Brain Friendly Strategiesfor Collaborative Learning Ideas and Activities for Keeping Students Engaged Presented by Alycen Wilson, Lora Drum, Mia Johnson Curriculum Specialists Catawba County Schools NC TEP Standards Standard 1: Teachers demonstrate leadership - Teachers lead in their classrooms. Standard 2: Teachers establish a respectful environment for a diverse population of learners. - Teachers adapt their teaching for the benefits of

students with special needs. Standard 3- Teachers know the content their teach. Standard 4- Teachers facilitate learning for their students. Standard 5- Teachers reflect on their practice. People Hunt Find Someone who Collaborative Groups Team structure: 4 people Partners: shoulder buddies

face partners Greetings/ Closings Note-taking Foldable Layered Book - 3 sheets of paper - fold to form layered book - label each tab: top tab- Student Interaction 2nd tab- CRISS Strategies 3rd tab- Technology 4th- Marzano bottom tab- Thinking Maps Collaborative Learning

Student Interaction CRISS Strategies Technology Marzano Thinking Maps Marzano High Yield Instructional Strategies Marzano;s High-Yield Instructional Strategies In Classroom Strategies that Works: Research-based Strategies for Increasing Student Achievement, Robert Marzano (2001) and his colleagues identify nine high-yield instructional strategies through a meta-analysis of over 100 independent studies. They determined that

these nine strategies have the greatest positive affect on student achievement for all students, in all subject areas, at all grade levels . High Yield Instructional Strategy Research Shows Examples in Classrooms Percentil e Gains Identifying similarities and differences

Students should compare, classify, create metaphors, analogies and graphic representations T-charts, venn diagrams, classifying, cause and effect links, compare and contrast organizers, QARs, Frayer Model, etc. 45 Summarizing and

note taking Students should learn to delete unnecessary information, substitute information, keep important information, write/rewrite, and analyze information Teacher models summarization techniques, identify key concepts, bullets, outlines, narrative organizers, journal

summaries, reports, quick writes, column notes, graphic organizers, etc. 34 Reinforcing effort and providing recognition Teachers should reward based on standards of performance; use symbolic recognition rather than just tangible rewards

Hold high expectations, display finished products, praise students efforts, encourage students to share ideas and express thoughts, honor individual learning styles, conference individually with students, authentic portfolios, stress-free environment, etc. 29 Homework and practice

Teachers should vary the amount of homework based on student grade level, keep parent involvement in homework to a minimum, state purpose and if assigned, should be debriefed. Homework should be practice what only what has already been taught. Retell, recite and review learning for the day at home, reflective journals, exit tickets. Parents

should be informed of the goals and objectives. 28 Nonlinguistic Representations Students should create graphic representations, models, mental pictures, drawings, pictographs, and participate in kinesthetic activities in order to assimilate knowledge.

Visual tools and manipulatives, problemsolution organizers, diagrams, concept maps, drawings, maps, etc. 27 Cooperative Learning Teachers should limit the use of ability groups, keep groups small, apply strategy consistently and systematically but not overuse.

Integrate content and language through group engagement, readers theater, shared reading and writing, plays, science projects, group 27 Setting objectives and providing feedback Teachers should create specific but flexible goals,

allowing some student choice. Teacher feedback should be corrective, timely, and specific to a criterion. Articulating and displaying learning goals, KWL, contract learning goals, dialogue journals, etc. 23 Generating and testing

hypothesis Students should generate, explain, test, and defend hypotheses using both inductive and deductive reasoning strategies through problem solving, history investigations, invention, experimental inquiry, and decision making. Thinking processes, investigate, explore, use of inductive and

deductive reasoning, questioning the author, predictions, predict-ograms, etc. 23 Questions, cues, and advance organizers Teachers should use cues and questions that focus on what is important (rather than unusual), use ample wait time before accepting

responses, eliciting inference and analysis. Advanced organizers should focus on what is important and are more useful. Graphic organizers, provide guiding questions before each lesson, think alouds, inferencing, predicting, drawing conclusions, skimming, key vocabulary, anticipation guides, etc.

