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Welcome

The Student Engagement Formula Tutorial 2: Practice Phase – Activity

Your presenter: Rob Plevin Behaviour Needs Ltd

Recap

The buy-in phase is the first 5-20 minutes of the lesson (depending on the length of the lesson) where we: • Set the mood for the lesson • ‘Warm-up’ and get ready for learning through physical and brain-based

activities • Invite and stimulate interest in a topic • State objectives or goals • Explain and/or discuss the relevance and importance of a topic • Give demonstrations, explanations and examples • Question current knowledge • Introduce new material to the student for the first time

Goals for Today

Learn ACTIVE LEARNING strategies (including technology) to introduce material to your students and also to have them practice and apply that information. Learn ways to incorporate more MOVEMENT into the classroom

“I hear and I forget. I hear and I remember. I do and

I understand.” Confucius (551-479 B.C.) on the relative merits of

Audio, Visual and Kinaesthetic Learning

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Today’s Menu

Active Strategies Active lessons Active ‘responders’ Classroom Games Active Breaks Drama & Role Play Technology

Kinaesthetic Learners: Working on the floor Being involved in demonstrations Playing games Treasure hunts Outdoors/field trips/visits Role play, acting out, mime, filming, dance and drama Collecting data – surveys, interviews and questionnaires Making displays Building/construction/crafts ‘Messy’ activities Practical Being the teacher

Practice: Activity

Gallery Walk-through: Prepare a series of information posters – sequence of events, story board, character descriptions etc. Post them on the walls around the room/down corridors. Students ‘walk through’ the presentation and complete questions/activities and/or offer feedback as they do so. Cloze activities Data collection Sticker votes Worksheet questions Opinion polls After completing the Gallery Walk-through have students Complete consolidation work

Active Strategies

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Paper Chains & Mobiles: Prepare a series of ‘key point’ cards or slides Split learners into teams Read out a key point, give teams ‘think time’ then ask for answers – either verbally or on whiteboards Keep going between teams to ‘add’ to the answer Once an answer is approved the team is awarded a piece of gummed paper/square of card to write the answer on & add it to the chain/mobile. Different teams can have different coloured gummed paper. Idea is to work together to produce a ‘Topic Chain’ or ‘Topic Mobile’

Active Strategies

Line-Ups: Students line up according to information they are given. Activity can be timed and repeated several times as a challenge or with students swapping roles/content. Examples: Maths - give each student an equation and ask them to line up according to their answer (smallest to biggest numbers) History - give each student an event that occurred during the study period and ask them to line up in chronological order. Geography – give each student a place name and ask them to line up in distance order from a named location. Science - give each student an animal and ask them to form a food chain.

Active Strategies

Three in a row: Prepare 9 questions & issue students with card templates Students walk around the room asking peers to explain one answer Students can use any particular peer only once Have low order and higher order questions Caution: Students must fill in their own card so that they listen to each other & don’t just end up playing ‘pass the card’.

Active Strategies

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Active Lessons

TV Game Show

6-8 rounds including… • General Knowledge Quick-fire • ‘Act it out’ • ‘Build a model’ • ‘Music round’ – rap it • Video clips/sequences (what happened next?) • Generation Game Conveyor Belt (keywords) • Dove from Above – choose an activity

Active Lessons

Party, Party!

• Celebration party at end of unit of work/introduction to new topic • Carousel of activities – group activities, games & independent • ‘Challenges’ • Guest speaker to award prizes and give presentation • on the value and importance of the topic • Best if double lesson is available • Send out invitations to all students • Put students' work/related material on display • Assign roles - 'waiter', 'DJ', 'MC' and get students involved in the planning and set-up, room decoration • Spot prizes & awards ceremony

Active Lessons

Build Your Team Logo • Each team has a logo, which they prepare prior to the lesson. • The logo is mounted onto board or laminated and then cut up by the teacher

into five or six jigsaw pieces. • The pieces are retained by the teacher and awarded one at a time to the team

after successful completion of a lesson task. • Carousel activities work best for this activity

Alternative: Scavenger Hunt • Pieces of jigsaw are hidden and must be found by following ‘clues’ or map. • Jigsaw pieces only retrieved after completion of tasks

