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EveningCohortStrategies (2)

# EveningCohortStrategies (2)

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# CSUSM Evening Cohort Strategies List

2010-2011 Single Subject Credential Program

Beginning Class

Cooperative Structures
4SD (Four-Square-Diamond [Shut up, Math people...]) Chelsea Nygaard Students get into groups of four to six people, and create the 4SD graphic organizer (fold the paper in fourths to create the quadrants, then fold over the “center” corner to create the diamond shape). They read the assigned text independently, writing their own notes in the first quadrant. They then go around the circle, with each student explaining what they found important in the reading. The other kids take notes of each other‟s observations, with each new speaker‟s comments going in a new quadrant. Once they have all explained their findings, each kid summarizes the big idea in the central diamond. As an ELL or ELD structure, the teacher can make sure that the students with the most difficulty accessing the text go first, and the more advanced students go later. Then the entire group can benefit from a build-up of insight. Also a Graphic Organizer. (Dr. Doug Fisher, EDSS 521 presentation)

Ball-Rolling Questions Zachary Brown Students write down 3-4 key questions about a text or concept on separate index cards cards. When they arrive at their group, each student puts their note cards in the middle of the table. Cards are selected at random as a way to get the ball rolling and anyone in the group is free to discuss and answer. Carousel Autumn Caban This activity requires students to become experts about one thing and can be seen as a modified jigsaw. Students get into groups of 3 and focus on one problem from a worksheet (can work for reading passages too). Once they have had enough time to answer their problem and become an expert then they are ready to teach others. Students are marked off A, B, C. The A‟s move counter-clockwise to the next group; the B‟s stay put, and the C‟s move clockwise to the next group. Now all groups have an expert on three different problems and they are to teach each other about that problem. The rotation continues until everyone has had a chance to complete all the problems (which should work out to be when the original groups are seated together again. (Mr. Bradfield, Algebra 1AB at Downey High School)

● Need to monitor to ensure students are teaching and not copying. ● Can use small whiteboards to encourage teaching. ● Provide students a time limit for each rotation to keep them on task - use a timer.

The Foldable with Flaps (?) Kathleen Bartolome The students are asked to create an interactive graphic organizer. The ending product should be a square with four flaps. Each flap has a specific topic and the students are expected to write information on this topic under each flap. In a group a 4, each student can have a designated role or term that they have to provide information. For example: after reading a passage the students will divide themselves in a group as the leader (reader), summarizer, questioner, and the clarifier. Each student is able to participate therefore allowing discussion about the topic given within a class. See also the “Square Flappy Thing” under Graphic Organizers Group Posters Amanda Morley Have students break up into either pre-assigned or newly created groups. Then, in a sort of Jigsaw fashion, assign each group a certain section or subject to cover. However, this activity is more cooperative because instead of having to fill out a project or something, you have students decide what is important and collaboratively make a poster to present to the whole class. Students must help each other to make the poster complete, but they must also show individual ability by writing the information that they added to the poster in a marker color assigned to them. The teacher can tell students that every member of the group must add something to the poster that they understand well enough to explain. Even if a student does not understand any of the material well enough, then the group must instruct that member enough so that they can fully explain at least one aspect of the poster. The teacher can tell students to write their names in their colors on the back of the poster. Then, when students present to the whole class or to other groups, the teacher can instruct students that each member must explain the material written in their color. This way the small group has assisted all of its members by having to problem solve in order to prioritize and figure out what should go on the poster, as well as making sure that each member is able to explain and understand at least one of the aspects covered on the poster. (Resource: Fischer, D. (2010, fall semester). Literacy in Secondary School, EDSS 521. Class Lecture. California State University, San Marcos. / Professor, Jannis Brandenburg, EDSS 521). Koffee Klatch Kathleen Rodriguez This assignment is great to help students remember vocabulary words, historical figures, characters in a book, etc. Students are each given an index card. There is a description of a character of a book (to modify this you may have the students come up

with their own definitions, descriptions etc.) or the name of the person on the vocabulary card. Students have to go around to other students and read their descriptions. Students have to guess who the person is based on the description provided by the other students. The strategy is great for English Learner‟s because they only have to read what‟s on the card, and can practice it several times. Writing Roulette Kaitlin Clark Students are asked to write about a topic or define a word on paper. Then they pass their paper to the person sitting on their right who is supposed to add or respond to the student‟s writing. The papers are passed around until every person in the group has seen their responses. Then the groups discuss their ideas and share out their results to the whole class.

