Barbara-Pederson-Engaging-Students-with-SPRW

Report
Welcome Message
Welcome to the C.L.A.S.S. session about
SPRW (Say it, Play it, Relay it, Weigh it)
This session is about matching
instructional strategies to student
learning objectives. In short it is about
planning the most effective lessons for
your students.
What do your students need? What are
the goals for your students based on your
learning objectives? How will you plan
instruction to match those goals? How
will you track student progress? All of
these things are needed in a good lesson
plan. There is a process that will make
this simple. It is called SPRW.
Task: After you read this message,
please tell your neighbor what SPRW
means.
The C.L.A.S.S. foundation is based
on Purposeful Planning and
Effective Instruction connected to
what we know about how students
learn. The C.L.A.S.S. process will
create Teacher and Student
Leadership.
The C.L.A.S.S. SPRW Instructional
Process is connected to Core
Standards, measureable
achievement goals and
assessments.
SAY IT:
PLAY IT:
RELAY IT:
WEIGH IT:
Brain Research
1. Emotion drives attention
2. Intelligence is a function of
experience
3. Collaboration and Feedback
4. Meaningful Lessons connected to
CORE standards and PARCC
assessment
5. Choices for checking understanding
6. Adequate Time to develop student
understanding and mastery
7. Interest is a key to learning. Inquiry
based curriculum
What is SPRW?
S
P
R
W
ay it. This is your direct instruction that introduces the concept you are
teaching. This is your emotional hook that will help engage students into
the lesson. This is what will grab the interest of the students. Will you
use a video clip, computer source, read aloud, text, etc.?
lay it. This provides structures to be used for processing and rehearsing
the new information. How will you allow students to practice the new
skill, concept, or core standard with another student? How will you
help/let students contextualize it into their own lives?
elay it. How are students going to prove to you that they have learned
the new information, skill, concept, or core standard? What products will
students create to showcase their knowledge? What inquiries will be
answered and how?
eigh it. How will you assess student knowledge or growth?
How can we ‘Weigh it” all the time? How will you keep track of progress?
3
Say
It,
Play
It,
Relay
It,
Weigh
It
C.L.A.S.S. Decision Making Process for Twenty-First Century Learners
Character  Social  Academic Development
Weigh It:
“The weigh it light is ALWAYS on.”
How will you assess and evaluate students?
Play It:
Say It:
Say
It:
__Are students
in the right
frame of mind
for learning?
__ What is the
level of student
engagement?
__Do procedures
need to be
written?
__Has
community been
built in the
classroom?
__How will you
use Bloom’s?
__Will you
include more
than one
intelligence?
__How will you
involve memory
lanes?
__Do students
need a brain
break?
How
How will
will you
you “hook”
“hook” your
your
students?
What
students? What will
will be
be your
your
venue
venue for
for direct
direct instruction?
instruction?
C.L.A.S.S. Tools:
C.L.A.S.S.
__HallwayTools:
Greeting
__Hallway
__WelcomeGreeting
Message
__Welcome
__Agenda Message
__Agenda
Study
Trip
Technology
Technology
__DVD /Video Clip
__DVD
/Video Clip
__Blog, Wiki
__Blog,
Wiki
__Online Resource
__OnlineText
Resource
Content
on Essential
Content
Question Text
__Textbook,
__Textbook, Trade
Trade book
book
__Text
from
modeled,
__Text from modeled, shared
shared, orwriting
independent
or independent
writingReaders
__Leveled
__Leveled
__Books Readers
__Books
Poem
Poem
Song
Song
Resource Person
Study
TripProcess
Discover
Resource
__Model/ Person
Specimen
Discovery
Process
__Curiosity
Bag
__Model/ Demonstration
Specimen
Scientific
__Curiosity
Bag
Service
Learning
Scientific
MovementDemonstration
Service Learning
Props
Movement
What novel structures will you use to help
students process and practice what’ they
are learning?
Partner Processing:
__Cell Phone Buddies
__Meet Your Partner
__Talking Pencils
__Turn to Your
Partner
__Move and Match
__Dancing with the
Stars
Whole Group
Processing:
Small Group
Processing:
__I’m Wild About
__Star Seekers
__Table Talk
__Ways We are
Alike
__4-2-1
__Chart Chats
__Create a Question
__M&M Processing
__Shuffle and Share
__Your Number is
Up
__Challenge
Envelopes
__Divide and
Conquer
__Me, You, Us
__Paradise
Processing
__Triangle Talk
__Community Circle
__Moving to Music
__Sign on the Line
__Clipboard Cruising
__I Have, Who Has?
__I’m on the Line
__Quiz, Quiz, Trade
__Roundabout
Conversations
__To Tell the Truth
__Give and Take
**Any of these structures can be used to
promote, social, character, or academic
achievement.
Relay It:
What student products or actions can be
assessed while extending and applying
learning.?