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Encouraging Active Participation Student Involvers: • Physical “If you have a question come and write it on the board/on this paper” “Hold your pen up if you’re ready to start” “Give me a ‘thumbs up’ if you’ve finished question 5” • Whiteboards – pictures/words (EVERY student responds) • Answer Chains • Clickers • Random selections – ‘Terror Cards’, RNG • Recorded selections • Paired responses • Mantras • Fun routines

Encouraging Active Participation Question Dice: (pass the parcel, RNG, timed response)

How could this topic be useful to you in/outside school? What do you already know about this topic? Who will help you throughout this topic? What activities would you prefer to take part in throughout this topic? Why would it be good to do your best in this topic? What will happen if you don’t do your best in this topic? Who would be a good person to ask about this topic? When have you heard about this topic in the past? Where have you seen this topic outside school? When will you use the information that you learn?

Encouraging Active Participation Response Dice: (pass the parcel, RNG, timed response) Mad Scientist Witch Children’s TV Presenter Newsreader Airline pilot Weather Girl/man Farmer Foreign accent Very posh person Rock Star Situations - person in a rush Character traits – confident person

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Taboo: Play in pairs, small groups or whole class Objective – Play to get team mates to guess the word on his/her card without using the word itself or the five additional words listed on the card. Equipment: Buzzer, timer, cards

Classroom Games

Strings Instrument

Music Band

To Play

Guitar

Odd one out: Play in pairs, small groups or whole class Objective – Guess the odd one out within time limit. Equipment: Flashcards, word lists or whiteboard slides, timer, buzzer

Classroom Games

Odd one out: Play in pairs, small groups or whole class Objective – Guess the odd one out within time limit. Equipment: Flashcards, word lists or whiteboard slides, timer, buzzer

Flow Snip Trap Draw Back A B C D E

Classroom Games

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Odd one out: Play in pairs, small groups or whole class Objective – Guess the odd one out within time limit. Equipment: Flashcards, word lists or whiteboard slides, timer, buzzer

Flow Snip Trap Draw Back A B C D E

Classroom Games

Odd one out: Play in pairs, small groups or whole class Objective – Guess the odd one out within time limit. Equipment: Flashcards, word lists or whiteboard slides, timer, buzzer

A Sasha slept all day yesterday B Paul is working at the hotel C Tony is washing his car D We are walking as fast as we can

Classroom Games

Odd one out: Play in pairs, small groups or whole class Objective – Guess the odd one out within time limit. Equipment: Flashcards, word lists or whiteboard slides, timer, buzzer

A Sasha slept all day yesterday B Paul is working at the hotel C Tony is washing his car D We are walking as fast as we can

Classroom Games

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Who/What am I? Play in pairs, small groups or whole class Objective – Guess the name on the card using ‘yes’ of ‘no’ questions Equipment: Labels, hat/headband, timer, buzzer

Classroom Games

Non-stop talker: Play in pairs, small groups or whole class Objective – Student tries to get team mates to say each word on a list within time limit Equipment: Subject categories & keyword lists, timer, buzzer

Classroom Games

Just a Minute: Play with whole class Objective – Student tries to get team mates to say each word on a list within time limit Equipment: cards with subject word or sentence written on, timer, buzzer, group ‘noise makers’ – horns etc. • Divide class into two or more teams • Students from each team take turns to take a topic card and then try to talk about that topic for 60 seconds • Award points if successful • Hesitation or inaccuracies can be challenged by competing teams • Play passes over if challenge is reasonable

Classroom Games

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1. Give examples 2. Work in pairs or groups 3. Index cards or postcards 4. Create game together with instructions

Student-Generated Games

Consequences 1. Students write topic-related statements (some true/some false) 2. Students write answer key and instructions…

“In your group you must decide which of the cards are TRUE and which are FALSE and put them in two piles – one for TRUE, one for FALSE. When you have finished sorting the cards

check your answers using the answer key and give your team 1 point for each correct answer.”

Student-Generated Games

Blankety Blank 1. Students write cards with a factual topic-related statement on it with some key words

missing. 2. Students number each card. 3. Students write answer key and instructions…

“In your group you must find the missing words. Write down the number of the card on your

answer sheet and then write the words you think are missing next to each number. When you have finished check your answers using the answer key and give your team 1 point for each

correct answer.”

