Brain FriendlyStrategiesfor Collaborative

Learning

Ideas and Activities for Keeping Students Engaged

Presented by Alycen Wilson, Lora Drum, Mia JohnsonCurriculum Specialists

Catawba County Schools

NC TEP Standards

• Standard 1: Teachers demonstrate leadership- Teachers lead in their classrooms.• Standard 2: Teachers establish a respectful

environment for a diverse population of learners.- Teachers adapt their teaching for the benefits of

students with special needs.• Standard 3- Teachers know the content their teach.• Standard 4- Teachers facilitate learning for their

students.• Standard 5- Teachers reflect on their practice.

People HuntFind

Someone who…

Collaborative Groups

• Team structure: 4 people

• Partners: shoulder buddies

face partners

• Greetings/ Closings

Note-taking Foldable• Layered Book

- 3 sheets of paper

- fold to form layered book

- label each tab:

top tab- Student Interaction

2nd tab- CRISS Strategies

3rd tab- Technology

4th- Marzano

bottom tab- Thinking Maps

Collaborative Learning

Student Interaction

CRISS Strategies

Technology

Marzano

Thinking Maps

MarzanoHigh Yield

Instructional Strategies

High Yield Instructional Strategy

Research Shows Examples in Classrooms Percentile

Gains

Identifying similarities and differences

Students should compare, classify, create metaphors, analogies and graphic representations

T-charts, venn diagrams, classifying, cause and effect links, compare and contrast organizers, QARs, Frayer Model, etc.

45

Summarizing and note taking

Students should learn to delete unnecessary information, substitute information, keep important information, write/rewrite, and analyze information

Teacher models summarization techniques, identify key concepts, bullets, outlines, narrative organizers, journal summaries, reports, quick writes, column notes, graphic organizers, etc.

34

Marzano;s High-Yield Instructional StrategiesIn Classroom Strategies that Works: Research-based Strategies for

Increasing Student Achievement, Robert Marzano (2001) and his colleagues identify nine high-yield instructional strategies through a

meta-analysis of over 100 independent studies. They determined that these nine strategies have the greatest positive affect on student

achievement for all students, in all subject areas, at all grade levels.

Reinforcing effort and providing recognition

Teachers should reward based on standards of performance; use symbolic recognition rather than just tangible rewards

Hold high expectations, display finished products, praise students’ efforts, encourage students to share ideas and express thoughts, honor individual learning styles, conference individually with students, authentic portfolios, stress-free environment, etc.

29

Homework and practice

Teachers should vary the amount of homework based on student grade level, keep parent involvement in homework to a minimum, state purpose and if assigned, should be debriefed. Homework should be practice what only what has already been taught.

Retell, recite and review learning for the day at home, reflective journals, exit tickets. Parents should be informed of the goals and objectives.

28

NonlinguisticRepresentations

Students should create graphic representations, models, mental pictures, drawings, pictographs, and participate in kinesthetic activities in order to assimilate knowledge.

Visual tools and manipulatives, problem-solution organizers, diagrams, concept maps, drawings, maps, etc.

27

Cooperative Learning Teachers should limit the use of ability groups, keep groups small, apply strategy consistently and systematically but not overuse.

Integrate content and language through group engagement, reader’s theater, shared reading and writing, plays, science projects, group reports, choral reading, jigsaw, etc.

27

Setting objectives andproviding feedback

Teachers should create specific but flexible goals, allowing some student choice. Teacher feedback should be corrective, timely, and specific to a criterion.

Articulating and displaying learning goals, KWL, contract learning goals, dialogue journals, etc.

23

Generating and testing hypothesis

Students should generate, explain, test, and defend hypotheses using both inductive and deductive reasoning strategies through problem solving, history investigations, invention, experimental inquiry, and decision making.

Thinking processes, investigate, explore, use of inductive and deductive reasoning, questioning the author, predictions, predict-o-grams, etc.

23

Questions, cues, and advance organizers

Teachers should use cues and questions that focus on what is important (rather than unusual), use ample wait time before accepting responses, eliciting inference and analysis. Advanced organizers should focus on what is important and are more useful.