Assessment
Tools:
•Literacy
Links
_ Body Language
_ Level of Engagement
•running
_ Verbal Actions
_ Emotional behaviors
record
_ Physical Reactions
Levels of Bloom’s
•rubric
Evaluating
Analyzing
Creating
•rating
__ Survey
__ Power Point __ Debate
sheet
__
Panel
__
Chart
__ Video
__ Report
__ Mobile
__ Story
•self-assessmen
__ Investigation
__ Commercial
__ Expert
•Peer assessmen
__ Conclusion
__ Report
Project
__ Graph
__ Puppet Show __ Persuasive
•conference
Speech or
__ Spreadsheet
__ Game
Writing
__ Checklist
•checklist
__ Song
__ Advertisement__ Self Evaluation __ Biography
•anecdotal
__ Group
__ Outline
__ Painting
Evaluation
__ Venn Diagram
__ Invention
notes
__ Art Critique
__ Experiment __ Editorials
•test
__ Article
__ Pantomime
•quiz
__ Website
•exit slip
__ Webinar
•reflection
Understanding
Remembering
Applying
•worksheet
__ Recitation
__ Retell
__ Illustration __ Summary
__ Fact
•district or stat
__ Simulation
__ Collection
__ Label
__ Demonstration__ Explanation
test
__ List
__ Presentation
Student Behaviors and Reactions:
__
__
__
__
__
__
Interview
Journal
Model
Diorama
Scrap Book
Writing
Prompt
__Reader’s
Theater
Where do I go from here?
__Revise your teaching
__Regroup students
__Move on to another skill
__
__
__
__
__
__
Cartoon Strip
Flow Chart
Make a Book
Speech
Diagram
Poster
__ Timeline
__ Facts Chart
__ Recite a Poem
Say It:
Welcome Message
I know you may be a doubting Thomas about loving
the new fantasy novel we’re reading, but trust me,
sometimes new things can be a blessing in disguise
even if you only try them once in a blue moon.
This book is just a drop in the bucket compared
to the wonderful books you’ll experience this year,
and though some will say a leopard can’t change
his spots, I think everyone can learn to love a new
genre if it’s well written. I guess I should just cut
to the chase by saying, “Don’t eighty-six this book,
because it’s going to be a doozy!”
Task: Believe it or not, this book is over the top
when it comes to idioms, or sayings. Work
together as a group to define all of these mumbo
jumbo idioms in red on the welcome message. Give
me a smile and thumbs up when you have them.
Doubting Thomas______________________
__________________
Blessing in disguise
______________________
__________________
Once in a blue
moon__________________
__________________
Drop in the
bucket_________________
__________________
Leopard can’t change his
spots__________________
__________________
Cut to the
chase__________________
_________________
Eighty-six
______________________
__________________
Doozy_________________
__________________
Over the
top____________________
__________________
Mumbo Jumbo
______________________
__________________
Play It:
We chose the collaboration structure
“I Have, Who Has…” for our “Play it”
structure. It is important to expose
students to different idioms, and this
structure is perfect for that. We
can collect cards, redistribute them,
time how long it takes to get through
them and this “Play it” will expose
students to a variety of patterns of
idioms.
If I’m “Weighing it” and see that some
of these are very difficult for my
students, I can go back and do a
different “Say it” or “Play it” to help
them understand and remember
them.
I have, Who has?
I have
To keep quiet or say
nothing.
Who has
Long in the tooth?
I have
Old
Who has
A knee-jerk reaction?
I have
Something that is
common and easy to get.
Who has
A piece of cake?
I have
Something very easy
I have
It’s better to do
something rather than to
just talk about it.
Who has
Racing the clock?
I have
Rushing with a short
amount of time.
Who has
We’re all in the same
boat?
Who has
A slap on the wrist?
I have
A quick and automatic
response.
Who has
A dime a dozen?
I have
A very mild punishment.
Who has
Actions speak louder
than words?
I have
Facing the same
challenges.
Who has
It’s all Greek to me?
I have
It’s meaningless or I don’t
understand.
I have
A large amount of money
or very expensive
Who has
At the drop of a hat?
I have
immediately or at a
moment’s notice
I have
Starting all over again.
I have
Thirteen
I have
Talking about an issue
that is already settled.
Who has
A baker’s dozen?
Who has
Beating a dead horse?
Who has
An arm and a leg?
I have
100% identical, a
duplicate
Who has
Don’t look a gift horse in
the mouth?
I have
When someone gives you
something, don’t be
ungrateful.
Who has
A dry run
Who has
Back to square one?
Who has
A dead ringer?
I have
A rehearsal
Who has
Mum’s the word?
Relay It Choices: Students choose one of the following
Scrapbook:
Idiom Song:
Design a scrapbook of at least
ten pages using at least ten of
the idioms from our game.
You must have the following:
__An opening page telling
what an idiom is.
__An illustration (silly or
serious) for each idiom.
__A front cover with a
creative title and your name.
__At least ten pages with at
least ten idioms.
__Extra will be given extra
credit.
Create an idiom song:
-- (either your own tune, or
to the tune of a known song
that describes what an idiom
is.
-- You must use at least ten
idioms from our list with
definitions. Be creative, be
useful, be emotional.
