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Powering Your Pedagogy Pt. 2 Presentation (1)

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Welcome back to Powering Your Pedagogy Pt. 2 with Dr. Belinda Benner-Ordoñez.

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Welcome back to Powering Your Pedagogy Pt. 2 with Dr. Belinda Benner-Ordoñez.

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1. We'll be using this Padlet throughout the session (Sections 4 and 5).

2. Use the column headings as a guide to where to place your shared experiences.

3. Use the + button at the top of each column to add your comment.

4. Use the Parking Lot to post your questions for follow-up.

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Aggressive Daily Monitoring Enables In-the-Moment Adjusting

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Consider the ways to monitor student work. Share an example of how you include these five monitoring strategies listed below within your own teaching practice. (Please number each example under the headings listed. e.g. 1. Chunking: provide the example. 2. Scaffolding: provide the example.)

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Consider the ways to monitor student work. Share an example of how you include these five monitoring strategies listed below within your own teaching practice. (Please number each example under the headings listed. e.g. 1. Chunking: provide the example. 2. Scaffolding: provide the example.)

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Speed Dating using Newsela with Secondary Students | BetterLesson Coaching

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Speed dating is a student-centered lesson that accomplishes every teacher's dream: It engages every single student at the exact same time. I know this is a rare feat, especially in the secondary setting, but I am not exaggerating. Speed dating is the real deal. It tricks students into learning and will make your teacher heart warm and fuzzy inside. The best part is that this lesson model is so versatile that you can find a creative way to use it for just about anything!

WHAT IS SPEED DATING?

Speed dating is actually pretty simple, but that's what makes it so powerful! While it looks different depending on the lesson, it's a discussion strategy in which students have mini "speed" discussions with peers. Each round, students rotate to a different peer and discuss a different topic on their discussion "dates." It's engaging because it's student-centered, kinesthetic, interactive, and attention-span friendly.

When you facilitate a speed dating lesson, you will witness shy or reluctant students coming alive, struggling students gaining confidence, and "too cool for school" students having fun! In other words, you'll be able to walk around the room and watch the magic happen (and maybe even join a date or two). Here are 6 ways to implement speed dating in your ELA classroom, just in time for Valentine's Day:

1. SPEED DEBATING

Speed dating involves quick rounds of impromptu debates to practice persuasion & rhetorical appeals/devices. I facilitate this lesson to help my students practice their rhetorical skills during our unit on persuasion. To do this, I use a variety of topics, ranging from silly to serious, so that the debates spark some friendly controversy. Speed debating is great way to incorporate a lot of practice to familiarize students with the strategies and structure of debate.

For more information on speed debating, check out my original blog post HERE or my print-ready lesson HERE.

2. SPEED DISCUSSION

Just like speed debating, this strategy involves mini discussions over essential questions. This helps students critically think, hear different perspectives, and articulate their ideas in a low-risk setting. It's a great way for ALL voices to be heard. I like to use speed discussion during thematic units, as a way to facilitate synthesis of different texts. This strategy is also a great way to expose students to different ideas and perspectives during the pre-writing phase of the writing process.

To create your own speed discussion lesson, you can check out my editable template HERE. For a fun twist on typical icebreakers, you can find my get-to-know-you version of speed discussion HERE.

3. LITERARY ANALYSIS SPEED DATING

Literary analysis speed dating is a form of speed discussion in which students analyze a work of literature. This provides scaffolding and lots of repeated practice of essential ELA skills. If your whole-class discussions are flopping, then this is the perfect way to mix things up and increase engagement. To facilitate a literary analysis speed dating lesson, just find some open-ended questions. You can probably find some on your existing reading guides or worksheets. If not, simply use the standards to craft analysis questions about the author's choices, themes, character development, and more.

You can check out my editable literary analysis speed dating resource for any text HERE.

