session three Keystone central pln12a 2011

session threeKeystone central pln12a 2011

Session three

Please…

•Grab a cocktail glass on the way to your seat.

What we’re doing today:• Beyond pair/share -Learning some ways to

get maximized engagement• Writing- some quick strategies and resources• Transacting with text- Linda Hoyt, House

experience• Share the wealth- Jeff ,Janet and Linda• More Rick Lavoie• Where are we going? –Plan the next class and

discuss final projects.

Beyond Pair/share

What’s our purpose?

Our purpose is to pump up that social interaction!

We’ll explore ways to structure more interaction.

We’ll experience a few.

We’ll brainstorm how you might use them.

Beyond pair/share

• Some ways of moving folks around and maximizing engagement:

• Cocktail party• Dance party• Inside/outside circle• Opinion continuum• Other ideas?

Cocktail party

• Okay, you’re going to have to adapt this one!!!!!!

Cocktail party- for adults only

First: a review of glassesMingle #1: Find everyone with your same glass.Chit chat: Discuss what you’ve been noticing about circle

of influence and being positive.Grab your glass and mingle!

Champagne flute partner with a wine glass.Martinis partner with a highball glass.

Do phase 2 cocktail chit chat: Know any good jokes? What are your favorite TV shows?Grab your glass and mingle!

Champagne flute partner with a highball glass. Martini partner with a wine glass.

Do phase 3 cocktail chit chat: Read any good books? Seen any good movies? Been to any good restaurants lately?

Grab your glass and mingle!

• Challenge mingle ( because things get more challenging the longer the cocktail party goes!)

• Arrange yourself in groups so that you haveone kind of each glass represented in your

group.

• Do phase 4 cocktail chit chat: • Discuss strategies from class that you tried

and liked.

Head back to your tables

• (Get phone numbers and emails addresses on your way. After all, this is a cocktail party!)

• Discuss at your tables :How can you use this? What would you do? How would you do it? How could this be adapted?

Share out.

• Dance party

music for dance party

• http://www.youtube.com/watch?v=7m5vt07W2n4

• http://www.youtube.com/watch?v=n-wW7rIRVew&feature=related

• http://www.youtube.com/watch?v=4YH5MEyNuIM

http://www.youtube.com/watch?v=OE5QfmGM0D0

Dance card

• .

Follow the directions on the card . Get up. Fill your card. ( Find folks you haven’t talked with yet, if possible.)

Dance Card

Fill up your dance card! If you choose John for #1 on your card, John must fill your name in for #1 on his card, etc.

• 1) • 2) • 3) • 4)

Sample Dance Card Activity

• Find your dance partners and answer the following questions:• With Dance partner #1: If you could travel anywhere in the world,

where would you go?

• http://www.youtube.com/watch?v=4YH5MEyNuIM

• With Dance partner #2 If you were on death row, what would you want for your last meal?

Keep dancing• With Dance partner #3:What 5 things would you take with you to a

deserted island. • http://www.youtube.com/watch?v=n-

wW7rIRVew&feature=related

• With Dance partner#4: Who are 3 people(living or dead) you’d like to invite to a dinner party? http://www.youtube.com/watch?v=OE5QfmGM0D0

• Have a seat. You must be exhausted!How can you use Dance card in yourclass?

Now let’s try it again:

• Fill out a new dance card. Dance with four new partners.

• You might want to bring paper and pencil with you, to take notes.

Dance one:

• What does a classroom look like if the social lens is in full gear? What would you observe?

Dance Two

• What does a classroom look like if the language lens is in full gear? What would you observe?

Dance three

• What does a classroom look like if the Human lens is in full gear? What would you observe?

Dance four

• What does a classroom look like if the meaning- making lens is in full gear? What would you observe?

Lens #1 – Learning as Meaning-CenteredWhen we introduce the students to new information, we will increase engagement and understanding by tapping into their prior experiences and knowledge.

• Meaning-Making Lens Questions:• Have I provided the opportunity for students

to transact with text while reading or viewing a film (predict, summarize, mark text, draw visual representations, etc.)?

• When students read or view a film, will they have “pen in hand”?

• How will I relate the new to the known?

Lens #2: Learning as SocialWe learn from the people around us. Learning does not take

place in a vacuum.• Have I given students the opportunity to share their

writing/thoughts aloud, either in pairs, small groups, or both?

• Who will be speaking throughout the course of the period? When? For how long?

• Would a group competition/activity engage the students?• How can I encourage students to dialogue with each

other?• How can the students help each other?• Did the students collaborate?

Lens #3: Learning as Language-Based The more students read, write, speak, and listen over the course

of one class period, the more learning will take place.

• Over the course of the period, when will students read, write, speak, and listen?

• What “language” can I use to connect the content to the students’ lives?

• How can I translate the language of the lesson into “student language”?

• Did the students have enough chances to express themselves?

• Did they talk more than the teacher?

Lens #4: Learning as HumanLearning is not only about gaining knowledge; it is about gaining

an understanding of yourself, how you think, what influences you, what you do well and where you struggle.

• Have I provided the opportunity for students to transact with text while reading or viewing a film (predict, summarize, mark text, draw visual representations, etc.)?

• When students read or view a film, will they have “pen in hand”?

• How will I relate the new to the known?

Inside outside circle

• Please do now:• On a sticky, write a one step addition or

subtraction problem, using whole numbers, with an answer = or< 20.

• Do not show it to anyone.

Inside/outside circle

• Count off by 2s.• Ones form a circle.• Twos, stand behind a one.• Ones, turn to face a two.• We should have made an inside/outside circle

Procedure:

• Ones: Ask your question.• Twos: Answer• Then…..• Two’s rotate to the next person, When I tell

you to. One’s stay put, and ask your question again.

Next….

• We’re going to keep rotating in the same direction, but this time:

• Two’s ask. One’s answer.• Twos, move to the next person when I tell you

to.

Opinion continuum

• Listen for the directions!

Statement one:

• The drinking age should be lowered to 18.

Statement two:

• Parents should be held legally responsible if their minor child commits a felony.

Statement three:

• Immigration law should be a bigger concern than health care.

More ideas for grouping

• Use a deck of cards (same suit, odd/even/face card, black/red)

• Equivalent fractions(or multiples or equiv. measurements, etc)

• Give each student a card with a word on it. They have to find people with the appropriate words to make a sentence.

• synonyms, antonyms, homonyms

Character pairs• Barney/Fred Cinderella/Prince

Charming• Yogi/Boo Boo Simba/ Nala• Mickey/ Minnie Tom/ Jerry• Ren/ Stempy Popeye/Olive Oil• Sylvester/ Tweetie Beauty/ Beast• Aladin/ Jasmin DonaldDuck/DaisyDuck• Wendy/ Peter Pan ElmerFudd/ Bugs Bunny• Road Runner/Cayote Buzz/Woody• Batman/Robin

Share the wealth!

Jeff

Janet and Linda

Linda HoytMaking It Real

Guess the heading p24,I remember, say somethingGenerating Q& As from pictures p124Labeling pictures p54 fig.6.1Reading with scissors p76Crafting text before reading p111Beat the Teacher p132-133Sketch through the text p139-141

Writing -

• What works:• Start small• Keep it simple

• thought/ text bubbles

Thought and Dialogue Bubbles*

• Choose a picture (same or different)

• Add some thought and dialogue bubbles!

• (Fabulous way to teach quotation marks!)

For the next class, Mar.12

Journal 6-Test drive any of the strategies from the third session, adapting them for your students.

Journal 7- present a strategy

Where do we go next:• Final projects• What do we need to do to feel

complete?• What else do you need?