Tickle Your Brain

Ideas and Activities for Keeping Students Engaged

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Never forget, you are working with a teenager.

Brain of a Female Adolescent

Brain of a Male Adolescent

MarzanoHigh Yield

Instructional Strategies

High Yield

Instructional Strategy

Research Shows Examples in Classrooms

Percentile

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.

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Marzano;s High-Yield Instructional StrategiesIn 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.

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.

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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

NonlinguisticRepresentations

Students should create graphic representations, models, mental pictures, drawings, pictographs, and participate in kinesthetic activities in order to assimilate knowledge.

Visual tools and manipulatives, problem-solution organizers, diagrams, concept maps, drawings, maps, etc.

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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, reader’s theater, shared reading and writing, plays, science projects, group reports, choral reading, jigsaw, etc.

27

Setting objectives andproviding 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-o-grams, etc.

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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.

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Thinking Maps

Classroom Instruction that Works and Thinking Maps Marzano’s Classroom Instruction that Works discusses six common patterns for organizing information. These six patterns match may match more than one Thinking Map.

Marzano’s Pattern

Definition and Functions Related Thinking Maps

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

Cause/Effect and Process Patterns

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

Brace Map

534

4

30

500 100 100 100 100 100

10 10 10

1 1 1 1

Brace Map

apple

core

seeds

skin

Bridge Map

Circle Graph Line Graph

Percentages 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

apple pumpkin

fruit vegetable

J ohnny Appleseed

Miss Rumphius

Apples flowers

Apple is to a fruit as pumpkin is to a vegetable Johnny Appleseed planted apple seeds as Miss Rumphius planted flower seeds

10

6 + 4

15- 5

7 + 3

5 x 2

2+8

19- 9

18- 8 9 + 1

Bubble Map

apple

red

yellow

green

tart

juicy

crunchyy

shiny sweet

Bubble Map

X X X X

1 2

6 12

4 8

2 4

3 6

Circle Map

Core

red yellow green

grow on trees orchards

apple pies apple sauce

apples

core stem peel seeds

Circle Map

Trapezoid Rectangle

Venn Diagram

One set of parallel lines Two acute angles Two obtuse angles One line of symmetry

Sum of the angles is 360º Quadrilateral Two diagonals

Two sets of parallel lines 4 right angles Two lines of symmetry

Pumpkins Apples

Venn Diagram

orange vegetable grows on vines

round seeds stems f ood

red fruit grows on tree

Flow Map

+ 3 + 4 + 5 ?

2 5 9

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Types of Quadrilaterals

Square Rectangle Trapezoid Parallelogram Rhombus

A rectangle with 4 congruent sides and angles

Two sets of parallel lines and 4 right angles

One set of parallel lines

Opposite sides parallel and congruent

Parallelogram with all side congruent

Frayer Model for VocabularyFrayer Model for Vocabulary

Definition in your own

words

Examples

Facts and Characteristi

cs

Non Examples

Quadrilateral

Definition: Characteristics:

Examples: Non Examples:

A closed figure with four sides and four vertices

four sides, four angles, sometimes parallel sides, sum of the angles = 360

Square, rectangle, rhombus, trapezoid, rectangle

Pentagons, trianglesCircles

Target Number

25

Rods and ones

Tally marks

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

Word form Twenty Five

~ 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 Boys Girls

23 41

?

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?

Twenty Dollars – $20.00

$2.19 $3.89 $2.10 $4.99 ?

Equation Boxes

North Carolina Thinking Skills Levels: Thinking Maps

Knowing Organizing Applying Analyzing Generating Integrating Evaluating

CRISS Strategies

ABC Brainstorming Used as a small group discussion strategy, for think-pair-share discussions, for review of background knowledge

Students can work alone, or with a partner to brainstorm ideas using the letters of the alphabet. ABC Brainstorming Line & Box Version templates can be downloaded and are provided lower on this page.

Anticipation Guide

Anticipation guides are effective ways to activate prior knowledge about a topic.

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.

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.

Graphic Organizers Graphic Organizers are effective visual representations of knowledge. They chunk information in a manner in which our brains works.

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

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.

CRISS Strategies

One Sentence Summary 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.

Pattern Puzzles 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)

Power Thinking/Power Notes

This strategy helps students differentiate 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

Sticky-notes Discussions Students to mark the place where they have a question as they are reading.

Students should mark down key words on their Sticky-note to help them remember why they marked that spot. This might be sections that they have a question about, a section that they found to be humorous, or a section that they found interesting or with a vivid description.

Selective underlining/highlighting

This strategy helps students to understand what the authors want them to know. Also it helps to 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.

The Twelve Minute Study Strategy

Research shows that our brains retain more beginnings and endings. More information is retained from short sessions, than from lengthy ones. Information processed during a 12-Minute Study session leads to a greater degree of retention.

Two Column Notes Students divide their papers in half and record main ideas on the left and details on the right.

Student/Teacher Interaction

Technology

Game Templates

http://people.uncw.edu/ertzbergerj/ppt_games.html

Jigsaw Book