4. CHARACTER SPEED DATING

There are two different options for character speed dating, but both pair well with any work of literature:

Option 1: This option involves students getting into character! Students will engage in a discussion while playing the roles of different characters with cues, questions, etc. Students can guess who is who at the end of each date. This helps students better understand character interactions and development.

Option 2: Before reading a novel, students can "speed date" the characters through excerpts, dialogue, or other elements & make inferences. This is an engaging and meaningful pre-reading activity that acquaints students with the characters and text!

5. SPEED PRESENTATIONS

Like the name suggests, this means mini-presentations in a one-on-one setting, an engaging and efficient alternative to whole-class presentations. This approach allows students to present in a low-risk way. Students can connect, discuss, and learn from each other during these presentations.

I like to facilitate speed presentations in journalism when students research a current or historical journalist and create a digital poster. During the presentations, I encourage students to "sell" their journalists to their peers like it's a competition. Then, at the end, we vote on the best journalists, and those are the ones that I put on the final test. Students are incredibly engaged in what would otherwise be routine (and maybe even boring) presentations just because it's something different.

This type of speed dating works well for any research project, but it's also a perfect option for sharing writing or independent reading (think speed book talks).

6. PEER FEEDBACK SPEED DATING

This type of speed dating is a method of peer review that breaks down the daunting task of peer editing into small, manageable chunks. Each rotation, students are paired up with a different peer and section of the essay, so that students are not reading through full drafts from their peers, but rather, small components of different essays. For example, the first round is the hook, the second is the thesis, the third is the first topic sentence, etc.

This approach allows students to focus and provide meaningful feedback for their peers. This scaffolded, structured method is much less intimidating, and it helps break up the monotony of peer editing. This speed dating lesson teaches students to think like writers and guides them through the revision process. The best part: You'll have less commenting to do on their drafts!

You can find my editable peer feedback speed dating resource HERE.

I hope these ideas helped you brainstorm a way to implement speed dating in your classroom! If you love the idea of speed dating and want even more engaging strategies, then check out this blog post: 20 Strategies to Try in 2020!

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6 Ways to Use Speed Dating in Your Classroom - Write on With Miss G

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How to implement speed dating in your classroom. Engaging speed dating lesson ideas like speed debating, speed discussion, speed peer feedback, and more.

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Consider Marzano's 5 Concepts and share examples of these within your own teaching practice.

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Consider Marzano's 5 Concepts and share examples of these within your own teaching practice.

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25 Surefire Student Engagement Strategies To Boost Learning

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Transform learners from passive to passionate with these ideas.

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Ensure that I create interest find a linkage with a real world application

I will deliver critical content to have students commit to learning

Use of direct instruction to focus on new learning

Allow more wait/think time so students can make sense of new learning

Incorporate a review day in the learning sequence to allow students practice and reflect

Extend and apply by reading and rereading decodables

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Create interest, set goals, chunk lesson, think pair share, practice, apply

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Provide a hook, identify the learning target, model, practice in groups, and independent tasks.

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Power point slides

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I will continue to share the goals and success criteria with the students 

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I will continue to share the goals and success criteria with the students 

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As a Reading Interventionist, I give my students time to use accountable talk to process and make sense of new learning.

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I would like to work on making the bell ringers more exciting and interesting to the students 

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I would like to work on making the bell ringers more exciting and interesting to the students 

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I use videos and songs to create interest. We review the learning goal, which is written on the board. To focus on learning, we usually work with table partners to complete tasks. I do, we do, yall do, you do. And we end the lesson with an exit ticket. And I pull small groups based off of that.

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I use all of the approaches depending on where we are at in the unit and the school year. Direct Instruction is best for early in a unit and early in the school year. As students grow more comfortable in their abilities and with one another, they become more willing to take risks in their learning using a more inquiry-based/problem-based approach. They also have great opportunities to have academic conversations through any sort of collaborative/cooperative opportunities.

