Sponge_ Mop-up and Anchor Activi by fjzhxb


									Sponge, Mop-up and Anchor Activities
For controlled openers, early finish, transitions Did you finish your lesson plan with time left over? Do you need an activity to open, close, revitalize or energize your class? Then you need a “sponge” activity to “soak up” the time, or a “mop up” activity to reinforce learning at the end of the session. An “anchor” activity will keep the class learning as individuals or in groups while you focus on one individual or group at a time. Some online resources: http://www.nisd.net/hr/substitutes/sponge.htm Lots of sponge activities which can be adapted for college classrooms http://edhelper.com/teachers/graphic_organizers.htm Good source for graphic organizers http://www.puzzlemaker.com/ Free tool generates 8 types of puzzles. Good to use for vocabulary review.
Here are some favorite sponge, mop-up and anchor activities: 1. Quote of the day www.quotelady.com 2. Names on cards (or tongue depressors)—call for most important points 3. Pair and Share 4. Muddiest Points 5. Create Q & A on 3x5 cards—use later for review games 6. Summarizing sentences 7. Begin a summarizing story e.g., “Once upon a time there was a very lonely CO2 molecule who was floating above a meadow . . .(students have to continue the story, a step at a time as the molecule gets to chloroplast and goes through photosynthesis). 8. Graphic Organizer 9. ESP game 10. Pictionary Judith Frey, Instructional Improvement, Renton Technical College jfrey@RTC.edu

Brainstorm Sheet

Topic:________________________________ A: B: C: D: E: F: G: H: I: J: K: L: M: N: O: P: Q: R: S: T: U: V: W: X: Y: Z:

Classroom Assessment Techniques http://www.ntlf.com/html/lib/bib/assess.htm
A quick useful chart of techniques mostly derived from: Davis, Barbara Tools for Teaching, Jossey Bass, c2001 and Angelo, Thomas and Cross, Patricia Classroom Assessment Techniques, Jossey Bass c1993.

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guide bk/teachtip/teachtip.htm#assessment
A rich site with many teaching tips including some classroom assessment techniques and examples. Some favorite techniques:

1. Minute Paper

2. Muddiest Point

3. Empty or (Blank) Outlines

4. Categorizing Grid

5. Student-generated test questions

6. Directed Paraphrasing

7. Application cards

Active Learning with Multimedia General Strategies:
1. Watch in short segments 2. Students take notes or complete blank outline, then rewind to check answers 3. Use the pause feature and predict 4. Turn the sound off and narrate yourself, or have students narrate the steps in the process 5. Cover the picture—and pause—have students describe/act out or draw the step 6. Use Closed Captions 7. Rewind and review 8. Create a list of comprehensive questions 9. Complete a graphic organizer

Advanced Strategies to apply and synthesize content
 
Create a collaborative group viewing guide After viewing, have groups develop questions for
specific aspects of the information.

Jigsaw the viewing by groups Divide students into groups before viewing, have them watch for
that topic and discuss afterwards. Then form new groups containing one from each of the subgroups and discuss.

 

Critical point variation strategy stop the video at the critical point and discuss solutions Illustration and identification strategy show a film that illustrates concepts studied in class—
students share specific examples of various constructs


Partner motivation strategy Pair students and ask them to record their observations on a specific topic. Have them meet again after seeing the media to compare their responses.

Icebreakers Some online resources: http://adulted.about.com/od/icebreakers/ Includes many icebreaking activities; has a printable bingo card http://www.teach-nology.com/ideas/ice_breakers/ Don’t be put off. Some of the best ideas for learning activities come from k-12 instructors—there is a lot of other useful free stuff on this site including rubric templates. Some of my favorite icebreakers: 1. Bingo http://adulted.about.com/cs/icebreakers/a/bingo.htm 2. Me Quilt 3.
http://www.lessonplanspage.com/OBeginningOfSchool9SquareMEQuiltIdeaK12. htm Time Capsules http://www.lessonplanspage.com/OLAMDTimeCapsule1stDayEndIdeaK6.htm http://www.lessonplanspage.com/otherMDBeginningOfYearReviewIdea48.htm

4. A-Z Review 5. Reflect, Pair and Share, Family, Dates 6. Toilet Paper game (take what you need) 7.
http://www.cbv.ns.ca/sstudies/activities/1rstday/11.html Gifts is an attitude and engagement strategy from Dr. Sara Lightfoot, Harvard School of Education. Have students reflect on the “gifts” they bring to the classroom and share with a partner or collaborative work team. http://community.scholastic.com/scholastic/blog/article?blog.id=snapshot912&me ssage.id=1

8. 4 Squares of Knowing

Judith Frey, Instructional Improvement, Renton Technical College jfrey@RTC.edu

TV games set in PowerPoint, e.g. “Who wants to be a winner”

free crossword generator to download

After free registration students are able to create flashcards or use already created stacks cards. Also able to play hangman, crossword, word search, matching and word scramble games with the terms.