Student-Generated Games

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Card Quiz 1. Students write cards with topic-related questions. 2. Students number each card. 3. Students write answer key and instructions…

“In your group you must answer the questions on the cards. Write down the number of the card on your answer sheet and then write your answer next to each number.

When you have finished check your answers using the answer key and give your team 1 point for each correct answer.”

Student-Generated Games

Put them in order 1. Students write cards with separate steps in a procedure – one on each card. 2. Students write the procedure title on each card. 3. Students write answer key and instructions…

“In your group you must put the cards for each procedure in the correct order. Write down the

sequence on your answer sheet for each procedure. When you have finished check your answers using the answer key and give your team 1 point for each correct answer.”

Student-Generated Games

Active Games

1. Sequence Ball One student says the first letter of a word or the first step in a sequence etc. and then throws the ball to someone else who has to say the next letter, next step etc.

2. Basketball Set up a target – e.g. a hoop over the waste bin. Line students up at the back of the room and ask them a question in turn. If they get the answer right they get five points plus the opportunity to shoot a basket to turn it into ten points.

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Active Games 3. Flashcard Relay Write terms or questions on one set of index cards and the definitions or answers on another set. Tape the term cards on one room wall, and the answer cards on the opposite. One person from each team must run & grab a term and then the matching definition. If the student picks up a match, the team gets a point, and the next team member gets to go. The team with the most points at the end of the game wins.

4. Flip Chart Fight Choose a keyword to create an acrostic or other puzzle. Students work in teams – first student adds a word then hands marker to second student etc.

Mirror Mirror

• Teacher (or a student) stands at the front of the class. • Whatever the teacher (or student) does, the students must create a mirror image.

Active Breaks

Cooperative Counting

• All students stand up and are not allowed to communicate. • The aim is for all students to sit back down, having called out numbers from 1 – 30 in order (or however many students are in the class) • A random student calls out ‘1’ and then sits down. A second student calls out ‘2’ and so on • If any students say numbers at the same time, everyone has to stand up and start again.

Active Breaks

ONE!

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Zip Zap Boing

• Students stand in a circle. • There are three commands: Zip, Zap and Boing. • Zip: Frisbee moves left • Zap: Frisbee moves right • Boing: Frisbee bounces off across the circle • Anyone who is too slow, mixes up the gestures and commands or gets it wrong is out. Play on until a winner is found.

Active Breaks

Picture Charades

• Can be played in small groups or as one class group. • The teacher shows one student from each group an image. • The student mimes the image either to their group or the rest of the class. • The first group/student to guess correctly wins a point.

Active Breaks

Dictionary Charades • Teacher or student selects a page in the dictionary. • A word is picked from that page. • Students then act out the word or some other action that in some way includes it.

Active Breaks

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Profession Charades

Active Breaks

Coordination competition

Students work individually to try and complete various bilateral coordination exercises such as… • Juggling • Patting their head and rubbing their

stomach • Rotating arms in opposite directions • Brain Gym® - type exercises

Active Breaks

Mexican wave

Active Breaks

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Red Elbow

• At the teacher’s command students must touch their left elbow on something red

• The colour is changed each time, as is the part of the body used.

Active Breaks

Clumps

• Students stand up and walk around the outside of the room (or walk on the spot).

• When the teacher calls out a number and students have to arrange themselves in groups of that number.

Active Breaks

Drama & Role-Play

For younger students: • Vital part of development • Practice a wide range of skills and processes

For older students: • Great for exploring emotive issues in a risk-free environment • Helps develop social skills in varying circumstances

Fun for all Brings active element to any lesson

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Drama & Role-Play

Problems?

Drama & Role-Play

Planning a session: • Fully explain skills • Discuss profiles • Give background information about the scenario to be played out • Provide props, mock newspaper articles, letters, photographs to provide

additional ‘background’ info • Avoid too much repetition • Use props • Start with warm-up games – Zip, Zap, Boing

Drama & Role-Play

Running a session: • Put them in friendship groups • Engage the audience • ‘Invite’ participation • Play background music • Consider adding ‘new’ information • Consider ‘FREEZING’ the action • Include a debrief session

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Drama & Role-Play

Extra tips if filming:

• Consider filming different aspects of the plot in different locations/rooms to give variety.