ELL Strategies

Exit Strategies

6. Collect the exit slips as a part of an assessment portfolio for each student. (http://www.readingrockets.org) Exit Ticket Autumn Caban Have students work on a short assignment (quick write, word problem, etc) for the last 10 minutes of the class period. They are to hand in their completed work as a ticket to leave. Collecting anonymous student generated questions Ellen Armstrong During, or at the end of a lesson, have students write any questions that they might have on a card. Collect the cards and answer the questions without identifying a student. Students might be more willing to ask questions they have anonymously, instead of in front of their peers.

Present A Problem Joel Houck -for use in mathematics -two students will present how they solved a math problem to the class -one will show the work on the white board -the other will explain it verbally to class Great way to assess two students knowledge while creating a language objective Source: Alex Kajatani Mission Middle School

Self-Assessment Stefanie Cohen When turning in any project/paper have students attach a filled out the rubric, identifying which portions were met. This allows for the students to assess their own work and get an idea of what grade they may have earned for the assignment. It is also a way to give them a free extra point if they complete the rubric. Swap and Grade Chelsea Nygaard This works well with items like quizzes or journal questions. After completing the quiz, students swap with a partner, write “Graded by [student‟s name]” at the top, then the class goes over the answers with the teacher. They mark which answers are wrong, give a grade (___ out of 10), then hand them back. (Content area classroom, EHS)

Graphic Organizers
Flipbook Amanda Morley This is another interactive graphic organizer. It involves taking multiple pieces of 8.5”x11” paper and folding them into a book where each flap is slightly longer than the flap above it. To create a flip book in the most paper efficient fashion, gather half as many piece of paper as you want flaps (If you want four flaps, then you need two pieces of paper). Holding the papers vertically, fold each piece of paper hamburger style one inch longer than on the paper before. For example, if you fold your first paper so that you have one side being 2 inches and the other 6.5 inches (2” + 6.5” = 8.5”), then on your next paper you would fold so that one side was 3 inches and the other was 5.5 inches (3” + 5.5” = 8.5”). Then insert papers so that all flaps show and keep all flaps together by either gluing or stapling all of the papers together. These flipbooks can also then be cut almost all in half so that all flaps have two sides. These flipbooks can be used for an assortment of ideas, from word roots to the electromagnetic spectrum. (Resource: Fischer, D. (2010, fall semester). Literacy in Secondary School, EDSS 521. Class Lecture. California State University, San Marcos. / Teacher, Ms. Tyner, Escondido High School) Matchbook Kristen Partridge A matchbook graphic organizer requires one (1) 8.5”x11” sheet of paper. To make it, fold the paper in half long ways (hot dog) once and then unfold it. This creates a crease down the center of the paper. Then, fold the paper short ways (hamburger) just beyond half way (as to leave a small section of paper that can be folded over the hamburger piece)...like a matchbook! Then, you cut along the hot dog fold up to the line that designates the hamburger fold. (make sure you cut the side of the matchbook that doesn‟t have a flint strip). Now, you can independently open the left or right side of the graphic organizer to create two lists. As a chemistry teacher, I would use this as a pH scale graphic organizer where the left side is designated for acids and the right for bases. This graphic organizer can be used in any content area and works especially well for compare/contrast type applications. The teacher should first model how to make it so the students can make them on their own when necessary. The teacher should also provide (or take input from the class) for the first few entries. Source: Fischer, D. (2010, fall semester). Literacy in Secondary School, EDSS 521. Class Lecture. California State University, San Marcos. Square Flappy Thing Kevin Ratliff

Have Students cut a piece of paper into a square, then fold the corners into the center creating a smaller square with outside flaps. Students can write broad headings on the outside flaps and more detailed notes on the inside.

Open

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Group Building Activities
Around the world Patrick O’Rourke Questions or problems are typed to the walls all around the classroom. While working in groups, students walk to a question and attempt to answer it. They are given a stet amount of time and then most move on to the next question. This is repeated until every group has solved each problem. The Betting Game Patrick O’Rourke Students are in groups and all start with the same amount of money. For each round, they can bet up to half of their money. Each person in each group has a piece of paper to work out the problem. Number the papers 1-4. Pose a problem to everyone. Give an appropriate amount of time to work out the problem. Randomly pick a number. The person with that number from each group has to show you the answer. If they get it right the group adds their bet to their total. IF they get it wrong they subtract it from their total. Build a Tower Robert Balogh Students are in groups with four to six members. Each group is given about 150 drinking straws and a roll of plastic tape. The goal of the activity is to see which group can build the tallest free standing tower. The groups get one minute to discuss how they will design the tower and then, after that one minute, they are not allowed to talk. Give the groups ten minutes to construct their towers in silence. When time is up, discuss the strategies and success of each group‟s effort. (CSUSM SS Credential Orientation Fall 2010) Class Chants Joel Houck -instruct students to simultaneously clap hands twice, stomp twice, snap fingers twice and then say a chant. Example: “Good Job Eric” or “Test Time” or “Warm Up” This strategy is to be used during transitional times. Kids enjoy doing this so they anticipate what they should do during transitions. It keeps them engaged and focused while eliminating the opportunity for students to distract each other. It also builds class unity and is fun. Source: Alex Kajatani Mission Middle School

