Web #4 Daily DIff Handouts SECWebinar #4B Instructional Variety to Increase Student Engagement -...

Webinar #4B Instructional Variety to Increase Student Engagement - SECONDARY March 12, 2019

© 2019, Martha Kaufeldt, Scotts Valley, CA www.beginwiththebrain.com 1

Martha KaufeldtSolution Tree Presenter, Author

Webinar #4B – March 12, 2019Daily Differentiation at Tier OnePrevention Before Intervention

SECONDA

RY

Teachers, Change Your Bait!Brain Compatible

Differentiated InstructionBy Martha Kaufeldt

© 2005 Crown House Publishing

DEVELOP A WELL-STOCKED TACKLE BOX OF STRATEGIES

Holland, MI Aug. 200220 pound King Salmon

Every great angler prepares for fishing by evaluating the weather, location, the time of day, and fish habits & preferences. Based on past experiences, the most appropriate lure is selected. To increase success, after awhile every great fisherman/woman reels in the line, turns to the tackle box and decides to "change the bait."

Using a Fishing Metaphor

Seward, AK May 20072 - 22 pound Halibuts

Increase Student Engagement

1. Active Processing: Use it or Lose it!

2. Getting Students’ Attention

3. Rules of Engagement: NOVELTY+

4. 10 “SPEED Strategies”



Brain Basic #2

Learning is developmental and experiential

Multi-sensory experiences in

enriched environments promote brain

growth and neural connections.

• Actively process new learning through a variety of engaging instructional strategies & multiple rehearsals.

Brain Basic #3: Use it or lose it!

Students should have multiple experiences for how they:

• TAKE IN new information.

• Actively PROCESS

• MAKE SENSE of new ideas.

• DEMONSTRATE their understanding using a variety of PRODUCTS and PERFORMANCES.

Cooperative Group Learning:Flexible Groupings

ØO.Y.O. On Your OwnØElbow PartnerØSmall Discussion Group (3-4)ØInformal Partnerships/Groups

ØFormal/Pre-planned Groups



Daily Differentiation

Defined: a daily integration of a variety of novel, relevant, high-quality, high-impact strategies presented in a brain-friendly environment

Active Processing• Any instructional method that engages

students in the learning process.

• Requires students to do meaningful learning activities and think (and reflect) about what they are doing.

• Students are active, engaged, and fully participating in the learning process.

• The opposite of traditional lecture where students passively receive information from the instructor. (compliant)

Students typically have a focused attention span of 1

minute per year of age. +/- 2 variable.

Limit Direct Instruction to 12-15 minutes.

Brief Explicit Direct Instruction

• Teacher talks less.

• Students learn more.

• Use visuals.

• Orchestrate active processing.

• Use primacy–recency (lots of beginnings and endings).

• Use chunking.



We tend to remember BEST that which comes FIRST.

Second best – that which comes LAST.

LEAST – that which comes in the MIDDLE.

How the Brain Learns –

Dr. David Sousa

Active Processing• Just about any task will do, as long as it

requires students to use the information they’ve learned.

Active Processing might include:

• Relating (connecting) new information to prior knowledge

• Investigating and asking questions about the material.

• Writing summaries or outlines of the material

• Discussing ideas/opinions with others

• Taking a “do-over”

Getting Students’ Attention

Attention is a precursor to engagement.



Circle of Needs

Belonging

Fun Freedom

Power

Glasser’s CHOICE Theory(aka Control Theory)

SURVIVAL

We don’t pay attention to boring things!

Novel, interesting (or threatening) stimuli garner our attention

• Colorful visuals, media

• Interesting sounds, music

• Things to examine and touch

• Things to smell and taste

“Attention Grabber”

• Breaking someone’s pattern or behavior by interrupting them with an unexpected stimulus.

• This ‘stimulus’ can be anything from a sound, to a funny joke, to a physical movement.

• “Pattern Interrupt” is a phenomenon that you experience every day.



Rules of Engagement:

21

Humor

Fun

CuriosityMystery

Meaningful Relevant

Multi-ModalVariety Challenge

Technology

Media

Discovery Play

Games

Choice

“Play”

by Stuart Brown, M.D.

Play and physical activity can help promote problem-

solving, creativity and develop students’ social

skills

Multi-ModalPedagogy

Differentiate Instructional Strategies to Process

New Information in a Wide Variety of Ways

How can we increase engagement in the classroom?