22 Brain Break: Are you ready? Brain of a Female Adolescent Never forget, you are working with a teenager. Brain of a Male Adolescent Thinking Maps

and a few other favorite graphic organizers Marzanos Classroom Instruction that Works discusses six common patterns for organizing information. These six patterns match may match more than one Thinking Map. Marzanos Pattern Definition and Funct ions Concept Patterns a concept is a word or phrase that covers classes or categories of specific persons, places, things, or ideas examples include democracy,

chair, president to define a concept, you need to look at examples, non-examples, and characteristics of the concept Descriptive Patterns a description is composed of facts about specific persons, places, things, or ideas description can be composed of noun phrases, adjectives, or adverbs Time Sequence Patterns

a time sequence is composed of events in the order of when they happened a time sequence can include descriptive information about the events a cause/effect pattern shows events, what caused them, and the results a process pattern can show cause/effect relationships or can simply be written in the order the process is completed Cause/Effect and

Process Patterns Related Thinking Maps Classroom Instruction That Works And Thinking Maps Brace Maps are used to represent part to whole

relationships Brace Map Brace Map 500 534 30 4 100 100 100

100 100 10 10 10 1 1 1 1 Brace Map skin apple

seeds core Bridge Maps Bridge maps are used to show relationships between ideas; especially helpful visual for explaining analogies Bridge Map Circle Graph Percentages Line Graph Change over time

Cup Quart Quart Gallon Circle Graph is to Percentage s as Line Graph is to Change over time.

Cup is to Quart as Quart is to Gallon Bridge Map Thinking Maps apple pumpkin fruit vegetable

J ohnny Appleseed Miss Rumphius Apples Instruction flowers Relating factors: Apple is to a fruit as pumpkin is to a vegetable Johnny Appleseed planted apple seeds as Miss Rumphius planted flower seeds Paper & Pencil

Writing Relating factor- are tools for relating factor: Long Vowels Bridge Map Reading the bridge map : A says its name in grave as E says its name in treat as I says its name in spider as Bubble Map Bubble maps are used for describing an object/topic, not to be confused with circle

map 6 +4 5 x 2 2+8 15- 5 10 7 +3 18- 8

9 +1 19- 9 Bubble Map red tart juicy yellow apple

green shiny sweet crunchy y Bubble Map Created with Kidspiration or Inspiration Double Bubble Map -is used for comparing and contrasting -helps students look closely and think deeply

about two items Circle Map The Circle Map is used to define a concept, word, or idea. It is a great map to use to: diagnose prior knowledge brainstorm before writing use as a lesson closure This can be words, numbers, pictures, symbols, etc. to represent the object, person, or ideas you are trying to understand or define. 3

6 4 8 X X X X 6 12 1 2

2 4 Circle Map core Core stem peel seeds red yellow green

grow on trees apples orchards apple pies j uice apple sauce Circle Map The students brainstorm what they know about butterflies. The boxes on the outside of the map is a frame of reference, where the children learned about the topic what

students knew at before beginning the unit knight lived in England writer Extension of circle map- use color to represent learning over time

soldier Sir Walter Raleigh went to South America involved with Roanoke What the students learned

during the unit Trapezoid Rectangle Two sets of parallel lines One set of parallel lines Two acute angles Two obtuse angles

Sum of the angles is 360 4 right angles Quadrilateral Two lines of symmetry Two diagonals One line of symmetry

Venn Diagram Pumpkins Apples red orange vegetable grows on vines round seeds stems

f ood Venn Diagram fruit grows on tree Flow Map +3 2 +4 5

+5 ? 9 14 Types of Quadrilaterals Square A rectangle with 4 congruent

sides and angles Rectangle Two sets of parallel lines and 4 right angles Trapezoid One set of parallel lines

Parallelogram Opposite sides parallel and congruent Rhombus Parallelogram with all side congruent Frayer Model for Vocabulary

Definition in your own words Examples characteristi cs (visualword drawing or symbol) Non Examples Characteristics:

Definition: (can be visuals) A closed figure with four sides and four vertices Examples: Quadrilater al Square, rectangle,

rhombus, trapezoid, rectangle Non Examples: Pentagons, triangles Circles Denition (in own words) Characteristics The ideas, beliefs, and ways of

doing things that a group of people who live in an area share. * Shared ideas * Shared beliefs * Shared practices culture Examples (from own life) * What my friends and I wear * Music we listen to Non-Examples

* Color of my hair * Color of my eyes * Nature * Weather .................. ........ Frayer Model variations Definition Sentence with word from text Definition Synonyms Characteristics

Original sentence with word Visual Antonyms Target Number Word form Twenty Five Tally marks 25 Rods and ones 20+5

10+10+5 15+10 12+12+1 5+5+5+5+5 12+13 14+11 16+9 17+8 18+7 19+6 21+4 22+3 23+2 ~ Part Whole Models ~ Several children went to a play. There were 23 boys and 41 girls. How many children went to the workshop?