Graphic organizers, provide guiding questions before each lesson, think alouds, inferencing, predicting, drawing conclusions, skimming, key vocabulary, anticipation guides, etc.

22

Brain Break:

Are you ready?

Never forget, you are working with a teenager.

Brain of a Female Adolescent

Brain of a Male Adolescent

Thinking Maps

and a few other favorite graphic organizers

Marzano’s Classroom Instruction that Works discusses six common patterns for organizing information. These six patterns match may match more than one Thinking Map.

Marzano’s Pattern

Definition and Functions Related Thinking Maps

Concept Patterns a concept is a word or phrase that covers classes or categories of specific persons, places, things, or ideas

examples include democracy, chair, president

to define a concept, you need to look at examples, non-examples, and characteristics of the concept

Descriptive Patterns a description is composed of facts about specific persons, places, things, or ideas

description can be composed of noun phrases, adjectives, or adverbs

Time Sequence Patterns

a time sequence is composed of events in the order of when they happened

a time sequence can include descriptive information about the events

Cause/Effect and Process Patterns

a cause/effect pattern shows events, what caused them, and the results

a process pattern can show cause/effect relationships or can simply be written in the order the process is completed

Classroom Instruction

That Works

AndThinking

Maps

Brace Map

Brace Maps are used to

represent part to whole

relationships

Brace Map

534

4

30

500 100 100 100 100 100

10 10 10

1 1 1 1

Brace Map

apple

core

seeds

skin

Bridge Maps

• Bridge maps are used to show relationships between ideas; especially helpful visual for explaining analogies

Bridge Map

Circle Graph Line Graph

Percentages Change over time

Cup Quart

Quart Gallon

Circle Graph is to Percentage

s as Line Graph is to

Change over time.

Cup is to Quart as

Quart is to Gallon

Bridge Map

apple pumpkin

fruit vegetable

J ohnny Appleseed Miss Rumphius

Apples flowers

Relating factors: Apple is to a fruit as pumpkin is to a vegetable Johnny Appleseed planted apple seeds as Miss Rumphius planted flower seeds

Thinking Maps Paper & Pencil

WritingInstruction

Relating factor- are tools for

relating factor:Long Vowels Bridge Map

Reading the bridge map :A says its name in grave as E says its name in treat as I says its

name in spider as…

Bubble Map

• Bubble maps are used for describing an object/topic, not to be confused with circle map

10

6 + 4

15- 5

7 + 3

5 x 2

2+8

19- 9

18- 8 9 + 1

Bubble Map

apple

red

yellow

green

tart

juicy

crunchyy

shiny sweet

Bubble Map

Created with Kidspiration or Inspiration

Double Bubble Map-is used for comparing and contrasting

-helps students look closely and think deeply about two items

• The Circle Map is used to

define a concept, word, or idea.• It is a great map to use to:

diagnose prior knowledge

brainstorm before writing

use as a lesson closure

• This can be words, numbers,

pictures, symbols, etc. to

represent the object, person, or

ideas you are trying to

understand or define.

Circle Map

X X X X

1 2

6 12

4 8

2 4

3 6

Circle Map

Core

red yellow green

grow on trees orchards

apple pies juice apple sauce

apples

core stem peel seeds

Circle Map

The students brainstorm what they know about butterflies. The boxes on the outside of the map is a frame of reference, where the

children learned about the topic

SirWalter Raleigh

knight

lived in England

writer

soldier

went to South

America

involved with

Roanoke

what students knew at before

beginning the unit

What the students learned

during the unit

Extension of circle map- use

color to represent learning over time

Trapezoid Rectangle

Venn Diagram

One set of parallel lines Two acute angles Two obtuse angles One line of symmetry

Sum of the angles is 360º Quadrilateral Two diagonals

Two sets of parallel lines 4 right angles Two lines of symmetry

Pumpkins Apples

Venn Diagram

orange vegetable grows on vines

round seeds stems f ood

red fruit grows on tree

Flow Map

+ 3 + 4 + 5 ?

