ESU 4 Music Cadre February 13, 2013
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Transcript of ESU 4 Music Cadre February 13, 2013
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ESU 4 Music CadreFebruary 13, 2013
Gregg Robke, Suzanne Whisler, and . . .
Judy BushDr. Glenn NiermanMatt Erb
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Quick Write: Why is good instruction also good classroom management?Share your thoughts with
the people at your table.
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Today’s Agenda
Instructional Strategies that “Make Learning Stick”
Assessing Music Teacher Effectiveness Update on Nebraska and National
Standards Update on Teacher Evaluations Practical and Easy Technology
Implementation in the K-12 Music Classroom
Closing
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You have a Share Sheet!
http://esu4musiccadre.wikispaces.com
/
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Instructional Strategies thatMake Learning Stick
Remember…
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Change-Up Instruction Every
Ten Minutes
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Chunking Instruction
•The brain needs time to create connections and pathways to move learning into long term memory.•The hippocampus can only hold so much •Too much, too fast, it won’t last.
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Use the 10-2 rule
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Take Off…Touch Down
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Take Off…Touch Down
Students should move periodically to provide oxygen to the brain.
Good instruction is not related to good classroom management.
The brain needs oxygen for optimal learning.
For most students, provide 20 minutes of instruction and 5 minutes of processing.
Chunking instruction allows time for students to process information.
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More Ways to Change Up Instruction
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The Teaching Channel
https://www.teachingchannel.org/
Poll Everywherehttp://bit.ly/Y7Fl8q
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Learn 360 www.learn360.com http://www.learn360.com/
Beethoven http://bit.ly/14QUNvR
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Exit Cards
http://www.teacherspayteachers.com/Product/Exit-Cards-101
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Exit Cards
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Exit Cards
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Using Twitter to Make Connections
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Walk and Talk
Give students a prompt: Define the terms allegro and largo. How are they alike and different?
Ask them to form pairs or triads Stand up, walk around the room, out
in the hall, etc. and discuss their idea/answer with their partner(s).
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Carousel Brainstorming Place topics on chart paper around
the room Divide students into small groups Each group has a different color
marker and goes to a different chart Students write ideas/facts about the
concept on the chart Call time and rotate to next chart Each time students arrive at new
chart, they review what is already there and add to the list
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Assigning Partners
Pair lower performing students with middle performing students
Give partners a number Sit partners next to each other Utilize triads when appropriate Teach students the how and why of
partners
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Simon Says
Simon says – tap your head if you understood _________ from today’s lesson.
Simon says – hold your arms up if you didn’t understand ________.
Simon says – turn around if you understood ________.
Simon says – flap your arms if you know what _____ means.
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Rock, Paper, Scissors
The teacher asks a question and each student discusses it with a partner. Students do rock, paper, scissors, and the winner has to give the response to the teacher on behalf of the team (pairs or trios).
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Whip AroundWhat have you learned about
engaging students? Start with one person sharing an idea. Go around the room with each person
giving a new idea. If the person’s idea has already been
given he/she can say pass. Keep going around the room until all
ideas are presented.
Whip Around
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Walk and Talk
With your partner…Grab your handoutWalk and Talk about this question:
What strategies have we suggested this morning that you will use in your classroom? Make a commitment to try ONE!
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Do you have anything to add to your share sheet?
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“Tell me and I forget, teach me and I remember, involve me and I learn.” Ben Franklin
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Sharing & Networking Protocol
Choose a: Facilitator: Guide the conversation. Make
sure everyone gets an opportunity to share. Time Keeper: Ensure there is time for each
area of discussion, give a 10 minute warning to begin wrapping up conversations
In your group take turns sharing and discussing: Resources (lesson ideas, strategies,
technology, etc . . . ) Challenges