• Small bursts – limit information• Unpredictable – variety & novelty• Visual and auditory cues• Generate an “action” = do something!



25

Instructional Variety

26

Helping Students Develop Understanding

4. Questions, cues, and advance organizers

They help students open "mental files" to access prior knowledge before new learning takes place. This helps in pre-assessing the knowledge and skills (related to standards) that a student possesses and gives a context for the learning experience to come. ES 0.59 or 22%pts.

5.Nonlinguistic Representations

A variety of methods, such as graphics, models, mental pictures, drawing, and movement, should be utilized to elaborate and rehearse new learning. ES 0.73 or 27%pts6. Summarizing and note taking

The ability to summarize, delete, distill, and analyze information in order to be able to select what is important or relevant for learning. ES 1.00 or 34%pts.

7. Homework and practice

The ability to provide additional learning experiences that will help students further rehearse concepts and skills. Not necessarily more of the same. ES 0.77 or 28%pts.

Classroom Instruction That Works (Marzano, Dean et al. 2012)

Effect Size = Impact .20=Small Impact .50=Medium Impact .80-Large Impact

Non-Linguistic Representations

Dual Coding Theory of information storage.

Knowledge is stored in two forms:

• The Verbal / Linguistic form focuses on storing words and phrases.

• The Non-Verbal / Non-Linguistic form focuses on storing information using • mental pictures, • images, • physical sensations.

27 28



Nonlinguistic Representations

“Explicitly engaging students in the creation of non-linguistic representations stimulates and increases activity in the brain.”

Robert Marzano

•Creating graphic representations (organizers)•Making physical models

•Generating mental pictures•Observing visual representations & media•Drawing pictures and pictographs• Engaging in kinesthetic activity

Instructional

1) Visuals & Media

2) Graphic Organizers

3) Games, Mini-competitions

4) Manipulatives –“Gimmicks”

5) Movement & Creative Dramatics

6) Discussion Tactics

7) Point of View / Role Play

8) Walk Abouts

9) Centers, Rotation Stations

10) Choices – “Must-Do’s & May-Do’s”

30

Visuals & Media

31

1• 75% of all information reaching the brain

arrives through the visual system.

• Create a “visual rich environment”:•Pictures•Symbols•Movie Clips•Smart Boards•Document Cameras

Visuals are processed 60,000 x faster than text



3 States of MatterGraphic Organizers

• The linguistic mode with words (text or verbal)

Graphic Organizers involve two forms of information storage

• The nonlinguistic mode with pictures, arrows and symbols to represent relationships

2

Graphic Organizers

MindMaps

Concept Maps

Charts &

Graphs

Pre-write Organizers

Cause & Effect Charts

Flow Charts

Concept Mapping ES = 0.64

• Mindmaps

36



Descriptive Pattern Organizer

fact

TOPIC

For specific persons, places, things or events with no particular chronological order needed

fact

factfact

fact

Time-Sequence Pattern Organizer

Even

t

Even

t

Even

t

Even

t

Even

t

Even

t

Events need to be in a specific chronological order.

40

Interactive Notebooks



Interactive Notebooks

1. Use visual and

linguistic intelligences

2. Note-taking becomes active

3. Organizational Skills

are practiced

4. Notebooks can become

portfolios for

formative assessments.

41

CentersRotation Stations

• Students rotate through several stations during a lesson block.

• Teach the lesson to small groups, customizing the delivery each time to differentiate for the learning strengths of the individuals in each group.

• Provide O.Y.O. and Small Group Practice

42

2

43

Vocabulary CentersA Variety of Multi-Modal, “Pluralized” Strategies

• Word windows

• Connect two

• Here is ... Where Is?

• Crossword puzzles

• Flipbook or foldable

• Password game

• RAP it up!

• Charades



Games and Mini-competitions

§ Inconsequential Rewards!

§ “Guess how many?”

§ “A Minute to Win It!”

§ “Game shows”

3 Inconsequential Rewards

46

• Recognition• Acknowledgement• Celebrate Victory• Secret to Success?• Non-Cumulative

GAMES

• Robert Marzano, Educational Leadership, Feb. 2010

• “Using academic games in

the classroom is associated with a 20 percentile point

gain in student

achievement.”

GAME SHOW TEMPLATES:

https://www.lifewire.com/free-powerpoint-games-for-

teachers-1358169

Jeopardy – Style Questions

48

A Part of Speech that names a person, place, thing or idea.



