Human Bingo

·         Create a bingo sheet with questions in squares (throw in a few fun things, about people, just for fun).

·         Pass out sheets and have students find a person for each square, someone who can answer that question.  When sheets are filled in, student return to their seats.

·         Pull student names out of a hat, have students mark bingo sheets (If the student called answered a question on their sheet-they can mark that square).

·         When someone gets bingo, everyone whose name is on the bingo must be able to answer the question for the class.

·         If everyone can do it, it counts as a bingo. You can have edible markers for students to eat them.

·         Another possibility is, for a bingo, both the student with the bingo and the students on the sheet must be able to answer the question.

Pass The Chicken!

By: Aussie Bird

This is a fun way to review for testing or celebrate by using "fun topics" after testing is complete!

In this game, nobody wants to hold the rubber chicken -- the game's only prop!

To begin the game, all students sit in a circle.

Select one person to be It. That person holds the rubber chicken.

The teacher or a "caller" says to the person holding the chicken, "Name five presidents of the United States" (for example). Pass the chicken!"

As soon as the caller says, "Pass the chicken," the person holding the chicken passes it to the right.

Students quickly pass the chicken around the circle.

If it returns to the original holder before he or she can name five presidents of the United States, the holder is still It. Otherwise, the person holding the chicken when It finishes listing five presidents is the new It.

You should prepare the topic cards for this game in advance. Topics can relate to your curriculum or be general information topics. The student who is It must name five items in the called-out category in order to get rid of the dreaded chicken!

Word Splash

 Objectives:
• Assess prior knowledge
• Provide motivation for reading
• Set a clear purpose for reading
• Decipher vocabulary
• Allow for a variety of modes of learning

Steps

1. Select seven to ten meaningful words of phrases from the reading selection. Be sure to include not only similar words that will indicate the subject of the selection but also some of the words and phrases that seem contradictory to the others.

2. Give each student a sheet and ask him/her to spend a little time thinking about what kind of story or article could include all of these words or phrases.

3. Ask students to form small groups of three to five (or you can assign them to groups). In their groups, they should decide what the story will be about. They should also create a narrative or an explanation that will include all of the words or phrases.

4. Ask each group to share their narrative or explanation. As they listen, students should look for common elements.

5. Ask student to list the common elements they heard and list these elements on the board (or you could list them if students have trouble doing this).

6. Individually, students now read a selection or an excerpt.

7. In small groups or as a whole class, discuss the similarities and differences between the narratives they constructed prior to reading the selection, and the actual selection. It is very important to discuss the reasons for the differences. This discussion can highlight the number of possible approaches authors have available to them when deciding to write about a particular subject. Students' constructions may be perfectly logical without being exactly the same as the story or explanation the author constructed.

(adapted from Donna Botbyl)

 

 

 

More Feeback at Wilson's Creek!

Look how our specialty teachers are getting student input!

3 Questions Affinity

Affinity Diagram in Science @ the Creek!

Wallwisher/Affinity Diagram in the Library

Students were asked a question, then went to a computer and added their answer to Wallwisher.  Teacher then sorted answers on the SmartBoard (immediate feedback) and used student input to adjust her lesson for the day.

Drivers and Restrainers @ the Creek!

Students look at DATA-Set a GOAL-CHOOSE how they will learn

Student Feedback in Specialty Classes

 

 

 

Conferencing with students about writing

Hey Gang,
I learned a lot about conferencing at our last Literacy Leader training. I was thinking of hosting an afterschool session for those interested in learning more about conferencing with students about their writing. I also need to video tape a session with teachers for my National Board Certification renewal. Maybe this could serve a one of our WOW's....I will ask.  If you are interested, we could do this one day after school at 3:30-4:00. I have lots of handouts and a powerpoint. Let me know if you are interested. Melissa

Fishbone Diagram

Fishbone Diagram

 Step 1:  Clue the Class In

·         Introduce the tool.
·         Let the kids know why you are doing this and explain the value of this process.
·         Write the purpose, desired outcomes, and process on the blackboard or on a
      prepared flip chart.
·         Post for the class to see.

Step 2:  Set-Up

·         Post large sheet of butcher paper or tape together pieces of flip chart paper. 
      Allow ample space.
·         Draw the fishbone chart.

