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Engaging ALL Learners

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					Engaging All Learners

Setting Sail…
1. How do you get your students to contribute in your class? 2. Why do you get your students to participate in your class? 3. When do you seek input from your students in your class?

Anchor Down
Objective

The participants will explore strategies to engage their students.
“Not my power, b ut the p po w e r w hich cou ower of the po s ld be us ed to he ition, a Betty F lp. “ ord

We Are All in the Same Boat

Challenges Faced by Today's Teachers

How?

Why?

When?

How?
Large group Graphic Organizers Small group Role playing Individual One student calls on another student Manipulatives

Why? *Increases student achievement *Informal feedback *Communicates level of understanding *Shows and creates students’ interests

Partners

Chorus answers Debates

Academic games

Technology

*Build a positive class culture where students feel as though their input is valued

When?

As much as possible/throughout the class (whole group/small group/individually)

Rocking the Boat

Choose Either
Inspiration Software

From a Tugboat to a Yacht!

What strategies were used in this presentation to keep you engaged?

ond to fforts to resp e overt e er rs have mad Guild & Garg ache “ …t e igences.” ifferent intell students’ d

REFLECTION:
Write

1 + 2 3

engaging strategy you are going to be implementing in your class this week. engaging strategies you will implement in the next unit. engaging strategies you want to share with your department/team.

References
• • • • • • • • • Dinah Zike’s Teaching Mathematics with FOLDABLES by Dinah Zike, M. Ed. What Every Teacher Should Know About Special Learners by Donna Walker Tileston A framework for Understanding Poverty by Ruby K. Payne, Ph.D. The Teacher’s Guide to Success by Ellen L. Krononwitz Marching to Different Drummers, 2nd Edition by Pat Burke Guild & Stephen Garger Powerful Lesson Planning Models by Janice Skowron Websites from Liz Stiffler and Kelly Kirby Games adapted from J. Mahalchick and FCPS Teach Discover Education, Unitedstreaming video

Do you know Boat Terms?
The front of the boat is called the BOW The left side of the boat is called the PORT side The back of the boat is called the STERN The right side of the boat is called the STARBOARD side

**Other Boating Words to Know: Hull: The body of the boat Beam: The width of the boat from the port side to the starboard side at the widest point.
Adapted from:http://boatsafe.com/kids/terms.htm

Role Playing
Motion in your classroom 1. Role playing can motivate, reinforce classroom material, promote teamwork, improve communication skills, release energy, and enhance self-esteem. It provides opportunities for some students to assume the role of a character, place, or thing. The other students can become the reporter in an interview activity that contributes to whole learning through a simulated activity. Like charades, someone provides a visual, action, or clue. 2. Review the rules & consequences for before role playing starts. Be specific with your rules. Role playing must still be very structured in order to maintain control of the students. 3. As new situations arise while role playing do not hesitate to add new rules. 4. Be sure to use the same rules each time. 5. Prior to role playing, discuss what is role playing & give specific examples. Review periodically.

How can you use role playing?
*games Small Groups Teams Individual or teacher vs class

Subject/topic
History Social Studies English Math Science Content Vocabulary (all) *Pictionary (art) *Charades (music, drama)

Whole class

Role Playing
Motion in your classroom 6. Role playing can motivate, reinforce classroom material, promote teamwork, improve communication skills, release energy, and enhance self-esteem. It provides opportunities for some students to assume the role of a character, place, or thing. The other students can become the reporter in an interview activity that contributes to whole learning through a simulated activity. Like charades, someone provides a visual, action, or clue. 7. Review the rules & consequences for before role playing starts. Be specific with your rules. Role playing must still be very structured in order to maintain control of the students. 8. As new situations arise while role playing do not hesitate to add new rules. 9. Be sure to use the same rules each time. 10. Prior to role playing, discuss what is role playing & give specific examples. Review periodically.

