In this strategy, students will come into the classroom and pull out their journals to read and write notes on a daily article. The teacher reads the article and the students follow along. After the teacher reads the article, the students talk to their peers about what they understood from the readings. The daily article should cover a story related to the topic the students are going to be learning throughout the day. After students are done talking, they will write in their journals and discuss as a class what the their understanding of the article was.
Lemov, D. (2010). Teach like a champion.: Grades K-12 (1st ed.). San Francisco, CA, CA: Jossey-Bass Inc Pub.
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The At Bats strategy is a alludes to baseball in which you teach a player the basics, then you practice, practice, practice. the coach then has them swing and see how they do. After they do more and more practice. The big ideas here is repetition of concept. Referring that to teaching, students are given a concept at the basic level. They then do practice problems on what they are learning. After practice and more practice, they will test their knowledge and then practice some more.
Lemov, D. (2010). Teach like a champion.: Grades K-12 (1st ed.). San Francisco, CA, CA: Jossey-Bass Inc Pub. Kahoot is an online website that allows students to play with their peers and answer questions related to the concepts in class. A teacher can facilitate the game or assessment by telling students to connect to the website on their iPads. A question will pop up and the student who answers the quickest as well as correctly will earn more points. The teacher can see who is understanding and who needs help. Students can also see what material they need to focus on if they get them wrong.
An Exit ticket is an end of the day activity in which students have to complete in order to leave the class for that day. Exit tickets serve to provide feedback for teachers to understand what the student understood from that days lesson. The activity or strategy can be provided as a questionnaire, image reflection, simple reflection, etc. After an exit tickets students can gather the data and prepare for the next class meeting for improvements.
Lemov, D. (2010). Teach like a champion.: Grades K-12 (1st ed.). San Francisco, CA, CA: Jossey-Bass Inc Pub. At the beginning of the year, I hope to instill in my students that some concepts can be boring and other interesting. Sometimes the surface of what they are learning can be dull and feel like the information is just being thrown at them for memorization purposes. However, students should know if they go deeper into the learning that it gets so much more interesting. For example, the concept of Mitosis illustrates that the cells in your body contains DNA that replicates and eventually gives rise to new identical cells to which perform functions for the body's survival. If we keep researching this, students can find information about cancer and too much replication. Students can also find that there are huge efforts for regenerative cells that can help burn and amputated patients.
Stern, J. H., Mohnkern, J., & Ferraro, K. F. (2017). Tools for teaching conceptual understanding, secondary: Designing lessons and assessments for deep learning(1st ed.). Thousand Oaks, CA: Corwin, a SAGE Publishing Company Students need to understand that learning is important but to transfer that knowledge to other activities and even assessments are even more important. For this Strategy students will be given an image in which they will think by themselves and then discuss with their partners as to what ideas and concepts come up when they see the image. They will have to make the meaning up for themselves just as they see the image. This will allow them to construct their thoughts and imagination on a little bit of details and information.
Stern, J. H., Mohnkern, J., & Ferraro, K. F. (2017). Tools for teaching conceptual understanding, secondary: Designing lessons and assessments for deep learning(1st ed.). Thousand Oaks, CA: Corwin, a SAGE Publishing Company SEEI stands for State, Elaborate, Exemplify, and Illustrate. For this strategy, students are given a concept in which they will have to understand and teach to another person. Students will research their concept and put it into a presentation to allow for visual aid as well as write a 1 to 2 page overview with examples. The students will be put into groups and have to share their presentation. After students will reflect on their peers presentation as well as their own work.
Stern, J. H., Mohnkern, J., & Ferraro, K. F. (2017). Tools for teaching conceptual understanding, secondary: Designing lessons and assessments for deep learning(1st ed.). Thousand Oaks, CA: Corwin, a SAGE Publishing Company The concept attainment strategy is a great way for students to research and understand he concept they are learning. First, the students investigate a word or example that they are going to make their own definition of. They then talk to their partners and reflect on their understanding of that word/example. After they have created notes on the words, they will create a concept map that connects the relationship between the words and examples. After the lesson is done, they will be able to hold on to their concept map and use it for the summative assessment.
Stern, J. H., Mohnkern, J., & Ferraro, K. F. (2017). Tools for teaching conceptual understanding, secondary: Designing lessons and assessments for deep learning(1st ed.). Thousand Oaks, CA: Corwin, a SAGE Publishing Company With the Four Corners strategy, students have to think hard about what answer they believe is right with the evidence they gathered. For this strategy, the teacher posts a question that is in multiple choice form, preferably four answers to chose from. The students then research the answers to find the best one. The teacher assigns each answer to one corner of the room and tells the students to go to the corner their answer is located at. The students then talk to their peers and participate in a class discussions as to why they believe the answer is correct.
Stern, J. H., Mohnkern, J., & Ferraro, K. F. (2017). Tools for teaching conceptual understanding, secondary: Designing lessons and assessments for deep learning(1st ed.). Thousand Oaks, CA: Corwin, a SAGE Publishing Company Journaling is a great strategy to introduce with your students. It helps them state what they feel in their own words and in the comfort of their own possessions. The strategy introduces itself with the teacher asking a question that promotes students to think critically and write it in their journal. They then share their responses with their partners or peers and even jot down other ideas they found helpful. The journal strategy also helps if students want to make notes about connections they've made throughout the lesson. Students can also write questions or confusions they may have about the material in their journal so that the teacher will review and remove any uncertainty.
Stern, J. H., Mohnkern, J., & Ferraro, K. F. (2017). Tools for teaching conceptual understanding, secondary: Designing lessons and assessments for deep learning(1st ed.). Thousand Oaks, CA: Corwin, a SAGE Publishing Company |