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problem based learning. Allowing students time to struggle through problems. The students can give ideas and different strategies to solve.

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Create interest

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I will continue using inquiry-based learning which would encourage my students to ask questions and construct their own understanding as I facilitate. Other students might also have the same questions. I would also use cooperative learning because of the communication between peers while having their own roles, they are all working to achieve a goal.

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I plan to use the cooperative learning strategy "Jigsawing" in an upcoming Comprehension lesson. I teach Reading Intervention. This will be beneficial because a) they love to talk to one another and b) they can see how others think about the content.

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Collaborative

Turn and Talks that will produce ideas that are on point

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Cooperative learning

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cooperative learning

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I do a mix of all of them

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I do, we do, y'all do, you do

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Combo of Direct Instructions and Experiential Learning 

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Combo of Direct Instructions and Experiential Learning 

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Attendance

Warm ups

Critical content introduced

organize students

Student practice

Closing statements

Dismissal procedures

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Review Champ expectations

Greeting

Phonemic Awareness, Visual Drill, Auditory Drill, Blending Drill, New Concept

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Start with essential question. New vocabulary and what they already know, and what they want to learn

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Launch/Hook

Introduce Critical Content

I Do

We Do

You Do Together (in pairs/small groups)

You Do on Your Own

Centers/Small Groups

Wrap-Up

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Bell Ringer

SEL

Read aloud

Preview the to do list/lesson

Vocabulary talk/work

Target focus

Wisdom walk (prepare to read)

Read, stop and discuss related to the target

Students turn and talk - make connections

Wrap up by reflecting on the target again - perhaps with an exit ticket

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Introduction, phonemic awareness, blending drill, new topic, practice

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Introduction, phonemic awareness, blending drill, new topic, practice

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For an I DO day:

1. Bellringer

2. Discuss topic of the lesson

3. Quick check

4. Preview story

5. Read and annotate the story for a purpose

6. Quick check

7. Some independent work

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Review learning goal, identify critical content, I do, we do, you do, Check for understanding

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Review vocabulary words and major topics and themes

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Review vocabulary words and major topics and themes

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Review, engage in new learning techniques, I do, We do, They do (independent work), Exit ticket.

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Model, work together get student input, student's practice, student's show their mastery. (student's might teach to others.)

Small group

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I do: Identify content, present content

We do: Work together on Examples

You do: Student work, either independent or as a group

Share out: Students share learning

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I can statement with learning goals.

Bellringer

Anchor chart and model

I do explicit teach

Think pair share

We do discus the activity and what correct responses was.

Give students another partner activity related to lesson.

Briefly review activity

CFU

Independent tasks while pulling small groups for leveled readers

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I do, we do, you do. And if they get a flat tire we go back over it.

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I do, We do, You do

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UFLI schedule

UFLI celebration slide

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1. Launch

2.Go over learning goal

3. Solve & Share (3 min for them, 2 to share)

4.Visual Learning

5.Whole group practice

6.Independent Practice

7.CFU

8.Break into centers

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Check for prior knowledge to address misconceptions

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Check for prior knowledge to address misconceptions

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I Like to start by showing a previous skill, that most will be familiar with, and then build on that idea throughout the lesson. Students tend to be more confident if they understand how we are building on things they already understand.

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Project: Design your own candy

Create Interest: The students worked on Pop Art grid drawings based on Warhol's soup cans but w candy. Now get to design their own

Commit to learning: Art is not only about being the best painter- applied arts, making money. Students think about the marketplace.

Focus: work sheets for logo and texture development/ brainstorms

Make sense of new learning: discussing w tablemates/ competition

Practice & reflects: Project

Extend and apply: Constructive criticism at end

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Savvas Math Book

Create Interest:

We start with an introduction video of today's lesson.

Commit: Give students positive feedback

Focus: Introduce the lesson in parts (place value) Chart, students fill in their own chart.

No time...

