Are you over-worked or under
―The old model of planning focused on what
content to be taught; the new model focuses on
how the content can best be learned. We have
moved from covering the content to uncovering
the learning, from the teacher’s perspective, to
the learner’s point of view.‖
We all would
“Every once in a while, try to
truly imagine what it must be
like to be in your own classroom.”
Twelve Step Recovery Program for Lectureholics
If you answer “yes” to three or more of the
following, you may be a Lectureholic.
1. Do you feel irresistibly drawn to the podium upon entering a room?
2. Does body language in your class show lethargy?
3. Are you not getting test results you want although you are teaching
your heart out?
4. Do you wish people would stop hands on strategies and group work?
5. Are you really tired at the end of the day?
6. Do you have “black outs” (like driving home w/o remembering the trip?)
7. Have you ever wished you could tape yourself to replay each year and
for subsequent classes?
8. Are your lecture notes turning yellow?
9. Does an observation, interrupt your lesson plan for the day?
10. When your flash drive doesn’t work, do you feel that you’ve lost a family
11. Does the mention of real world applications make you nauseous or give
12. When you have laryngitis, do you need a stand in?
There is an inverse
Are you striking out?
The art of teaching is
You can teach a lesson for a day,
but if you teach curiosity, you
teach for a lifetime.
The mediocre teacher tells,
the good one explains,
the superior one shows,
the great one inspires.
Active Learning Credo
What I hear, I forget.
What I hear and see, I remember a little.
What I hear, see, and ask questions about or discuss with
someone else, I begin to understand.
What I hear, see discuss and do, I acquire knowledge and skill.
What I teach to another, I master.
The Harsh Realities
Our schools must change if they hope to
prepare our children for the demands of the
future. Someone recently estimated that more
information has been produced in the past 30
years than in the previous 5000. It is impossible,
and unnecessary, for our schools to teach it all.
The critical life skill for the 21st Century may
well be the ability to locate, sift through,
organize, verify, synthesize, and critically analyze
information as we need it.
The REACT Test
Relating—Relating life experiences to new information
to be solved.
Experiencing—Learning by exploration, discovery, and
Applying—Applying information in a useful context.
Cooperating—Learning in the context of sharing,
responding, and communicating with others.
Transferring—Using and building on what the student
This is also Reading
referred to 10%
Practice by Doing
Immediate use of Learning 90%
Ideas for Making the Most of an
Break It Up—Use short 5-15 minutes activities
with maybe one long activity, 30-45 minutes.
Vary Instructional Strategies—at least 3 types of
activities alternating between student & teacher
Plan Opportunities for Movement—Keep them
Incorporate Multiple Media
Ideas for Making the Most of an
Extended Period 2
Make the Most of Transitions—Always give
them a task! Think of State Changes.
Make Use of School and Community
Resources—Make your course relevant to the
world outside of your classroom.
Allow Time for Reflection—Journals, etc…
Unblocking the Block
Students must have
memory is enhanced through
association with physical movement
words (linguistic intelligence)
numbers or logic (logical-mathematical intelligence)
pictures (spatial intelligence)
music (musical intelligence)
self-reflection (intrapersonal intelligence)
a physical experience (bodily-kinesthetic intelligence)
a social experience (interpersonal intelligence),
and/or an experience in the natural world. (naturalist
Learning Styles Inventory
Or try another test:
“The key to classroom
management is to make the work
so interesting and relevant that
the ultimate punishment is the
missing of the activity itself.”
Los Angeles, CA
WOW—Students are engaged when they are:
Interested in the work
Challenged by the work
Satisfied with the work
Persistent in the work
Committed to the work
The critical result of student engagement is
that students learn what is important
for them to learn.
LEVELS OF ENGAGEMENT
What does it look like? “Engagement Meter”
More concerned with
project & learning than LOTTO
STRATEGIC Honor Roll
Will this be on the test?
What’s my grade?
Does the bare minimum PAY THE
“What do I need to pass?”
Tries to hide
Please don’t call on me
Doesn’t do as asked
REBELLION Works on another class
no commitment Reads a book BANKRUPT
Sleeps, etc. Adapted from Amy Stewart – SHS, Gordon County
In your group, design a level of engagement
chart using a topic of your own
choosing…..sports, food, be creative!
Using the Measures for Design
Teaching & Measuring
Levels of Engagement/
Budget Cut Proposal for Bounce Enterprises
You work in the packing and shipping department of Bounce Enterprises, a
company that manufactures basketballs. In a slumping economy, the company
is looking for ways that each department can cut cost. Your department
manager asks his staff to try and come up with a way to accomplish that goal.
You are to create a presentation to pitch your proposal to the manager.
Students may choose a variety of formats for presenting their proposal to their
manager. Examples include paper portfolio, poster or chart, and multimedia.
Each basketball takes up 1 cubic foot of space and is sold to retailers by the
case. A case contains 12 basketballs so it would need to have a volume of 12
cubic feet. The current price of cardboard is 12 cents per square foot. What
size box would be the least expensive to manufacture? What percentage of
savings would the company if the current boxes cost $4.80 to manufacture?
Delivering orders only when the tractor trailer is full will cut down on fuel cost.
The interior of the trailer is 42 ft long, 8.5 ft wide and 12.5 ft high. How many
cases must be ordered before the truck rolls out?
Require Feedback on the Lessons You Design.
Use the Feedback to Lead Change
How would you design a feedback process
so that students could provide information
to you without either fear of reprisal?
How could you link information
about student engagement to
discussions among faculty about
lesson design, student motivation,
and student achievement?
“IF YOU ARE NOT
THEN YOU ARE NOT
TRYING HARD ENOUGH”
-Dr. Jim Arnold
(Jeopardy, Baseball, Bingo, etc…)
You Input You
Higher Achievement Higher Self Esteem
Improved Retention Greater Social Support
Varied Perspectives More Positive Attitude
Increased Intrinsic Toward School and
Improved Skills for Improved Interpersonal
Working Together Relationships
For Group Skills to be used effectively they
Students must see the need
for the skills
―Grades should be given on an individual basis
and reflect the students’ mastery of the
material.‖ --Kevin Bushweller
You must have a clear idea of how you will grade
group work. You will cause great stress to over-
achievers if you give a group grade.
Questioning & Praise
The Art of Questioning & Effective Praise
A group is best defined as a
based on interdependence
rather than on similarity.
I hear and I forget.
I see and I remember.
I do and I understand.