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Read page 128 and Bridging Cultures with Classroom Strategies- what ignite strategies do you use?

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Read page 128 and Bridging Cultures with Classroom Strategies- what ignite strategies do you use?

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Read Page 130-131- what chewing strategies do you use?

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Read Page 130-131- what chewing strategies do you use?

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Read 130 Chunk- what chunking strategies do you use?

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Read 130 Chunk- what chunking strategies do you use?

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Read page 136-138- what reviewing strategies do you use?

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Read page 136-138- what reviewing strategies do you use?

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During lesson time we stop and reflect on the learning target, or strategy. I have students say things in their own words or use their reflection journal to make sense of what we just did.

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I use call and response chants and music strategies to get my kiddos’ brains to ignite.

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I use songs within the EL curriculum and Skills Block to start some of my lessons and reinforce what we are learning.

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I've been known to use a quote or bit of figurative language to pique my students' curiosity or interest.

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I use music to cue students especially our youngest students that it is time to listen and when introducing new vocabulary.

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I use a greetings song to cue students to move to the center of the room for morning meeting

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I use a greetings song to cue students to move to the center of the room for morning meeting

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I like to start by recalling conversation from the previous days lesson. Reminding them of what we've already covered gives everyone a more equal entry point.

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I generally use a call and response to ignite my students, occasionally we will use a short video clip or have a question or share topic for students to talk about with a partner.

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I embed time to stop, pause, and reflect on what we have learned with a partner periodically throughout a lesson. I try to keep the lesson to 20-30 minutes so that there is plenty of time for indep. practice.

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When introducing a new writing process, I will chunk the body paragraphs into bite-sized pieces. We will highlight the parts in different colors. Students also have access to the anchor chart with the same highlighted colors at the front of the room. During the writing, students are required to use the same highlighted colors to ensure their writing is complete.

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My students learn songs for performance through chunking! We can’t memorize a whole song, dance routine, or rhythm pattern by rehearsing the whole thing over and over. I strategize and select a section at a time (usually starting with the harder sections) and we work on just a little bit each day, until we can start to put the whole thing together.

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In math specifically, we break down tasks into smaller pieces, making sure we are ready to move on before doing so. Today we learned the rule for multiplying by 9, but had to first learn to multiply by 10, so we spent some time working on our skip counting by 10's. Students were ready to tackle x9's because they felt comfortable with the rule (x10-1 group)

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I use the interactive word wall cards for students to engage in short, semi structured talks. This reinforces what we learned previously.

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To help culturally ignite my students to success, I lean heavily into GROUP success (collectivism as opposed to individualism) because my subject, while needing individual skill, lends itself well to working together as a group to a common goal (performing in a group with opportunities to hide while also leaving opportunities to lead). So I tend to run my class that way, where we are all participating together or with others. I also have classroom jobs, but I do encourage the students to step in without prompt if someone is absent so it’s still a collective effort.

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To chunk for my students, I wil spend time with them going over our topic and give a mini-lesson and practice. We will then break up our work time having by having students share out or coming back together to talk about progress made.

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I have students talk about the essential question, or previous lessons to get them thinking about the lesson for the day.

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I break apart the learning target into multiple steps to reach the overall goal.

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I use call-and-response and learning songs with my students.

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When reading longer passages, I will chunk the passage into paragraphs, then have students summarize what they read. Sometimes we will act out or draw to make a connection.

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I want to start giving my students more Chew time. Occasionally I will ask my students to turn to a partner and teach them the lesson, but I understand now that I need to be doing this more often!

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I give processing time after introducing a new concept or skill

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In my class, chunking and chewing really go hand in hand. We learn, try together, then practice independently and go back to the beginning. This cycle works really well in math given that there are new concepts daily. In Modules the cycle looks a little bit different given that we are almost chunking and chewing at the same time while working on an extended assignment, for example an essay.

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I give students time to discuss and reflect on new learning. I often build in time for students to write about science or social studies content as well.

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I like to make up fictional stories about our math content, in particular. Giving the people in story problems silly names with silly dilemmas really makes the new learning stick.

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I think giving the conversation protocols is similar to chew time, but this is something I'd like to increase.

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I make sure that lessons are broken down into short parts so that students aren't getting overwhelmed with too much information all at once. I also try to build in time for students to process information throughout the lesson, especially if they are learning a lot of new content.

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I break down LT’s and connect them with what they already know.

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We play kahoot games to review previous content

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I break most lessons up into multiple days that include a re-teach from a different perspective after we've learned the basic/introductory strategies, then come back to a more rigorous version of the skill.

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I always start a class by recapping what we learned before. My music class routine is built around creating a built-in, independent opportunity to review learned rhythm skills before working on group success by performing together at the end of the review/routine. Or in a concert rehearsal, we ALWAYS go through what we most recently worked on to refresh the memory. I also tell my piano students my rule of three: the first time we sit and play in a practice session, we make a bunch of mistakes that maybe we thought we fixed…the second time, we fix most of them now that it’s in our head, and then the third time, we can start to make new progress on our piece.

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We always start a new lesson with reviewing yesterday’s lesson which helps strengthen the new neural pathways.

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To review, I like to cycle through previously learned material in the form of a Do-Now. That way, students are still getting practice with previous content but not huge re-teaches that take away from new learning lessons.

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I like to introduce new learning with a person story of when I was in school.

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I try to help students connect their prior knowledge to our new content. I plan cumulative review whenever possible so that students have opportunities to practice a skill multiple times. I have students write about science/social studies content from previous units to practice their informational writing skills while reviewing content.

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I try to help my students approach and process learning by making Skills a building block of what they are learning at that moment. I schedule it first in the day, and make sure that our topic for writing or content for math is like a "preview" or review of what they will be learning that day to prime them and show them how familiar content will grow into a new skill.

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We typically like to start by recalling yesterday's lesson or skill. In math this includes a warm-up task with yesterday's skills, and in Literacy it would be a conversation, checking notes, or writing about the previous discussion. This allows them to think logically about what they've learned and prepare for the next part.

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We play "I Have" with words with the spelling pattern of the week.

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When we complete an assignment, we grade it as a class by trading with partners. We share feedback and have students use rubrics to understand others' work, then look at their own through the same lens after they see how they've compared to the expectation. We do brief reflections where they answer the prompts "what did I do best?" and "what can I do to improve?" or they give feedback to the person they assessed in a constructive, complimentary way.

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To review in my room we generally work on whiteboards. This offers a new way to incorporate the work that have been previously done but also centers on the concepts learned. In the past I have included games like jeopardy and around the world. I have also included building together where one student will begin a concept or math problem and another student will continue so that students work together and help to find eachothers mistakes. We also review by working in pairs to find answers to questions. At the beginning of a lesson we will also talk about what we learned the day/lesson prior.

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I break down the learning target into separate steps and give them each a color from ROYGBIV. If a student skips a step, they check the rainbow and revise to make sure every step was accounted for

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In gym class, we do lots of chewing! Not literally, but the structure of PE lends to chewing concepts/skills because it’s a fairly straightforward routine of “here’s this activity or skill we are working on…here’s how to do it…now go practice while I play music to dribble to!” Etc.

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Ohio Rizzler

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Skibidi Toilet

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We are the koolest class!