2 5 9

14

Types of Quadrilaterals

Square Rectangle Trapezoid Parallelogram Rhombus

A rectangle with 4 congruent sides and angles

Two sets of parallel lines and 4 right angles

One set of parallel lines

Opposite sides parallel and congruent

Parallelogram with all side congruent

Frayer Model for VocabularyFrayer Model for Vocabulary

Definition in your own

words

Examples

(visual- drawing or

symbol)

Non Examples

word

characteristics

Quadrilateral

Definition:Characteristics: (can be visuals)

Examples: Non Examples:

A closed figure with four sides and four vertices

Square, rectangle, rhombus, trapezoid, rectangle

Pentagons, trianglesCircles

culture

Definition (in own words)

The ideas, beliefs, and ways of

doing things that a group ofpeople who live in an area

share.

Characteristics

* Shared ideas* Shared beliefs

* Shared practices

Examples (from own life)

* What my friends and I wear

* Music we listen to

Non-Examples

* Color of my hair* Color of my eyes

* Nature*

Weather ..........................

Frayer Model variations

Definition Characteristics

Sentence with word from text

Original sentence with word

Definition Visual

Synonyms Antonyms

Target Number

25

Rods and ones

Tally marks

20+5 10+10+5 15+10 12+12+1 5+5+5+5+5 12+13 14+11 16+9 17+8 18+7 19+6 21+4 22+3 23+2

Word form Twenty Five

~ Part Whole Models ~ Several children went to a play. There were 23 boys and 41 girls. How many children went to the workshop? Whole Part Boys Girls

23 41

?

Kim buys apples for $2.19, milk for 3.89, bread for $2.10, and a chicken for $4.99. She has a twenty dollar bill. How much

change will she receive?

Twenty Dollars – $20.00

$2.19 $3.89 $2.10 $4.99 ?

Equation Boxes

North Carolina Thinking Skills Levels: Thinking Maps

Knowing Organizing Applying Analyzing Generating Integrating Evaluating

Student Examples of TMs:• http://www.thinkingmaps.com/

• http://wiki.adams50.org/mediawiki/index.php/SBS:Thinking_Maps

• http://fdlrs.brevard.k12.fl.us/ThinkingMaps/default.html

• http://www.tangischools.org/thinkingmaps/khstm.html

Brain Break! Enjoy lunch

Be ready to start at ____

LUNCHEXIT LUNCH

Before you leave, here’s

a quiz:

CRISS Strategies

ABC Brainstorming Used as a small group discussion strategy, for think-pair-share discussions, for review of background knowledge

Students can work alone, or with a partner to brainstorm ideas using the letters of the alphabet.

Anticipation Guide

Anticipation guides are effective ways to activate prior knowledge about a topic.

The teachers provide 5-10 statements for the students to determine if they are true or false. These are discussed prior to the lesson and then again after the lesson. This strategy creates interest, helps to guide students in setting a purpose and encourages students to a higher level of thinking.

Focused Free Write/Response This strategy is used to help students write to clarify & summarize their thoughts after reading a selection of text.

Students are instructed to write about a topic for a certain amount of time (1-5 minutes). Students must not stop writing during the allotted amount of time and they must write in complete sentences.

Graphic Organizers Graphic Organizers are effective visual representations of knowledge. They chunk information in a manner in which our brains works.

Motivate Guide Thinking Develop Vocabulary Increase Recall Organize Information Assist Understanding Promote Active Learning Activate Prior Knowledge Facilitate Pre reading, Post reading, Prewriting, Revising & Discussing

Mind Streaming Mind Streaming can be utilized as a paired or group discussion strategy.

Assign each student a partner. Tell them the topic that they will be discussing. Give them the time limit that you expect each partner to talk for. One minute per student works well. This may also be done in groups.

CRISS Strategies CReating

Independencethrough

Student-owned

Strategies

One Sentence Summary This strategy is best utilized when the goal is to have students capture the main ideas from reading selections, lectures or videos. This must be modeled many times.