Whole Part ? 23 Boys 41 Girls Kim buys apples for $2.19, milk for 3.89, bread for $2.10, and a chicken for $4.99. She has a twenty dollar bill. How much

change will she receive? $2.19 $3.89 $2.10 $4.99 ? Twenty Dollars $20.00 Equation Boxes

North Carolina Thinking Skills Levels: Thinking Maps Knowing Organizing Applying Analyzing Generating Integrating Evaluating Student Examples of TMs: http://www.thinkingmaps.com/ http://wiki.adams50.org/mediawiki/index.php/SBS:Thinki ng_Maps

http://fdlrs.brevard.k12.fl.us/ThinkingMaps/default.html http://www.tangischools.org/thinkingmaps/khstm.html Before you leave, heres a quiz: LUNCH EXIT LUNCH Brain Break! Enjoy lunch Be ready to start at ____ CRISS Strategies

CRISSStrategies ABC Brainstorming Used as a small group discussion strategy, for think-pair-share discussions, for review of background knowledge Anticipation Guide Anticipation guides are effective ways to activate prior knowledge about a topic. Students can work alone, or with a partner to brainstorm ideas using the letters of the alphabet.

The teachers provide 5-10 statements for the students to determine if they are true or false. These are discussed prior to the lesson and then again after the lesson. This strategy creates interest, helps to guide students in setting a purpose and encourages students to a higher level of thinking. Focused Free Write/Response This strategy is used to help students write to clarify & summarize their thoughts after reading a selection of text.

Graphic Organizers Graphic Organizers are effective visual representations of knowledge. They chunk information in a manner in which our brains works. Students are instructed to write about a topic for a certain amount of time (1-5 minutes). Students must not stop writing during the allotted amount of time and they must write in complete sentences. Mind Streaming Mind Streaming can be

utilized as a paired or group discussion strategy. Assign each student a partner. Tell them the topic that they will be discussing. Give them the time limit that you expect each partner to talk for. One minute per student works well. This may also be done in groups. Motivate Guide Thinking Develop Vocabulary Increase Recall Organize Information Assist Understanding Promote Active Learning

Activate Prior Knowledge Facilitate Pre reading, Post reading, Prewriting, Revising & Discussing CReating Independence through Studentowned Strategies One Sentence Summary Pattern Puzzles

This strategy is best utilized when the goal is to have students capture the main ideas from reading selections, lectures or videos. This must be modeled many times. This strategy is to assist students in understanding structure and patterns. It works well with content that requires sequencing of steps. (For example: scientific experiments, steps to solving a math problem, the directions of a recipe) This strategy helps students different iate between main ideas and details through the assignment of numbers. Power 1= Main Idea Power 2= Supporting Details for Power 1 Power 3 = Supporting details for Power 2

Students should mark down key words on their Sticky-notes Discussions Students to mark the place Sticky-note to help them remember why they marked that spot. This might be sections that they where they have a have a question about, a section that they found question as they are to be humorous, or a section that they found reading. interesting or with a vivid description. This strategy helps students to understand what Selective the authors want them to know. Also it helps to underlining/highlighting organize information from the reading. A person will remember more of what they have read if it's

organized. Selective underlining will help to organize information. Research shows that our brains retain The Twelve Minute more beginnings and endings. More information Study Strategy is retained from short sessions, than from lengthy ones. Information processed during a 12Minute Study session leads to a greater degree of retention. Students divide their papers in half and record Two Column Notes main ideas on the left and details on the right. Power Thinking/Power Notes

A few good links: Pasco, Florida Links for All Teachers Elgin High School Anticipation Guide 1. Read the statements about Motivating Students to Engage in Class Activities and check whether you agree or disagree on the column to the left side of your paper. 2. You are to read the article and then you will mark the agree/disagree column to the right side of your paper. Please make sure that for any false statements in the right column, you list the page and paragraph number to support your response.

Alphaboxes/ABC Brainstorming A B Butterflies Bite Bee C Chrysalis D Dissect E Exterminator

F Flowers fly G Grasshopper Gnat H Horsefly Head I Icky

J June bug K Katydid L Ladybug M Mosquito N Nectar O

Outside P pesticide Q Queen bee R roach S sting T Thorax

Tickl U underground V Venomous WX Wasp YZ Yellow Jacket Zap Ant

Antennae Four Corners 1. Number off from 1-4 2. Each number will be assigned a corner of the room to report to and be identified as that insect/bug group. 3. Your task at your assigned corner: using sticky notes, write down as many attributes as you can about your assigned insect/bug- make sure each idea is on a separate sticky note. 4. When time is called, move to the back/front of the room and bring your sticky notes along. www.online-stopwatch.com

Logic Lineups Return back to your assigned number and insect/ bug 2.Partner up with an insect from each of the other corners so that we have 1, 2, 3, 4 insects/bugs together. 3.Form a straight line and listen to the directions. 4.You will be rearranging yourselves based on the information given to you. 1. Brain Break: Are you ready?

