WELCOME - DO NOW• Take folder from table near the door and pick ONE slip of paper from the hat

• Make a list of all of the things you like to do for fun. Use your judgment on what to include as we will be sharing some of these.

WELCOME - OUTCOMES Introductions

Participants will learn:Strategies for making lessons fun in

order to promote student motivation and engagement (and ultimately achievement)

Ideas for how to build hope in students who may be disengaged in learning

The year that Oklahoma became a state

HANDOUTS – HOPE AND FUN WIKIThe power point, links and documents can be found at http://hopeandfun.pbwiki.com

STRONG FUN LESSONSHook/motivationObjectivesInstructional StrategiesSummary/closureHomework

CARTOONS – AS HOOKS

•Why is this funny?•What are some ways you could use it in a classroom?

DIVERGENT THINKING

Make up another show for the “math channel” that is a parody of a real movie. Write the title and a short description.

DISCREPANT EVENTSAS MOTIVATION

Think: How the pear got in the bottle?

Pair: Talk with a partner about your ideas for how the pear got in the bottle.

Share: Let’s generate a list of how we think the pear got in the bottle.

SOLUTIONThe bottle is put over the flower on a pear tree and the pear grow inside of the bottle.

PUZZLES AS OPENING MOTIVATIONImmediate hook into the lessonLateral Thinking PuzzlesGames Magazine and World of

PuzzlesLike everything else, they need to be taught so students can be successful

OTHER OPENING MOTIVATION

Celebrate Random DaysNovember

14th – National American Teddy Bear Day

OBJECTIVESMake it clear exactly what you are

going to expect on your exit ticket or daily assessment

Make part of it fun – a piece of trivia that lets them know more about you; have them bring in trivia

DRILLS/DO NOWSActivity: Rewrite/rework the

following drill into something more fun that still addresses the same objectives:List three adjectives.List three adverbs.List three verbs.

INSTRUCTIONAL STRATEGIES If you have to do a traditional lecture

lesson to build background knowledge, consider playing a game with it – Buzzword Bingo

Use puzzle-like instructional strategiesConcept attainmentConcept formation

Building Hope and Fun

parentslunchcartoonFridaywatermelon

objectiveplumgamesmotivationlesson

differentiation

instructionpeachOklahomateaching

Marylandbugbehaviorcharterfun

partyconceptstudentspearpuzzle

CONCEPT FORMATIONDATA GENERATION (PHASE I)

On each post-it in your folder (three of them),write one food you love to eat at Thanksgiving.

Get into groups of 7 - 8 and share your food items with one another.

Choose 16 – 20 food items from all of the ones your group members shared.

mailmanmailman bookbook

YESYES NONO

YESYES

mailmanmailman stepson stepson

bookbook carcar

NONO

YESYES

mailmanmailman stepson stepson goldfishgoldfish

bookbook carcar drumdrum

NONO

YESYES

mailmanmailman stepsonstepson goldfishgoldfish mousemouse

bookbook carcar drumdrum paperclippaperclip

NONO

YESYES

mailmanmailman stepsonstepson goldfishgoldfish mousemouse cactuscactus

bookbook carcar drumdrum paperclippaperclip spoonspoon

NONO

POTENTIAL TOPICS FOR CONCEPT ATTAINMENT

Language ArtsLanguage ArtsLong v. short vowel Long v. short vowel soundssounds

MathMathEven v. OddEven v. Odd

Science/Social Science/Social Studies/HealthStudies/HealthNatural v. human Natural v. human resourcesresources

Arts/Phys Ed/OtherArts/Phys Ed/OtherTeam v. individual sportsTeam v. individual sports

SORTING (PHASE II) Make sure every person in the group knows

what each food item is (tofurkey???). Have one person randomly select a food item

to start the first category. Place this on your chart paper.

Find any other foods that you think “go with” the first. Place them next to this first food.

Randomly choose one of the food that is left. Group foods like it together in another spot on the chart paper.

Continue this process until you have sorted all of the post-its. You should try to have between 2 and 4 categories.

LABELING (PHASE III) AND EXPANDING THE CATEGORY (PHASE IV)Write a description of each category by giving it a title it on the chart paper.

Add the name of one more food item to each of the categories by writing directly on the chart paper.

CLOSURE (PHASE V)If your group were to recommend one of your categories of food to the rest of the class, what would it be and why. Be prepared to share this out with the rest of the class.

USING CONCEPT FORMATION WITH KWL CHARTSConcept formation can be used to

organize KWL charts.Start normally with KNOW and

WANT TO LEARN.Use concept formation to

categorize “want to know” by starting with first question and seeing if there are others like it.

CLOSING/SUMMARYEXTENSTIONS Four Square Synectics

Ask for 4 random words at the end of the lesson

As a summary, have students relate what they learned to the words they came up with

Puzzle Station (paper or computer)http://www.freerice.com

CULTIVATING HOPE - BEHAVIOR• Criterion referenced systems

– Diamond, platinum, gold– Link to a theme in your classroom (rookie/all-star)

• Give opportunities to make it right– Earn back cards (individual card system)– Earn back points– Make it slightly harder to earn back than to lose so

there is an incentive not to lose in the first place• Clear statements on how to earn points – “wanna

know what you are playing for?”– Ex. Everyone who finishes at least 5 problems in 15

minutes will earn 2 points for their team• Class versus the teacher

USING GOALS EFFECTIVELY Make a list of the academic goals you

have for your class.

Break this down – what does this mean on a daily/weekly basis?For example, if you want 80%

mastery of your course objectives, on a 20 question Friday quiz, a student would need 16 questions correct.

TRACKING GOALSHow are you tracking goals?Have a growth component –

individual and/or classIndividual goals

Goal sheets and ReflectionsThink of fun ways to track

individual goals (ex. Passports).Student led conferencing (ex 2)Specific Feedback and Praise

PUTTING IT ALL TOGETHER• Hooks/Motivation

– Think of a lesson you are going to be teaching this week.

– Share the topic with a partner.– Brainstorm a list of hooks for the lesson

• Hope– Think of the students in your classroom who

seem to have given up.– Describe one of these students to a partner.– Make a plan for how you can use goal setting to

try to re-engage/build hope with that particular student.