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
Mar 27, 2015
Brain FriendlyStrategiesfor Collaborative
Learning
Ideas and Activities for Keeping Students Engaged
Presented by Alycen Wilson, Lora Drum, Mia JohnsonCurriculum 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 HuntFind
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
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.
34
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.
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
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.
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, 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.
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?
Never forget, you are working with a teenager.
Brain of a Female Adolescent
Brain of a Male Adolescent
Thinking Maps
and a few other favorite graphic organizers
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
Classroom Instruction
That Works
AndThinking
Maps
Brace Map
Brace Maps are used to
represent part to whole
relationships
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 Maps
• Bridge maps are used to show relationships between ideas; especially helpful visual for explaining analogies
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
Relating factors: Apple is to a fruit as pumpkin is to a vegetable Johnny Appleseed planted apple seeds as Miss Rumphius planted flower seeds
Thinking Maps Paper & Pencil
WritingInstruction
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
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
Created with Kidspiration or Inspiration
Double Bubble Map-is used for comparing and contrasting
-helps students look closely and think deeply about two items
• 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.
Circle 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 juice apple sauce
apples
core stem peel seeds
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
SirWalter Raleigh
knight
lived in England
writer
soldier
went to South
America
involved with
Roanoke
what students knew at before
beginning the unit
What the students learned
during the unit
Extension of circle map- use
color to represent learning over time
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
14
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
(visual- drawing or
symbol)
Non Examples
word
characteristics
Quadrilateral
Definition:Characteristics: (can be visuals)
Examples: Non Examples:
A closed figure with four sides and four vertices
Square, rectangle, rhombus, trapezoid, rectangle
Pentagons, trianglesCircles
culture
Definition (in own words)
The ideas, beliefs, and ways of
doing things that a group ofpeople who live in an area
share.
Characteristics
* Shared ideas* Shared beliefs
* Shared practices
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 Characteristics
Sentence with word from text
Original sentence with word
Definition Visual
Synonyms Antonyms
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
Student Examples of TMs:• http://www.thinkingmaps.com/
• http://wiki.adams50.org/mediawiki/index.php/SBS:Thinking_Maps
• http://fdlrs.brevard.k12.fl.us/ThinkingMaps/default.html
• http://www.tangischools.org/thinkingmaps/khstm.html
Brain Break! Enjoy lunch
Be ready to start at ____
LUNCHEXIT LUNCH
Before you leave, here’s
a quiz:
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.
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 CReating
Independencethrough
Student-owned
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.
A few good links:Pasco, Florida
Links for All TeachersElgin 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 BrainstormingA
AntAntennae
BButterflies
BiteBee
CChrysalis
DDissect
EExterminator
FFlowers
fly
GGrasshopper
Gnat
HHorsefly
Head
IIcky
JJune bug
KKatydid
LLadybug
MMosquito
NNectar
OOutside
Ppesticide
QQueen bee
Rroach
Ssting
TThoraxTickl
Uunderground
VVenomous
W XWasp
Y ZYellow Jacket
Zap
Four Corners1. Number off from 1-42. 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
1. Return back to your assigned number and insect/bug2.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.
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
OrAn Inuit with a furry
coat entering an igloo
Student/Teacher Interaction
Student Engagement
One Sentence Summarizing(Marzano HYIS, CRISS)
1. As a group, divide up article and read “Let’s Talk- Promoting Mathematical Discourse in the Classroom”
2. Everyone is to read and summarize the section that you have been assigned. Write a one sentence summary on a strip of paper.
3. When everyone in the group has finished reading and has their 1 sentence summary complete, take turns sharing your 1 sentence summary.
4. Put your summary slip in the envelope.5. 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 group’s 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 group’s 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 group’s 1 sentence summary.
What Shape Are You?
• Ways for Students to Respond
(Overt Responses/Mandatory Engagement)
• Student Interaction Ideas
cheer cards: www.drjean.org
• Cooperative Grouping
Student Engagement/Responses
Mix- Pair-Share Activity
Brain-based Learning
Strategies
Mix – Pair- Share1. Each person will receive a brain building strategy card2. Read the information on the card and be prepared to summary,
share information about that strategy3. 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
Bloom’s Revised
Technology
Game Templateshttp://people.uncw.edu/ertzbergerj/ppt_games.htmlhttp://jc-schools.net/tutorials/PPT-games/ GameBoardshttp://jc-schools.net/tutorials/gameboard.htm Powerpointshttp://pppst.com/http://jc-schools.net/ppt.html Graphic Organizers http://www.edhelper.com/teachers/graphic_organizers.htmhttp://www.eduplace.com/graphicorganizer/http://www.teachervision.fen.com/graphic-organizers/
printable/6293.html Thinking Mapshttp://www.bookladymel.com/thinkingmaps.htmhttp://www.opencourtresources.com/thinking_maps/
http://www.bubbl.us/
online brainstorming tool
www.edu.glogster.com
Online interactive media posters
More Technology
http://www.bubbl.us/
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)
More Technology Goodies
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!
* They’re very mysterious!
Materials Needed:
Paper• Each book requires 1 ½ sheets of
8.5”x 11” paper.
(Heavy paper in wild colors is also nice)• Use 2 or 3 different colors of paper.
Scissors
Directions1. 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 1.Take your sheet of paper that has not been cutbeen cut
2.Fold the paper in half (hamburger 2.Fold the paper in half (hamburger style).style).
3. Fold the paper in quarters, 3. Fold the paper in quarters,
lengthwise, forming a “W.”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 thirdthird side of the book.
Clue: the book separates in the centermost fold
and reveals the third side.
Pull apart here
1
1
12 3
5 4
to get this!to get this!
6
4
It’s magic!It’s magic!
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