What do you see? A man playing a saxophone or A portrait of a woman A Native American with headress Or An Inuit with a furry coat entering an igloo Student/Teacher Interaction

Student Engagement One Sentence Summarizing 1. 2. 3. 4. 5. (Marzano HYIS, CRISS) As a group, divide up article and read Lets Talk- Promoting Mathematical Discourse in the Classroom Everyone is to read and summarize the section that you have been assigned. Write a one sentence summary on a strip of paper. When everyone in the group has finished reading and has their 1 sentence summary complete, take turns sharing your 1 sentence

summary. Put your summary slip in the envelope. When all group members are finished sharing 1 sentence summaries, as a group you are to come up with 3 words that would reflect your entire groups summaries. Write these 3 words on the front of the envelope. www.online-stopwatch.com 6. On the signal, pass your envelope to another group. 7. Now your groups job is to read only the 3 words on the front of the envelope and write a one sentence summary using all 3 words. www.online-stopwatch.com 6. One person from each group will share the groups 1 sentence summary. What Shape Are You?

Student Engagement/Responses Ways for Students to Respond (Overt Responses/Mandatory Engagement) Student Interaction Ideas cheer cards: www.drjean.org Cooperative Grouping Mix- Pair-Share Activity Brain-based Learning Strategies Mix Pair- Share 1. Each person will receive a brain building strategy card

2. Read the information on the card and be prepared to summary, share information about that strategy 3. When music starts, move around the room. 4. When music stops, turn to face the person closest to you, give one another a high five greeting and then you decide who will share first. 5. Take turns sharing the brain strategy mentioned on your card. (you will be given time limits: www.online-stopwatch.com Rules: when one person is sharing- the other person can only listen, no responding verbally 1. When music starts, move around the room again. 2. Follow same procedure as before. 3. Do not pair up with someone you did earlier. www.online-stopwatch.com

Brain Break: Are you ready? Pay Attention Blooms Revised Technolo gy Game Templates http://people.uncw.edu/ertzbergerj/ppt_games.html http://jc-schools.net/tutorials/PPT-games/ GameBoards

http://jc-schools.net/tutorials/gameboard.htm Powerpoints http://pppst.com/ http://jc-schools.net/ppt.html Graphic Organizers http://www.edhelper.com/teachers/graphic_organizers.htm http://www.eduplace.com/graphicorganizer/ http://www.teachervision.fen.com/graphic-organizers/printable/ 6293.html Thinking Maps http://www.bookladymel.com/thinkingmaps.htm http://www.opencourtresources.com/thinking_maps/ More Technology http://www.bubbl.us/ online brainstorming tool

www.edu.glogster.com Online interactive media posters More Technology http://www.bubbl.us/ Goodies online brainstorming tool http://pages.cms.k12.nc.us/traceepauling/ss.html Farcebook www.edu.glogster.com Online interactive media posters www.online-stopwatch.com Online tools for timing http://kids.niehs.nih.gov/braint13.htm Word Puzzlers http://lcps.k12.nm.us/Departments/Prof_Dev/

elem_literacy.shtml Anticipation Guides (already made) http://www.harmonyhollow.net/hat.shtml The Hat (random student selector) Brain Break: Are you ready? Jigsaw Book Why Use Magic Books? * Students use their psychomotor and kinesthetic intelligences. * They are a unique way to present information for

learning or reinforcement. * They are useful as a graphic organizer with many applications. * Keeps students engaged! * Theyre very mysterious! Materials Needed: Paper Each book requires 1 sheets of 8.5x 11 paper. (Heavy paper in wild colors is also nice) Use 2 or 3 different colors of paper. Scissors Directions

1. Fold one sheet of paper in half- hamburger style, then open it and cut it along the crease so that you have two equal halves. Share one half of the paper with a partner. cut 1. Fold the half sheet of paper in half hotdog style. Open it up and then cut it in half along the fold. Be careful to cut straight and even. You will use these two strips to weave into the other piece of paper. cut cut 1.Take your sheet of paper that has not

been cut 2.Fold the paper in half (hamburger style). 3. Fold the paper in quarters, lengthwise, forming a W. It should now look like a W. 4. Cut the innermost fold up to the next fold lines. Innermost fold Cut to here

5. Weave your quarter strips into the cuts. You know over and under and over and under It should look like this. 6. Find the magic pages! If you flatten out the paper, you will see two sides, front and back. The magic is finding the third side of the book. Clue: the book separates

in the centermost fold and reveals the third side. Pull apart here 1 2 to get this! 3 4 1 5

Its magic! 1 6 4 Ideas for uses Word and definition Problem and solution Cause and Effect Word- abbreviation Symbol- word (editing marks, music note and value, etc.) Math Facts A million more. Brain

Break: Something to leave you with A group of teachers were being feted by a number of business groups in the community. At the end of his welcoming speech, the head of the Chamber of Commerce said, raising his wineglass, Long Live Our Teachers! A voice in the back replies, On what? Questions/ Comments

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