--Extra credit for costumes
and props when performing!
Understanding,
applying, creating
Understanding,
applying, creating
Article Rewrite
Choose any article from a
newspaper or magazine
that you find interesting.
-Rewrite the article using
at least ten of the idioms
from our list
-(please supply the
definitions for the idioms
in parenthesis)
--Include the original
article.
--Be prepared to read the
article in class.
Understanding and
applying
Say It:
Hallway Greeting
Say It:
Couldn’t I also read a book?
Play It:
Talking Pencils with Movement
-With your partner, say “A”,
then snap your left hand, “T”,
then snap your right hand, the
double slap your partner’s
hands and say, “at”.
Take the list of the alphabet,
say the letter, clap your hands,
the sound it makes, clap your
hands again, then “A”, snap,
“T”, snap, then the word as you
double slap hands with your
partner.
If it’s a word, write it down, if
not put an “x” through it.
Example:
B (clap), bu (clap), a
(snap), t(snap) bat
(double hand slap
with partner)
Relay It and Weigh It
Make a List of words in the Sometimes Relay It
“at” family.
and Weigh It are
Or
married!
Make a book of words in the
at family.
Or
Read a list of flashcards to
the teacher.
The teachers weighs at this
point through a checklist,
anecdotal notes, or by
grading the list.
Say It: Study Trip
A garden gnome has hidden
some LIZARDS in the
courtyard and garden area.
Find your seed packet partner
and find one lizard each.
Take a sticky note with you
and on the note, write where
you found it. Once you’ve
found three, come back to
our room.
The Preposition Song!
(To the Tune of “Yankee Doodle”)
about
above
across
after
along
among
around
at
before
beside
between against
within
without
beneath
through
during
under
in
into
over
of
off
to
toward
up
on
near
for
from
except
by
with
behind
below
down.
Play It: Cell Phone
Buddies
Find your cell phone buddy.
This person has the same text
message as you on their phone.
Decide what the text means
together as partners, then
practice memorizing your
prepositions. You can use the
Yankee Doodle song or a
different way to memorize
these (mnemonic, picture, etc.).
Today you’ll have ten minutes
to work together to memorize.
DTRTT
PR
MM@
*$
DTRTT
PR
DTYM
4COL
4COL
DTYM
PROS
MM@
*$
PROS
AFZ
C4N
AFZ
CID
ASAYGT
CID
ASAYGT
IMO
C4N
IMO
Relay It/ Weigh It: Recite or
Recite or Write all of
Write
the prepositions :
Choice 1:
Use the Yankee
(automatic
Doodle Song
memory)
Choice 2:
Recite in any order. If
you use a mnemonic,
you can write it on the
board
(semantic memory)
Choice 3:
Write all of the
prepositions within
three minutes.
(linguistic intelligence)
Say It: Video Clip
www.teachertube.com
has sooooo many video
clips now that are quick
and easy to find
Play It: Quiz Quiz Trade
Quiz Quiz Trade is a Kagan
collaboration structure that
can be used so easily with
student made vocabulary
cards, word wall word cards,
a cut up worksheet, or the
periodic table of elements.
The possibilities are endless.
Remember that you are ALWAYS
weighing it, even through the
other parts of the SPRW. If you
are hearing a child, or two, or
three who are giving wrong
answers, pull them off to the side
of the room during a relay it and
REVISE YOUR TEACHING. If
they didn’t get it from the video,
through auditory and visual input,
maybe you can try a different
intelligence…like bodily
kinesthetic. They may have to
feel it beyond clapping.
Relay It: Demonstration
Students can demonstrate their
understanding of syllables or word
parts by clapping words from the
welcome message, word wall, agenda,
etc. chosen by the teacher.
The teachers can use a checklist to
Weigh the skill.
Today’s Lesson:
Our Learning Objective:
Long term:
-Reading and comprehending non-fiction to
research a topic
-Writing non-fiction/informational piece of writing
(first of the year)
-Understanding the features of non-fiction text
-Beginning to site sources of information
Short term:
-How writers begin a piece
-How writers can use lists to become better
writers
-Using your schema and collaboration to become
better readers and writers
-Using questions to help organize research
SPRW
Say It:
-Anchor Chart or Hallway
Greeting/Personal Connection
Play It:
-Give one, get one
-Table Talk
Relay It: Writing Prompt
Weigh It: Data chart, quiz, exit slip
Always wear a friendly smile, Because the attitude Created in your
Depends so much on you.
Enthusiastic teaching Fuels eager, willing spirits. Give out praise
abundantly; Hard workers need to hear it!
Individual differences Jump out from all young souls. Keep in mind
that everyone Learns best through personal goals.
Maintaining classroom climate Needs top consideration. Organized
lessons, thoroughly planned, Precede engaged participation.
Quality time that is spent Repeating to remember Sets the needed
cornerstones To build a firm foundation for lifelong learning.
Using many creative ideas Varied in teaching approach Will help
your kids be winners - eXcelling with you as their coach.
Yes, teachers who make lasting impressions Zealously teach with
classroom
true dedication!

similar documents