Creative Dramatics and Role PlayStudents get to:

• Leave their seats and move

• Get together with other

students

• Discuss ideas, collaborate

and share thoughts,

• Display emotions,

• Use their imagination!

• Have FUN!

4 Integrate Creative Dramatics into Any Lesson

“Hand Acting” “Strike a Pose”

Tableaux & Living Dioramas

• Students are asked to physically construct a significant scene from a piece of literature, a historical event or a current issue - through body placement, facial expressions, and the use of a few props.

• This “freeze frame” invites students in the audience to identify the scene, its importance, and the significance of the characters, their actions, and reactions.

Manipulatives & “Gimmicks”

Mini-Sacks

Dice

Timers

5



Periodic Chart “Flash Cards”

53

Use Visual Gimmicks

55

Exercise Dice

Instructional Cubes



Point-of-View

• RAFT Writing

• Books of Correspondence

• DeBono’s SIX HATS

57

6 RAFT Writing:

Biology

• R – Oreo Cookie

• A – The other cookies left in the bag.

• F – A Travel Guide (Brochure or Map)

• T – The journey through a human’s Digestive System!

Books of Correspondence

• Write an exchange of letters between two unique characters.

• Include references to current events, geography, daily life.

• Design cross-disciplinary opportunities.

deBono’s Six Thinking Hats de Bono Group’s website (www.debonogroup.com/six_thinking_hats.php),

• The White Hat calls for information known or needed. “The facts, just the facts.”

• The Yellow Hat symbolizes brightness and optimism. Under this hat you explore the positives and probe for value and benefit.

• The Black Hat is judgment—the devil’s advocate or why something may not work. Spot the difficulties and dangers; where things might go wrong. Probably the most powerful and useful of the Hats but a problem if overused.

• The Red Hat signifies feelings, hunches and intuition. When using this hat you can express emotions and feelings and share fears, likes, dislikes, loves, and hates.

• The Green Hat focuses on creativity; the possibilities, alternatives, and new ideas. It’s an opportunity to express new concepts and new perceptions.

• The Blue Hat is used to manage the thinking process. It’s the control mechanism that ensures the Six Thinking Hats guidelines are observed.



Movement and Gestures

• Use hand signals to remember concepts and vocabulary.

• Create movements to demonstrate understanding.

7 Raps, Songs and Hand Jives• Create a Hand Jive and Chant to remember key points.

• Compose a Jingle or Clever Rhyme.• Create new Lyrics to a known melody.

• Write a Rap that keeps a great beat and helps you remember the facts!

62

Discussion Tactics

• Discussion dots or talking chips

• Circle share (inside–outside circles)

• Fishbowl discussions

• Talking sticks

• One-minute speed summary

8 DISCUSSION DOTS

• Work in groups of 3 or 4 from your table.

• Each take one of the colored sticky dots strips

• Quickly discuss thoughts you have about the topic…

• Each time you make a comment, put down a sticky dot.

• Only make another comment AFTER the other “colors” have commented.

64



School “Safari’s”

• Explore within the school building photos, map, etc• School Grounds Safari – Plants?

Animals? Water?• Short Walk Safari – Scavenger Hunt

9 Choice Opportunities

Increase the choices you offer students to hook their interest and encourage engagement based on:• What they learn• How they learn• How they demonstrate mastery

Use:• Bloom’s Revised Taxonomy• Learning preferences• Multiple intelligences• Student interests

10

We Seek and Choose Tasks That …

• Appeal to our learning preferences.

• Remind us of our past successes.

• Are within our realm of possibilities.(I think I can!)

• Look like they might be fun.

• Might let me get up and move.

• Let me work with others.

Choice Opportunities Might Include . . .

Simple Choices

• Where you sit, handwritten versus typed, with whom to work, which writing prompt . . .

Must Dos and May Dos

• Parts of an assignment are non-negotiable, and some parts are a choice of tasks. Some stations or workshop rotations are assigned, and there is a time for student-selections.

“Show What You Know”

• As an end-of-unit choice, students may select how they demonstrate their understanding.

Web #4 Daily DIff Handouts SECWebinar #4B Instructional Variety to Increase Student Engagement -...

Documents

Transcript of Web #4 Daily DIff Handouts SECWebinar #4B Instructional Variety to Increase Student Engagement -...