PD in the hallway comes together in quick-paced speed sketches. Participants will be partnered for a timed share out. Each teaching one tip, trick or talent. Then the partners will rotate. Objectives: Participants will connect with other sketchers, have the opportunity to exchange instructional methods, and develop a network of instructors to support continued learning. Instructional strategy: One to one personalized learning.
Designing Lessons for Engagement
The students should always be working harder than you. But once I stepped foot in the classroom and gained more experience, I recognized the value in her advice. Good teaching is working harder than your students, but great teaching is working a little less so that they can work more. Great teaching is orchestrating an engaging, student-centered learning experience.
Speed date is a strategy you can use in any ELA classroom to improve student achievement. Alice has been teaching for eleven years. She currently teaches Speed dating is a strategy to “spice” up your classroom.
The speed-dating format is designed to help students spot comparisons and contrasts between different ideas, answers or categories of information. By enabling students to consider or research one area in depth, and then exchange their knowledge against the clock with classmates, it is an efficient means of sharing ideas and knowledge. It works particularly well for topics where there are lots of key personalities to learn about: for example, in History this could involve a comparison of Roman Emperors, or the attitude of different types of people towards Hitler in Nazi Germany in.
Each student has a short amount of time to formulate their response to the question, and then students are paired up to exchange their ideas. Each student then adjusts their original answer to accommodate any fresh ideas from the discussion, then moves to a fresh partner. This process can be repeated over several rounds, and then a fresh question can be posed once all perspectives on the first one appear to have been absorbed. In this second round, the question can be considered in pairs before all students then move to a fresh partner for the first round of the new speed-dating activity.
The first step is to settle upon the most important areas of comparison and contrast. Once these have been decided, the next step is for each student to research one key individual in order to make notes under the chosen headings. Prior to the lesson, the classroom should ideally be arranged for paired work.
Best of all is to arrange the chairs in the room in two rows, facing each other, ready for the conversations to take place. Once the students are in the room, divide the class into two groups. Members of the first team should be given a number e.
Speed ‘Dating’ for Doodlers and Sketchers
Guest blog by Mrs. Across the country and throughout our great state, classrooms are transforming in an effort to engage students in meaningful learning. Teachers are revamping their teaching styles and lessons to reach students in a way that is fun and memorable. As a secondary social studies teacher, I had to become extra creative in order to find ways to make learning historical content and skills fun and exciting. I knew lectures and workbooks would keep the learner in a sedated state.
In an educational setting, speed dating consists of a series of brief one-on-one Faculty focus: Higher Ed teaching strategies from magna publications.
I want to start the education part of my blog with one of my very favorite teaching strategies. I have found it especially effective with 9th graders. Finally, it gives the students various different perspectives and often challenges them to question, analyze, assess, and defend their own opinion. You are commenting using your WordPress. You are commenting using your Google account. You are commenting using your Twitter account. You are commenting using your Facebook account.
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5 engaging, student-centered ELA strategies to try this year
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Discussions are the cornerstone of my teaching style. We end up with the same speakers sharing their strongly held opinions while the rest of the class sits with glazed eyes. One set of students stays sitting in chairs while the other group rotates around. When the buzzer rings, they move on. There is a small amount of prep that goes into this. First, I created an overview sheet that explained the concept to my students and included a graphic organizer for them to fill out to give them some accountability.
Prep over. I set up my classroom to have a circle of desks. It just made more logistical sense in my classroom. Set up the desks and then divide your class into two groups, one that stays sitting and one that rotates.
Such lessons will set up conditions in which students can weigh and measure outcomes, consider various solutions, and imagine endless possibilities. Guided questions may include: How does this mathematical proof apply to a current issue? What historical movements and conflicts seem to be repeating themselves? Providing choice: If we know what we most want our students to learn, we can design backward from those outcomes to offer students different pathways to reach them.
For example, in a science class, if students are learning about Rube Goldberg machines, they can decide on a task they want to complete and assemble one using various objects of their choice. In a history class, students can be asked how they would address a global problem —they might choose from issues such as hunger, education, health, the environment, or gender equality, and then choose to demonstrate their solution through a slide presentation, a video, a sketchnote, a storyboard, or other means.
Speed Dating, Bingo and Snowball Fights:Using Active Learning />Using Active Learning StrategiesK-LIRT/SCKLS Summer InstituteJuly Where are you from (library/town)?What type of instruction do.
Last week the staff at Upton shared their good practice through the medium of speed dating. Due to confidence issues I find some students are reluctant to engage in practical tasks such as drawing. By allowing use of the app it is a virtual kiln where students can add pattern and colour etc , students are dealing with an interface they are familiar with virtuality.
The quick and effective results they achieve on the app used as a starter. Gives the students the confidence to move from the virtual to the physical process of making and problem solving. Miss French: I use a minimum work list which boys in particular really like and promotes independence. Click this link to download: Minimum Work List I use this with yrs Pupils are given 2 laminated hands at the start of the lesson. The hands can be cashed into the teacher for help during the lesson.