Pattern Puzzles This strategy is to assist students in understanding structure and patterns. It works well with content that requires sequencing of steps. (For example: scientific experiments, steps to solving a math problem, the directions of a recipe)

Power Thinking/Power Notes

This strategy helps students differentiate between main ideas and details through the assignment of numbers. Power 1 = Main Idea Power 2= Supporting Details for Power 1 Power 3 = Supporting details for Power 2

Sticky-notes Discussions Students to mark the place where they have a question as they are reading.

Students should mark down key words on their Sticky-note to help them remember why they marked that spot. This might be sections that they have a question about, a section that they found to be humorous, or a section that they found interesting or with a vivid description.

Selective underlining/highlighting

This strategy helps students to understand what the authors want them to know. Also it helps to organize information from the reading. A person will remember more of what they have read if it's organized. Selective underlining will help to organize information.

The Twelve Minute Study Strategy

Research shows that our brains retain more beginnings and endings. More information is retained from short sessions, than from lengthy ones. Information processed during a 12-Minute Study session leads to a greater degree of retention.

Two Column Notes Students divide their papers in half and record main ideas on the left and details on the right.

A few good links:Pasco, Florida

Links for All TeachersElgin High School

Anticipation Guide 1. Read the statements about Motivating Students to

Engage in Class Activities and check whether you agree or disagree on the column to the left side of your paper.

2. You are to read the article and then you will mark the agree/disagree column to the right side of your paper. Please make sure that for any false statements in the right column, you list the page and paragraph number to support your response.

Alphaboxes/ABC BrainstormingA

AntAntennae

BButterflies

BiteBee

CChrysalis

DDissect

EExterminator

FFlowers

fly

GGrasshopper

Gnat

HHorsefly

Head

IIcky

JJune bug

KKatydid

LLadybug

MMosquito

NNectar

OOutside

Ppesticide

QQueen bee

Rroach

Ssting

TThoraxTickl

Uunderground

VVenomous

W XWasp

Y ZYellow Jacket

Zap

Four Corners1. Number off from 1-42. Each number will be assigned a corner of the

room to report to and be identified as that insect/bug group.

3. Your task at your assigned corner: using sticky notes, write down as many attributes as you can about your assigned insect/bug- make sure each idea is on a separate sticky note.

4. When time is called, move to the back/front of the room and bring your sticky notes along.

www.online-stopwatch.com

Logic Lineups

1. Return back to your assigned number and insect/bug2.Partner up with an insect from each of the other corners so that we have 1, 2, 3, 4 insects/bugs together.3.Form a straight line and listen to the directions.4.You will be rearranging yourselves based on the information given to you.

Brain Break:

Are you ready?

What do you see?

A man playing a saxophone

or A portrait of a woman

A Native American with headress

OrAn Inuit with a furry

coat entering an igloo

Student/Teacher Interaction

Student Engagement

One Sentence Summarizing(Marzano HYIS, CRISS)

1. As a group, divide up article and read “Let’s Talk- Promoting Mathematical Discourse in the Classroom”

2. Everyone is to read and summarize the section that you have been assigned. Write a one sentence summary on a strip of paper.

3. When everyone in the group has finished reading and has their 1 sentence summary complete, take turns sharing your 1 sentence summary.

4. Put your summary slip in the envelope.5. When all group members are finished sharing 1 sentence summaries, as

a group you are to come up with 3 words that would reflect your entire group’s summaries. Write these 3 words on the front of the envelope.

www.online-stopwatch.com

6. On the signal, pass your envelope to another group.7. Now your group’s job is to read only the 3 words on the front of the

envelope and write a one sentence summary using all 3 words. www.online-stopwatch.com

6. One person from each group will share the group’s 1 sentence summary.

What Shape Are You?

• Ways for Students to Respond

(Overt Responses/Mandatory Engagement)

• Student Interaction Ideas

cheer cards: www.drjean.org

• Cooperative Grouping

Student Engagement/Responses

Mix- Pair-Share Activity

Brain-based Learning

Strategies

Mix – Pair- Share1. Each person will receive a brain building strategy card2. Read the information on the card and be prepared to summary,

share information about that strategy3. When music starts, move around the room.4. When music stops, turn to face the person closest to you, give

one another a high five greeting and then you decide who will share first.