How can you use role playing?
*games Small Groups Teams X X X X X X X Individual or teacher vs class X X X X X X X

Subject/topic
History Social Studies English Math Science Content Vocabulary (all) *Pictionary (art) *Charades (music, drama)

Whole class X X X X X X X

How?

Why?

When?

Games
Playing games in your classroom 1. Games can motivate, reinforce classroom material, promote teamwork, improve problem-solving skills, release energy, and enhance self-esteem. 2. Review the rules & consequences for breaking the rules before playing the game. Be specific with your rules. The games you play must still be very structured in order to maintain control of the students. 3. As new situations arise when the game is being played do not hesitate to add new rules. 4. Be sure to use the same rules each time you play the game. 5. Prior to playing the game, discuss what is sportsmanship & give specific examples. Many students are poor losers & poor winners! Review periodically.

General Use Games Game
Let’s Make a Deal Basketball Tic Tac Toe Concentration Match/flash cards BINGO Jeopardy X X X Whole class X X X

Small Groups Teams
X X X X X X X

Individual

X X X

Let’s Make a Deal

Prep time: 5 min Materials

Activity Time: 30 - 40 min
Whole class

Questions or worksheet Prizes 3 containers label door 1, 2, and 3 (old coffee can/shoe box) 15 - 20 pieces of scrap paper cut into squares Prep/Directions 1. On each piece of scrap paper write the different type of prizes you have to offer (pencil, pen, homework pass, drink of water, bathroom break, or school money). ** Save some squares to write “NO PRIZE” or “You were wise but you don’t get a prize.” 2. Put the different squares in each of the doors. (Each door should have about 5-6 squares good prizes and gag prizes) 3. The game is played as a whole class with each student getting independent turns. 4. The teacher asks a student a question. If the student answers it correctly, he/she gets to choose from one of the doors. If he/she answers incorrectly they don’t get to select a door. 5. Play continues until all students are given equal # of questions. Suggestions 1. Offer a “BIG Deal” question for another chance to pick from a door. 2. Try to convince students to draw from another door (similar to the TV game).

Hide & Seek
Prep time: 5 min Materials
Set of questions Tape or EZ clips

Activity Time: 20 - 30 min
Whole class

Prep/Directions 1. Place each question on an index card with a number. Then, “hide it” in the
classroom (some obvious and not so obvious places).

2. Have the students number their papers according to the number of questions. 3. Have the students “seek” the questions and put the answer by the number of the
question.

Suggestions 1. May be used as a warm-up (no more than 10 questions). 2. Great review activity before a test. 3. The student with the fastest and/or most correct wins a prize. 4. The students can “hide” the problems. Hand out the problems 1 per student or
table. The student(s) should do the problem you gave them and place the answer by the number of that problem. Problems may be done out of order. Hide the problem. Then have all the students seek out the problems.

Basketball
Prep time: 5 min Materials
Toy basketball rim/ball or trashcan Questions/worksheet

Activity Time: 30 - 40 min

Whole class/small groups

Directions
1. Set up the basketball hoop/trash can. Mark the points on the floor (1 point, 2 points, and 3 points). 2. Students complete up to a set number on the worksheet. The teacher will check the answers and keep tally of the points. For every question the student gets a correct, he/she gets a point. 3. Once the class or group is checked, the student(s) will shoot the ball. 4. Continue play until all problems are complete.

Suggestions
1. You may choose a student to rebound. 2. Students may only take 1 shot /question. 3. NO DUNKING 4. Break the worksheet up into rounds. Review answers after each round so students don’t continue to make the same mistake.

4 In a Row
Prep time: 5 min Activity Time: 30 - 40 min
Playing board

Whole class/small groups

Materials

Game board Set of 12 -15 markers for each player (different colors)

Prep/Directions 1. Play begins by the first player placing a marker on a
number strip at the bottom edge of the playing board. The second player then places a marker on a number strip at the bottom edge of the playing board.

2. The first Player multiplies the 2 numbers and places the
marker on the answer on the playing board. If incorrect it is the second player’s turn.
Number strip

3. The second player is only allowed to move their color marker on the number
strip and multiply the two numbers. Then place the correct answer in the playing board.