However the aim is for pupils to keep both hands, and work with more confidence, read the recipe and help each other, which results in them earning a merit. The pupils seem to enjoy it and often request the hands now.
Do you Speed Date?
No, this is not an article on helping your dating life, though if you are a teacher and are dating, my heart goes out to you. The concept is to have two rows of students each with a concept or person to teach. Put a timer on and give them each a minute to talk about their person or concept, then switch.
PD in the hallway comes together in quick-paced speed sketches. Participants will be partnered for a timed share out. Each teaching one tip, trick or talent.
Pair work is a much-loved, much-used teaching technique—and with good reason. It reduces teacher talk time, lets students working with a variety of classmates, gives you the freedom to monitor, and gets all students talking not just the most outgoing! Plus, because it takes the focus off their individual contributions, introverted students enjoy pairwork too. Interview— An oldie but a goodie. Mix interviews up with unusual or funny questions, or by changing the content to suit the unit you are currently studying.
Speed conversations— Anyone who knows anything about speed dating can imagine how this one works! Arrange chairs in two lines, facing each other. Now pose a question, and tell your students that they must talk with their partner about that topic or question for two minutes straight.
Speed Dating Training Activity
Make sentence frames available for students to use when they are questioning their partner or defending their work. For example:. Grow the sentence frames in complexity so that students can see how playground language can grow to academic language. This activity is worth the class time. Keep this activity moving. Use a timer.
Speed Dating for ANY Topic: Engaging Discussion Strategy! Are your I focus on third graders since that is what I was teaching at Teaching is the Sweetest.
I was working with my team on finishing the agenda for an intense, 2-day meeting. There was only one minute block of time left to fill. And nobody wanted to take it on. It was the 90 minutes immediately after lunch on the second day. Perfect timing for food coma and exhaustion to be setting in. Terrible timing for a facilitator.
Current Events Speed Dating
Speed Dating is a dynamic discussion strategy that supports students to analyze texts and respond to the ideas of others. To set up an initial Speed Dating exercise during class, teachers should prepare a series of questions related to an individual text or text set. Students can later be coached into writing their own questions based on the reading. Teachers should distribute one question to each student and allow the students time to answer the question in writing.
The room should be structured as a typical “Speed Dating” venue, with two rows of desks or tables facing each other, and each student facing another student.
Register Now: Speed Dating with Learning Technologies, Registration and practice with a variety of content creation tools and active learning strategies.
In Effective Teaching Strategies. January 20, Jacqueline S. Hodes EdD. The panel discussion is a valuable, time-tested teaching technique used in classrooms of all types to help students understand the experiences of a particular group of people. My previous experiences facilitating successful panel discussions led me to believe that a panel would be a good method to use here. It was not. In an effort to create a panel that represented a diversity of functions and practitioners, I ended up with too many panelists and, consequently, an ineffective exercise.
As the instructor and panel moderator, one has to manage the questions from the class as well as rein in the excitement and enthusiasm of the panel participants to impart their wisdom. A large panel makes that difficult. I asked the class for feedback following the inclusion of two panel discussions. They loved the panel but wanted to have time to ask more questions and hear more from each person than time allowed. In reflecting upon their feedback, I had an epiphany: speaking directly with others about their work is similar to dating.
Then you can decide whether you want to pursue that person… or not! Employing a speed dating model in the classroom in place of a panel can be an effective way for students to learn a variety of perspectives in a short amount of time.
“Speed Dating” Activity for Faculty Meetings/Workshop
Weinberg and Moussawi collaborated with the other faculty members teaching the capstone Information Systems project course to explore how students could give and receive higher quality peer feedback on team presentations. They compared two different presentation approaches. Next, teams changed pairings, and the process repeated. Students completed brief surveys after each project-sharing session, and a sampling of sessions was observed by a trained researcher.
According to the surveys, students reported giving and receiving more helpful feedback during the speed dating sessions compared to sessions with serial, class-wide presentations. Students also reported being significantly more engaged during the speed dating sessions.
I saw the AT&T Speed Dating Commercial the other day. Not only does this activity employ the strategy of Feedback that Robert Marzano and.
At the start of a speed dating session, students are given a topic or question to discuss. Each student sits facing another student. Students typically remain in their partner-groups for about minutes before the instructor, who must keep time, notifies them to move on to their next partner. Once students rotate to their new partners, the timer is reset and students again discuss their topic or question, this time with a new discussion partner.
The session proceeds in this manner, with each student thus getting the opportunity to interact with multiple other students in a series of brief one-on-one discussions Murphy, Depending on the goals of the session, the instructor may prepare just a few broad questions for students to discuss Murphy, Rather than preparing the answer sheets themselves, instructors can assign their preparation as a homework or in-class activity, as creating the answer sheets serves as another opportunity for students to learn the material Danczak, Another pre-session preparatory activity is to provide students with time to write on the topic to organize their ideas before they begin to converse with their peers Murphy,