza If you know the governor of KS, clap 3 times Calculate the following mentally Show me in sign language your lunch choice A or B. Summarize this idea to yourself.
Venn Diagram
EPR Every Pupil Response EPR is used in all content areas to engage learners, check for understanding and informally assess students. In order to ensure kids are actively engaged, it is always best to pair an overt task with a covert task.
Making It Work Signaling The Response Clear and specific directions, modeling, and time to practice Beam to all Wait time Signal
Hand/Body/ Choral Responses Stand up / Sit down Cross laterals/jumping jacks/toe touches Air Write It, Mouth It Hands- Thumbs up/down, sign language Human Graphs Choral Class, Class / Yes, Yes
Manipulatives White boards Cat/Dog Coke/Fry Cards Agree/Disagree Smile/Frown ABCD/1234/plickers www.plickers.com
Exit Slips for EPR
EPR Every Pupil Response Ways to Implement This Structure Management Ideas 1. Hand signals/choral Responses Thumbs up Sign language Human Graph Poll Everywhere 2. Manipulatives Cat/Dog or Coke/Fry Solo plates Agree/Disagree Plickers 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 4. 5. 6. 7. 8. 9. 10. Discuss other ways you can use this structure at your grade level and add them to your card!
Active Participation EPR Cooperative Learning Structures Every Pupil Response Manipulatives Discussion Dr. Ann Addison Jenna Kuder, IRT Christy Farr, IRT
Fan and Pick Directions 1. Student One fans cards. 2. Student Two picks, reads, gives Think Time. 3. Student Three answers. 4. Student Four praises and tutors or paraphrases. 5. Students rotate roles.
Ways to Implement This Structure 1. Response questions for Shared Reading text 2. Spelling Word Practice 3. Vocabulary Words and Definitions 4. Math Facts 5. Study Guides 6. 7. 8. 9. 10. Fan and Pick Management Ideas 1. Precut strips 2. Distribute cards prior to lesson 3. 4. 5. 6. 7. 8. 9. 10. Discuss other ways you can use this structure at your grade level and add them to your card!
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. 4. Chips used up? Students collect chips, continue discussion.
Ways to Implement This Structure Talking Chips 1. Literature Response questions 2. Problem Solving 3. Review of New Learning 4. Creating a Group Story 5. Phonograms/ Word Families 6. Math Facts 7. 8. 9. 10. Management Ideas 1.Use di-cut foam to control noise 2. Keep chips in a baggy or envelope 3. Distribute prior to lesson 4. 5. 6. 7. 8. 9. 10. Discuss other ways you can use this structure at your grade level and add them to your card!
Quiz Quiz Trade Directions 1. Students receive question cards. 2. Students pair up. 3. Quiz: Partner A quizzes. 4. Partner B answers. 5. Partner A praises or tutors. 6. Quiz: Partners switch roles. 7. Trade: Partners trade cards. 8. Students find new pairs and repeatedly Quiz-Quiz-Trade with new partners.
Ways to Implement This Structure 1. Questions related to Shared Reading text 2. Math Facts 3. Spelling Words 4. Vocabulary Words and Definitions 5. Study Guides 6. 7. 8. 9. 10. Quiz Quiz Trade Management Ideas 1. Precut cards 2. Distribute cards prior to lesson 3. 4. 5. 6. 7. 8. 9. 10. Discuss other ways you can use this structure at your grade level and add them to your card!
Active Participation EPR Cooperative Learning Structures Every Pupil Response Manipulatives Discussion Dr. Ann Addison Jenna Kuder, IRT Christy Farr, IRT
Inside Outside Circle Directions Students make 2 circles, one inside the other. Teacher poses a discussion question and directs the inside or outside circle to respond. Roles can reverse for the next question. 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.
Inside Outside Circle Ways to Implement This Structure 1. To share writing topic ideas 2. How did you solve the problem 3. What s your opinion on 4. Connections to a book or story 5. Review material 6. 7. 8. 9. Management Ideas 1. Use hall or wet area 2. Go outside 3. 4. 5. 6. 7. 8. 9. 10. Discuss other ways you can use this structure at your grade level and add them to your card!
Numbered Heads Directions 1. Students number off 1-4. 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. 4. Teacher calls a number 1-4; that student answers for the group. Repeat
Numbered Heads Ways to Implement This Structure 1. Questions related to Shared Reading text 2. Colors/Letters/Shapes/#s 3. Science/Social Studies?s 4. Daily Common Core Review grading 5. 6. 7. 8. 9. Management Ideas 1. Have #s already on desks 2. Use colors instead of #s 3. Use deck of cards ace-four to determine who shares out 4. 5. 6. 7. 8. 9. Discuss other ways you can use this structure at your grade level and add them to your card!
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. 4. At the conclusion of the reading, students each discuss their graffiti and share why they chose to write or draw what they did.
Ways to Implement This Structure 1. Use with any read aloud 2. Science/Social Studies material 3. Listening Center 4. 5. 6. 7. 8. 9. 10. Graffiti Board Management Ideas 1.Allow 4 different colors 2.Have paper and markers ready 3. 4. 5. 6. 7. 8. 9. 10. Discuss other ways you can use this structure at your grade level and add them to your card!