4. Play continues until a player gets four markers of the same color in a row horizontally, vertically, or diagonally. Players should try to block their opponent from getting 4 in a row. Note: Both markers may be placed at the same number on the number strip only.

1 7

2 8

3

4

5

6

9 10 12 14

15 16 18 20 21 24 25 27 28 30 32 35 36 40 42 45 48 49 54 56 63 64 72 81
1 2 3 4 5 6 7 8 9

4 in a Row

1 4 8

-1 -4 -8

2 5 9

-2 -5 -9

3 6

-3 -6

10 -10

12 -12 15 -15 16 -16 18 -18 20 -20 24 -24 25 -25 30 -30 36 -36

-6 -5 -4 -3 -2 -1 1

2

3

4

5

6

Tic Tac Toe
Prep time: 5 min Materials
Game board with questions on it or Questions/worksheet Tic Tac Toe numbers 1 - 9

Activity Time: 20 - 30 min

Whole class/small groups

Prep/Directions
1. Use the template and write the questions on the game board. 2. Divide the class into 2 teams (X or O). 3. Team X student selects a number. He/she will answer the question to mark that space, if answered correctly. Team O student selects a number and answers a question to mark the spot. 4. Play continues until there is 3 X’s or O’s in a row.

1 4 7

2 5 8

3 6 9

1

2

3

4

5

6

7

8

9

Concentration
Prep time: 5 min Materials
Concentration Cards Scissors

Activity Time: 20 - 30 min

Small groups/Individual

Prep/Directions
1. Cut apart the cards. (Have students do it before playing) 2. Divide class into groups or in pairs. 3. The first player turns over 2 cards and if they match the palter keeps the cards. If they don’t match they turn them back over. Then it’s the second player ‘s turn. 4. Play continues until all cards have been matched. 5. The player with the most pairs wins the game.

Suggestions 1. Concentration can be played in groups of 4: two vs two 2. Use as a resources “foldable” card to keep in binder/folder. 3. Keep games in a ziplock snack baggie and use as a sponge activity at a later time.

Concentration Template

Matching Game
Prep time: 5 min Materials Game board Scissors Color paper/cardstock Directions 1. Make a copy of the game board (one per group or student). 2. Students or teacher will need to cut out the cards. 3. Have students match the formula with the word. Activity Time: 15 min
Small Group or Individual

Suggestions 1. Use as a pre-assessment or post assessment 2. Students can tape/paste word with the formula (don’t let them tape/paste until it’s verified) 3. Use as a resources “foldable” card to keep in binder/folder. 4. Keep games in a ziplock snack baggie and use as a sponge activity at a later time. Other matching games: Symbols ESR (every student response) coordinate plane

Directions:
1. Place a Bingo Chip on the free space 2. As teacher calls out or writes the problem, solve it 3. Locate the correct answer on your Bingo Card 4. If you have that answer, place a chip over that number 5. Yell out “Bingo” when you have 5 chips in a row 6. Read your answers out loud to the teacher 7. Ask teacher to solve any of the problems you got wrong 8. Clear your board to play again

Materials:
1. Blank Game Board for each student 2. List of possible answers for students to choose randomly and copy into their blank game board 3. Math Problems that match the possible answers, matching current math standard 4. Bingo Chips (beans or paper clips will do, be creative)

B

I

N

G

O

FREE SPACE

Category
Point Value

100 200 300 400 500

© M a r k E . D a m o n - A ll R ig h ts R e s e r v e d

Prep Time: 10 minutes Activity Time:15-30 minutes Small or Large Team Instruction

Materials:
*Game board *Questions on Cards (guided practice or review, student or teacher generated) *Score Keeper

Directions:
1. Teacher will place Question Cards in game board, based on difficulty (easier questions=less point value) 2. When you correctly "give the question" your team will win dollars equal to the value of the question. 3. If your answer is incorrect, you will not be penalized the value of the question. Thus, there is no penalty for guessing. Each team will have 30 seconds to form the question. 4. Each team will have equal chances since after a team "gives the question", the next team in the rotation will choose the next answer. If a team incorrectly gives an answer, the next team may elect to answer that question or pass and choose a new question. 5. If you incorrectly answer a Daily Double or Final Jeopardy question you forfeit the money you wagered on the question.
The Team With The Most Points Wins! Good Luck & Have Fun!!!