Free 30 day trial account, individual subscription $49/year. Instructors can create a rudimentary class homepage, calendar, practice activities and games, quizzes, surveys. Give the students the url of the activity. Literally millions of activities already created that you can share. Types of Educational Games to consider: 1. TV games: Jeopardy, Who wants to be a Millionaire, Family Feud, Amazing Race

2. Board games

3. Games with 3x5 question/answer cards (Yotta, tic-tac-toe, battleship, war)

4. No materials: Hangman, 20 questions, Pictionary, etc.

5. Online gaming and 2nd Life—the vast new frontier

Judith Frey, Instructional Improvement, Renton Technical College, jfrey@rtc.edu

Copyright You cannot photocopy anything you want for your class. The “Fair Use” doctrine that allows certain types of copying without permission is not blanket permission to use what you like. Fair Use has a complex set of rules and criteria. Fair Use allows you to use parts of a copyrighted work for criticism, scholarship or teaching. Four factors determine if the use is fair: 1. The purpose of the use. Why are you making this copy? To make a profit is probably not Fair Use; teaching is likely Fair Use. 2. The nature of the publication. Was the original work creative? Fiction is more strictly protected. 3. The amount of the work used. The smaller the amount of the work used the better. 4. The effect on the market for the work. Is your work going to compete in the market against the work? Perhaps even replace the work? If so, you use is probably not Fair Use. Educators are allowed to use some copyrighted materials under the Fair Use doctrine. Current copyright laws permit non-profit educational institutions to photocopy copyrighted materials under certain limited conditions: Poetry: A complete poem of less than 250 words (not to exceed two pages) or an excerpt of not more than 250 words from a longer poem. Prose: A complete article, story or essay of less than 2,500 words or an excerpt from any prose work of not more than 1,000 words or 10% of the work, whichever is less. Illustration: One chart, graph, diagram, drawing, cartoon or picture per book or per periodical issue.

The decision to use the work and the moment of its use for maximum teaching effectiveness must be so close in time that it would be unreasonable to expect a timely reply to a request for permission to photocopy.
1. The copying of the material is for only one course in the school in which the copies are made. 2. Not more than one short poem, article, story, essay or two excerpts may be copied from the same author or more than three from the same collective work or periodical volume during one class term. 3. There shall not be more than nine (9) instances of such multiple copying for one course during one class term. 4. The same teacher cannot copy the same item without permission from term to term. 5. Unauthorized copying may not substitute for the purchase of books, publisher’s reprints or periodicals. 6. The original copyright notice must appear on all copies of the work

Permission to copy any material not fitting the above description must be obtained from the publisher’s Copyrights and Permissions Department prior to photocopying the work. The earlier you request permission, the better, in case it cannot be granted and you need to substitute other materials. Attach o a copy of the permission from the publisher to the request for photocopying. The print shop staff assistant will not copy any materials which do not meet the above guidelines unless permission is attached. Remember: When in doubt, request permission. Some websites on copyright Highline Community College Copyright Page an excellent introduction to copyright basics. Play copyright Jeopardy http://flightline.highline.edu/copyright/index.htm University of Washington Copyright Information for Educators another good page with links to information on many copyright topics; including the laws that apply, copyright forms, other universities’ copyright policies http://www.lib.washington.edu/help/guides/copyright.html Visit to Copyright Bay A great copyright site with memorable graphics. If you learn visually, take a look at the site. http://www.stfrancis.edu/cid/copyrightbay/ Circular 21—A Teacher’s Guide to Fair Use and Copyright. The law. See especially Section C (Pages 5-11) it is a PDF file so you’ll need Adobe Reader. http://www.copyright.gov/circs/circ21.pdf

To top