Step 3: Identify Topic
·         Determine the topic, or the effect, that you are analyzing.  Write the effect in
      the “head” of the fish.

Step 4:  Determine Categories

·         Determine the major cause categories..
·         Write the names of the categories on the major bones of the fish.
      Hint: The general types of categories usually include such items as people,
     materials, methods, machinery and environment.

Step 5:  Identify Causes

·         Have the kids brainstorm the causes.
·         As a cause is identified, determine which category or “bone” it belongs on.
·         Record and appropriate bone.

 

Resource: Future Force;  A Teacher's Handbook For Using TQM in the Classroom

Elaine McClanahan & Carolyn Wicks

Great Quote

I wrote down this great quote from the Literacy Leader's training last week. It was on strategic writing and writing conferences. We should only focus on one thing and not correct the whole paper when teacher/student conferencing:

"We are teaching the writer and not the writing. Our decisions must be guided by what might help this writer not this writing," Lucy Calkins.

Strengths & Weaknesses

 

 

Plus Delta

Rate Yourself & Consensogram

  

 

 

 

Ideas For Selecting Strategies Weekly

Affinity Diagram

Affinity Diagram

 

Purpose: 

·         A tool that gathers large amounts of language data (idea’s, opinions, and issues) and organizes them into groupings based on their natural relationships. This can be used to encourage new patterns of thinking and gives each individual in a group the opportunity to give input.

Process:

·         State the issue.

·        Brainstorm and record ideas.  (Note:  This can be done out loud by each member of the group and recorded by the facilitator OR silently by each member of the group with each individual recording their own ideas). Each single idea should be recorded on a single sticky note, card…etc.-so that the ideas can be easily moved around.

·        Move the sticky notes into like groups. (Note:  Do not try to force ideas into a category.  Leave single ideas as a separate category OR create a miscellaneous category).

·         Name each category with a header note or card.

·         Discuss the categories.


 

Exclusion Brainstorming

Exclusion Brainstorming

Purpose: 

·         An instructional strategy which can be utilized both as an anticipatory set and a closure activity.  A way to activate students’ prior knowledge before reading and expand their understanding of reading content.

Process:

·         Identify a list of words related to an informational book or content area that students will read.  Include a few words that do not fit with the topic.  Then write the list on the chalkboard, smartboard, overhead transparency, or make copies for the students. 

·         Read the list of words with the students, and then in small groups or as a class, decide which words are related to the text and which words are not related.  Student draw circles around words they think are not related.

·         Have students read (or listen to) the text, noticing whether the words in the exclusion brain storming exercise are mentioned in the text. 

·         After reading, students check their list and make corrections based on their reading.  They put check marks next to words that are related and cross out words which are unrelated.

Before Lesson

Middle of Lesson

 

Force Field Analysis

Force Field Analysis

Purpose: 

·         Helps students develop their ability to think about the reasoning behind decisions as they consider the forces that either drive or block their goal. 

·         Gets students to think together about all the facets of their decision as they consider the “driving forces” that strengthen their cause, and the “restraining forces” that reduce their chance of success.

·         Transforms the pros and the cons of ambivalence to a visual display of rational decision-making factors.

 Process:

1.)            Clue the class in

·         Introduce the tool

·         Let kids know why you are doing it and how it will benefit the class

·         Explain driving forces & restraining forces

·         Write the purpose, desired outcomes, and process on a flip chart.

2.)           Prepare a Force Field Chart

·         Write the topic at the top of the chart and underline it.

·         Draw a line down the center of the chart.

·         Write “Driving Forces” on the left side under the topic heading and “Restraining Forces” on the right side.

3.)           Identify Driving and Restraining Forces

·         Ask student to identify driving or restraining forces that affect the topic or decision.

·         Record all forces on the correct side of the chart.

4.)           Review the listed forces

·         As you review the forces listed by students, check for understanding.

·         Have the students brainstorm ideas for strengthening the driving forces and for reducing the restraining forces.

5.)           Develop a Plan

·         Use the information, develop a plan for next steps

 

Future Force; A Teacher’s Handbook For Using TQM in the Classroom,

Elaine McClanahan & Carolyn Wicks