APL Training 8/13-8/14

Five Basic Teaching Strategies 1. On the clock a. Teach with a timer b. Five minutes means five minutes c. Power Words i. Consistency ii. Specificity iii. Organization 2. Checking for Understanding a. Directions b. Content i. 10/2 (10 minutes of information/2 minutes of checking) c. Teach incrementally 3. Wait Time a. Ask the question of everyone b. Pause 3-5 seconds c. Call on someone d. Wait Time Extended i. Ask the question of everyone ii. Pause iii. Share w/partner iv. Call on someone 4. Temporary Exit Option Maintains the dignity of the student a. Pass/Punt option

5. Beginning of Class a. Bell Ringer b. Sharing Agenda c. Sharing Objectives d. Review ALL Homework Interaction Sequence 1. Apply wait time extended as part of your task or question 2. Interview selected students as they share with a partner 3. Call on the interviewed student(s) first 4. Call on randoms 5. Open it up to volunteers Serial Planning

2 1 3
70 Minute Block Period 1 o Start on time o Bell Ringer o Post and share agenda o Post and share objectives o Review ALL homework Period 3 o More beginnings, more endings 10/2 o Give a break to afternoon classes (1-2 minutes)

Period 2 o A Closure (Teach back to me) o B Homework Start in class Specify amount Time Management

1. Begin and end on time 2. Consider using a number of timing devices 3. Formula to determine how much time to give to complete a task a. Teacher time multiplied by 3 or 4 4. Procrastination Planned stalling Monitoring Map 1. Go to the Wonts first a. Hit & Run 2. Cants next 3. Anyone else Behavior I 1. Make no assumptions about students 2. Set your limits, stand your ground 3. Its not personal 4. NEVER attack the child always attack the behavior 5. Get out of the warning system 6. To mass punishing Push Back o Why did it happen, how are you going to fix it and what happens to you if you dont.

Behavior II Five Steps to Teaching Behavior 1. Brainstorm all of the essential parts for the expected behavior a. Be very specific 2. Model the behavior a. Students pick up 35-45% of what they see, 10-20% of what they hear. b. Never show the wrong thing 3. Practice the behavior 4. Positive Reinforcement a. Reinforcement works when it is NOT predictable 5. Re-training a. Card system b. On their valued time c. Only take the time required d. As often as necessary -Broken Glass Theory Practice 1. Praeto Principle a. 80/20 b. Identify the 20% of your curriculum that represents the essential skills or content and give them heavy emphasis (repetitions). 2. Have students create questions for reading quizzes 3. Four/five days before the exam use index cards for grade prediction a. Can be used for report cards, papers, projects, etc 4. Forgetting Curve Time 20 minutes 40 minutes 60 minutes 24 hours Percentage Forgotten 45% 50% 55% 75-90%

25-35 reps for 80% retention Bell Ringers

1. Based on previously taught essentials only a. 3-5 minutes b. No fluff 2. Index Card Bell Ringer

5 __________________________________

Key Terms Essentials Test Questions One card for every two kids List 5-7 essentials at the end of each day for next classs index cards Bell ringer pages give by teacher. Collect it every week. Create first cards on what they should already know

3. Monday Bell Ringers a. 12-15 minutes b. Different in two ways i. Longer ii. Focus only on last weeks work

4. Base Groups (Good for catching up absent kids) a. Divide class in groups of three b. Meet every week c. Meet for 12-15 minutes d. Teach each other essentials e. Each group has a spokesman who responds to questions from the teacher f. No pass/punt, but they may consult with one another

Monday
Monday Bell Ringer

Tuesday
Regular BR

Wednesday Thursday
Regular BR Regular BR

Friday
Base Groups

Projects 1. Create a Work Order a. Attach it to the project for 15% of the total grade b. Make final due date on the work order two days before the actual due date. WORK ORDER TEMPLATE Name Description of Project Due Date Four days later

Description of what should be accomplished Note Taking

1. The brain cannot handle verbatim note-taking 2. Number the objectives [1]

3. Cornell Method Date Title [1] _____________________________________________________________________ _____________________________________________________________________ - ______________________________________________________________ - ______________________________________________________________ - ______________________________________________________________ - ______________________________________________________________ - ________________________________________________________ - ________________________________________________________ Closures A mental process where the learners are asked to summarize their perception of what has been taught (Retention) o Can be as long or as short as necessary Highlighted items Key points Key questions Reminders, Examples, Pictures