• Try and keep video sessions short and snappy. Encourage students to break their presentation up into ‘scenes’.

• Encourage a question and answer session at the end of the presentation and film that too.

• As a humorous extra, allow students to include their funny ‘out-takes’ at the end of the show.

Drama & Role-Play

Example #1: Students take on the roles of characters from a book they are studying and allow other members of the class to question them about their background, their thoughts, their actions and their intentions. Example #2: Split the class into groups and have each group perform a short sketch that depicting different events in the same subject content. Example #3: Class works in small groups – one student in each group plays the role of bully, another plays the role of victim and the others are bystanders. Students swap roles after a certain amount of time.

Drama & Role-Play Example #4: Class works as one group. A small number of students act out a scenario or piece of content which the others observe. At various points the action is ‘frozen’ and observers offer suggestions as to how the scenario should continue. Students swap roles throughout. Example #5: Students split into groups of four or five. To produce ‘The News’. One or two students act as the main presenters, explaining key points from the lesson/subject content while another group member could act as a roving reporter to present ‘breaking news’ or ‘on the ground’ reports from key people/experts in the field. Example #6: Students split into groups of four or five to produce an ‘Advert’ for a piece of lesson content.

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Drama & Role-Play

As an assessment tool: Example #1: Students are taught the names of bones in the human skeleton. As their plenary they must take the role of surgeon and perform ‘operations’ on their learning partner – identifying named broken bones. Example #2: Students are put into groups of four with one member of each group acting as the talk show host. Each ‘guest’ can then be invited to speak on a given topic. This is a great way to review a book the class has been studying, with each ‘guest’ acting as a character in the book and giving their own story when invited by the host.

Technology

QR Codes

Technology – QR Codes Additional/back-up information

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Technology – QR Codes Other uses:

Technology

QR Codes

http://www.QRstuff.com http://qrcode.kaywa.com

Technology - Clickers

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Technology - Clickers

Problems with Q and A A. It’s difficult sometimes to come up with good questions B. Most students don’t bother thinking about answers C. The same students always answer D. I have a lot of content to cover so I don’t have much time

Technology - Clickers

Why use clickers? Anonymous – good for shy students Louder students can’t dominate 100% participation - Every student must give an answer You can build suspense

Technology - Clickers Start of lesson: Motivate students 1. Why is it important to…? 2. What might we want to get from this…? 3. What things do we need to be aware of? Assess prior knowledge or provoke thinking/discussion 1. What do you think about…? 2. Would you/do you…? 3. What do you think will happen if…? 4. Have you ever…?

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Technology - Clickers

During lesson: Check for understanding… 1. Name three types of… 2. Give two examples of… 3. What would happen if… 4. Explain why… 5. Describe… 6. What’s the next step…

Technology - Clickers

End of Lesson… Recap what they have learned: 1. What steps did you go through to solve the problem? 2. What are the most important things to remember? 3. Exit poll: What did we learn today? 4. How does this lead into the next topic?

Technology - Clickers

Tips for using clickers 1. Go beyond questions – get them to discuss – why is it wrong/right? Circulate, allow sufficient time 2. Mix up your questions – use images, quick-fire series, polls & surveys, predict an outcome, vote on consequences 3. Build suspense - discuss all the answers as a class before showing the results

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Technology - Clickers

Sources: www.irespond.com www.iclicker.com

‘Audience response systems’ ‘classroom clickers’

Technology – Free Tools

Presentation Tools: www.museumbox.com www.glogster.com www.historypin.com www.capzels.com www.prezi.com www.ahead.com www.creaza.com www.storybird.com www.wordle.com

Technology – Free Tools Group collaboration/communication Tools: www.wallwisher.com www.schoology.com www.thinkquest.org www.shelfari.com www.weebly.com www.stixy.com www.linoit.com www.answergarden.com www.wiggio.com www.thinkquest.com www.edmodo.com www.skype.com

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Technology – Free Tools Creative Tools: www.sumopaint.com www.bitstrips.com www.kerpoof.com

Useful Tools: www.weblist.com www.dushare.com www.sweetsearch.com www.polleverywhere.com www.youtube.com www.khanacademy.com

Collaboration

Active Strategies Active lessons Active ‘responders’ Classroom Games Active Breaks Drama & Role Play Technology