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EveningCohortStrategies (2)

EveningCohortStrategies (2)

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Published by: wolfe015 on Jun 21, 2011
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CSUSMEvening CohortStrategies List
2010-2011Single Subject Credential Program
Beginning Class
Bell WorkBarbara Vanderheyden 
The idea of “Bell Work” is to have something for the students to do as soon as the bell
rings. Perhaps you have a quote that you want the students to respond to that will
introduce the day‟s activities? Or maybe a review question from the previous day‟slesson? Either way, having “Bell Work” for your students to complete creates a
productive classroom environment and allows you to take attendance without waistingprecious instructional time.
Discrepant Event:Amanda Wolfe
Introduce students to „dissonant situation‟ which causes conflicts in their minds and
sparks curiosity. Solicit explanations from the students about the event with out givingaway the answer and facilitate their explanation of the concepts. Continue thediscussion of the event helping the students get closer to the real explanation. At somepoint the teacher may break down and explain what is happening but this is mosteffective when the teacher guides the students in explaining the reasons behind thediscrepant event.***This is a useful strategy in science (i.e. hard boiled eggs sliding down the tube of aflask when a piece of paper is burns in the bottom of the flask.) Could also be used inhumanities classes with optical illusions (young woman/old woman drawing) to igniteconversation about multiple perspectives.
Empty your cupKevin Ratliff 
At the beginning of class have the students pair up and decide which one is A andwhich one is B. Student A will have 2 minutes to talk about anything and everything thatis on their mind without interruption while student B listens. After the two minutes are upthe partners switch and B talks while A listens.
Front PageAmanda Morley 
Students begin class by making a fictional front page article that covers a subject thatthe teacher assigns. Generally, this method is a great way to have students review whatwas covered the day before, especially with topics that have a narrative format or thatcover a procedure or pattern. For example, when students are told by their teacher towrite a front page on the order of operations which they covered the day before, theyare asked to write a short headline which summarizes the event and write about theorder of operations as if it is a top news story. A headline for this example might be
“Please Excuse My Dear Aunt Sally for Forgetting the Order of Operations”.
A line from
students‟ work in this example might go as follows, “This just in, there‟s a newly
discovered way to make all of your math equations work out just fine, you just have tofollow the Order of Operations. In reviewing this new law, our top researchers havefound that to make math problems work out, people must work out all of the problems
inside of their parentheses first.” For this activity students could also draw a picture if 
they have extra time or come up with a subject appropriate pseudonym for their articles.After having written their short articles, students can be asked to use these to start areview conversation, to read or summarize their articles to neighbor in order for studentsto gather new information they may have forgotten, or simply be asked to turn these inas tickets out the door. (Resource: Teacher, Jaimee Rojas, High Tech High MiddleSchool, North County)
Journal EntryKathleen Bartolome 
Students are able to answer a question that a teacher has posed on the board oroverhead at the beginning of the class. This allows the students to come in and alreadyknow what is expected from them without the teacher having to settle them down andthen transition into the activities for the day.
Journal Entry, ModifiedChelsea Nygaard 
At the beginning of every class, the teacher posts four or five review questions from the
previous day‟s lesson, or from the whole unit. Students then have 5
-10 minutes toanswer them (good time for the teacher to finish any last-minute prep). When the time isup, students swap journals with a partner and go over the answers as a class. Thisworks well both as a refresher of important information, as well as a lead-in to what that
day‟s class will bring. (Content area classroom, EHS)
Just-in-Time TeachingEllen Armstrong 
Prepares class for a beginning discussion of the topic at hand. Focuses on improvinglearning by the use of web-based assignments that are delivered before a classmeeting. The instructor can quickly gather information about student performance andunderstanding immediately prior to the class meeting so that the day's lesson can betailored to actual student needs. This type of activity meets several goals:
Creating a student-centered environment in the classroom
Improving faculty-student interaction (individually and in groups)
Improving content mastery (by rapid clarification of misconceptions)
Developing group interaction skills (through on-line group activity)
Encouraging students to monitor their own progress.

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