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1. Provide a sample of what will be covered (Example Problems, key terms to remember, etc.)

2. Explicitly state what will be covered and what students should know (in my case, I emphasize that these problems can appear on State Examinations)

3. Take the lesson piece-by-piece, model how to solve the problem (provide alternative methods when possible), have the students explain how to solve it.

4. Allow students to process what they are doing on their computers (online work is provided)

5. Check how they are doing on the online work (IXL). If issues arise, either assist one-on-one or whole class if many students are struggling.

6. Encourage students to continually work on the math.

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An investigation to hook them, then a probe, video clips, cooperative learning, turn and talk as the lesson goes on, exit ticket.

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I try to build throughout the day with a series of connected activities.

1. Bell work that requires them to activate prior knowledge.

2. Videos that implement the lessons.

3. I do! We do! You do!

4. We play games o Kahoot, Nearpod, etc to determine their mastery.

5. Exit tickets

Tamisha McQueen

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1. Short Video clips

2. CHAMPS (specifically the S)

3. Canva presentations

4. Gallery walks

5. Thinking Maps

6. CFUs

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Use technology something engaging as a review.

Learning Goals

Interactive lesson that we do together

Review Game or group activity

Formative Assessment

Extend to other subjects (ELA) writing

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Create interest, it’s having the students attention or more focus

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1. Bellringer

2. Emphasis on learning continuum (how it fits into progression of learning, relates to previous)

3. Main concept overview

4. Whole group practice

5. Independent/partner practice

6. enrichment activities, application in real world

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I teach Beginning Spanish and Spanish 1 in middle school. I provide cultural comparisons between the Spanish-Speaking Countries vs United States. Allowing the students to understand the lifestyle of the Spanish-speaking students in other countries and how similar or different it is from their own. Also invite ELL students to share their own experiences at it relates to the lesson being covered.

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Collaborative Learning, I like for students to share and listen to how they are thinking. However, I do switch it up, depending on the lesson being taught.

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problem based and direct instruction are probably the most common. I would really like to use cooperative learning and develop useful participation from students

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Project based learning: My students are currently designing their own candy wrappers. I'm trying to get them to learn about constructive criticism and I now want now add questions in beginning of class about their real world competition and why someone should buy their candy vs others

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Problem based learning

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Project-Based Learning. The English language Learners will be able to create a PowerPoint about a trip, practice their English skills and understand the culture

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I will hae them connect the concepts (fallacies) with real-life examples. I will help them build knowledge based on their existing understanding of arguments. I will have them work in group activities, like identifying fallacies in scenarios and creating their own examples. By actively participating, students gain a stronger understanding of fallacies in real-life application.

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Experimental Learning.

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I would like to incorporate experimental learning.

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Spanish

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Cooperative learning for our unit review

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Cooperative learning for our unit review

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Cooperative and Experiential. I teach theatre, so I feel that these approaches are the most engaging and applicable to many of my lessons.

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Cooperative Learning and Problem-Solving Learning

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Direct instruction, collaborative practice and independent learning.

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I use cooperative learning and problem-solving lesson in science. they work very well with investigations and science content.

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Inquiry Based and Experiential Approaches.

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Comfortable

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Model

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Because they master the skills

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teacher is a guide.

Learning is mastering a skills

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I like to begin with a warmup problem or problem of the day. The problem may be from previous lesson. Direct instruction is next. Student will then practice

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Direct instruction, cooperative learning

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Experimental learning

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Bellringer

Direct instruction

Collaborative instruction

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1. Bell Ringer (Example Problems, Review, Etc.)

2. Reiteration of Class and School Expectations

3. Announcements (if applicable)

4. Introduce the subject matter (What are we covering)

5. I show how to do the math

6. Have the students do some

7. Repeat several times

8. End of class Review

9. Class ends

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Start with an open-ended question, give an example, I do, we do, you do.

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Start with an open-ended question, give an example, I do, we do, you do.