REFLECTION
WRITE: 1 engaging strategy you are going to be implementing in your class this week.

+ 2

engaging strategies you will implement in the next unit.

3

engaging strategies you want to share with your department/team.

REFLECTION
WRITE: 1 engaging strategy you are going to be implementing in your class this week.

+ 2

engaging strategies you will implement in the next unit.

3

engaging strategies you want to share with your department/team.

Games
Playing games in your classroom 1. Games can motivate, reinforce classroom material, promote teamwork, improve problem-solving skills, release energy, and enhance self-esteem. Academic games allow students to participate together in a positive learning environment for fun. 2. Review the rules & consequences before playing the game. Be specific with your rules. The games you play must still be very structured in order to maintain control of the students. 3. As new situations arise when the game is being played do not hesitate to add new rules. 4. Be sure to use the same rules each time you play the game. 5. Prior to playing the game, discuss what is sportsmanship & give specific examples. Many students are poor losers & poor winners! Review periodically.

How can you utilize Games? Game
Let’s Make a Deal Basketball Tic Tac Toe Concentration Match/flash cards BINGO Jeopardy Whole class Small Groups Teams Individual

Games
Playing games in your classroom 6. Games can motivate, reinforce classroom material, promote teamwork, improve problem-solving skills, release energy, and enhance self-esteem. Academic games allow students to participate together in a positive learning environment for fun. 7. Review the rules & consequences before playing the game. Be specific with your rules. The games you play must still be very structured in order to maintain control of the students. 8. As new situations arise when the game is being played do not hesitate to add new rules. 9. Be sure to use the same rules each time you play the game. 10. Prior to playing the game, discuss what is sportsmanship & give specific examples. Many students are poor losers & poor winners! Review periodically.

General Use Games Game
Let’s Make a Deal Basketball Tic Tac Toe Concentration Match/flash cards BINGO Jeopardy X X X Whole class X X X Small Groups Teams X X X X X X X X X X Individual

Websites for games http://www.Puzzlemaker.com http://faculty.musowls.org/RutledgeJ/Ppt_Games/ppt_r eview_games.htm
PowerPoint Games for Review in the Classroom ... several elaborate versions of some of the games listed above for classrooms.

http://forums.atozteacherstuff.com/showthread.php?thr eadid=36190
Quick and easy review games Secondary Education ... I'm looking for some quick and easy review games...

http://www.hardin.k12.ky.us/res_techn/countyjeopardy games.htm
The following games have been created by Hardin County Teachers for use in their classrooms. Each will reflect the curriculum area that the

http://www.angelfire.com/ok/freshenglish/reviewgames. html
... adjectives Paper Crumple Review Group Quiz~from NCTE's Dolly Winger Review Games~from Kim's Korner Email: kglee ...

http://www.kimskorner4teachertalk.com/classmanagem ent/reviewgames.html
Here you will find games for reviewing almost any subject matter or lesson. ... Most of these games I have borrowed from others and adapted ...

http://sciencereviewgames.com/srg/
play games such as basketball, soccer and deal or no deal all while reviewing science topics!

Websites for graphic organizers
http://www.eduplace.com/graphicorganizer/ (English and Spanish)

http://www.teachervision.fen.com/graphicorganizers/printable/6293.html

http://www.region15.org/curriculum/graphicorg.html (English and Spanish)

http://www.enchantedlearning.com/graphicorganizers/

http://www.edhelper.com/teachers/graphic_organizers.htm