5. Take turns sharing the brain strategy mentioned on your card. (you will be given time limits: www.online-stopwatch.com

Rules: when one person is sharing- the other person can only listen, no responding verbally

1. When music starts, move around the room again.2. Follow same procedure as before.3. Do not pair up with someone you did earlier. www.online-stopwatch.com

Brain Break: Are you ready?

Pay Attention

Bloom’s Revised

Technology

Game Templateshttp://people.uncw.edu/ertzbergerj/ppt_games.htmlhttp://jc-schools.net/tutorials/PPT-games/ GameBoardshttp://jc-schools.net/tutorials/gameboard.htm Powerpointshttp://pppst.com/http://jc-schools.net/ppt.html Graphic Organizers http://www.edhelper.com/teachers/graphic_organizers.htmhttp://www.eduplace.com/graphicorganizer/http://www.teachervision.fen.com/graphic-organizers/

printable/6293.html Thinking Mapshttp://www.bookladymel.com/thinkingmaps.htmhttp://www.opencourtresources.com/thinking_maps/

http://www.bubbl.us/

online brainstorming tool

www.edu.glogster.com

Online interactive media posters

More Technology

http://www.bubbl.us/

online brainstorming tool

http://pages.cms.k12.nc.us/traceepauling/ss.html

Farcebook

www.edu.glogster.com

Online interactive media posters

www.online-stopwatch.com

Online tools for timing

http://kids.niehs.nih.gov/braint13.htm

Word Puzzlers

http://lcps.k12.nm.us/Departments/Prof_Dev/elem_literacy.shtml

Anticipation Guides (already made)

http://www.harmonyhollow.net/hat.shtml

The Hat (random student selector)

More Technology Goodies

Brain Break:

Are you ready?

Jigsaw Book

Why Use Magic Books?

* Students use their psychomotor and kinesthetic intelligences.

* They are a unique way to present information for learning or reinforcement.

* They are useful as a graphic organizer with many applications.

* Keeps students engaged!

* They’re very mysterious!

Materials Needed:

Paper• Each book requires 1 ½ sheets of

8.5”x 11” paper.

(Heavy paper in wild colors is also nice)• Use 2 or 3 different colors of paper.

Scissors

Directions1. Fold one sheet of paper in half- hamburger style,

then open it and cut it along the crease so that you have two equal halves.

Share one half of the paper with a partner. cut

1. Fold the half sheet of paper in half hotdog style. Open it up and then cut it in half along the fold. Be careful to cut straight and even. You will use these two strips to weave into the other piece of paper.

cut

cut

1.Take your sheet of paper that has not 1.Take your sheet of paper that has not been cutbeen cut

2.Fold the paper in half (hamburger 2.Fold the paper in half (hamburger style).style).

3. Fold the paper in quarters, 3. Fold the paper in quarters,

lengthwise, forming a “W.”lengthwise, forming a “W.”

It should now look like a “W”.

4. Cut the innermost fold up to the next fold lines.

Innermost fold Cut to here

5. Weave your quarter strips into the cuts.

You know – over and under and

over and under…

It should look like this.

6. Find the “magic” pages!

If you flatten out the paper, you will see two sides, front and back.

The “magic” is finding the thirdthird side of the book.

Clue: the book separates in the centermost fold

and reveals the third side.

Pull apart here

1

1

12 3

5 4

to get this!to get this!

6

4

It’s magic!It’s magic!

Ideas for uses…

Word and definition

Problem and solution

Cause and Effect

Word- abbreviation

Symbol- word (editing marks, music note and value, etc.)

Math Facts

A million more….

Brain Break:Something to leave you with…

A group of teachers were being feted by a number of business groups in the

community. At the end of his welcoming speech, the head of the Chamber of

Commerce said, raising his wineglass, “Long Live Our Teachers!”

A voice in the back replies, “On what?”

Questions/Comments