Classroom Directorships Kristen Partridge

Giving each student a role in the classroom is a great community building technique. It allows the students to express their strengths and have a positive impact on their classmates. It also takes some of the stress off the teacher, which in turn makes a happier classroom. Directorships address all four aspect of the circle of courage. Students knowing their purpose in the classroom creates a true sense of belonging, allows students to illustrate mastery, generosity and work independently with their unique task. 1) The teacher creates a “core” list of directorships. 2) Students chose from the core list of directorships or use creativity to come up with their own directorship they can master. 3) As a class, students and teacher decide what responsibilities each directorship encompasses. 4) The teacher and students give each other positive supports and feedback. Each student is now a citizen within a wonderful community. Participation from all results in success as a team. Source: Elsbree, A. (2010, fall semester). Secondary Teaching and Learning, EDSS 511. Class Lecture. California State University San Marcos. Great Pairs Autumn Caban Each person in the class is given a slip of paper with a name of a “famous” person. Once everyone has a slip of paper they must go around the room and find their “match”. Name pairs can include Tom and Jerry, Lucy and Ricardo, Fred and Wilma, etc. (Wilderdom. (2009). Icebreakers, warmups, energizers, & deinhibitizers. Retrieved from http://wilderdom.com/games/Icebreakers.html) Math BINGO Autumn Caban Students are given a BINGO card that has a variety of descriptions in the square, but since its math class each description is math related. Some of the squares might read “the number of kids in the family is a multiple of 2; born in an odd-numbered month; last 4 digits of their phone number add to be a number greater than 15” and so on. Students go around the room finding students that represent these descriptions and have them initial the square. Students can only initial each other‟s cards once. Once a student fills their entire card the game ends. The student that gets BINGO first reads the descriptions and initials from each square and the student that signed it stand up so other students can see who else they have similarities with. (Hopkins, G. (2003). Icebreakers volume 9. Education World. Retrieved from http://www.educationworld.com/a_lesson/lesson/lesson317.shtml) Map Facts Autumn Caban

Pass around a calendar and a map for students to place their birthdays and hometowns on. Display these in the classroom so students can see how similar to other students in their own class and in other class periods. (Thompson, J. G. (2002). First-year teachers survival kit: Ready-to-use strategies, tools & activities for meeting the challenges of each school day. San Francisco, CA: John Wiley & Sons, Inc.)

Relay Game Patrick O’Rourke Students are in groups. One person from each group comes up to the board. The teacher reads them the question and the people at the board do the FIRST STEP. Then they go to their group and had off the pen to another group member that a) does the next step, or b) corrects the previous step and then does the next step. The first two groups to get an answer get a point. Silent Ball Joel Houck -students sit on desks -students pass and catch a soft ball to each other -if a student speaks they are out -if a student drops the ball they are out -last two/one students wins This is a fun, controlled and appropriate game to build class relations and allow some kinesthetic activity for a break or transition Source: Chris White Santa Fe Christian Middle School SLAP IT!!! Joel Houck Materials Needed: overhead projector and 2 fly swatters -divide class into two teams -one team member vs. an opposite team member per round -Teacher asks a question and projects multiple answers on overhead -first participant to swat the correct answer earns a point for their team -this continues until everyone has a turn or teacher runs out of questions Excellent class game for review that is fun, engaging and exciting. Source: Ryan Giusta, LCC

Talk-Like-A-Pirate and other theme Days Zachary Brown Give students a chance to express themselves in a different way. Give them an excuse to be goofy and have fun, and perhaps they will find new ways to communicate. Help alleviate shyness. Relate the theme to the content. Or don‟t. Either way this activity builds group cohesion.

Tea Party Jennifer Marquardt Assign each student a different historical figure/story character/element/etc. along with a description or dialogue. Allow students to walk around class and “meet” other people. Be sure to have students take notes on “who” they met and what they learned. Thank Your Partner Kevin Ratliff After each activity that involves a partner have students thank their partner. Total Physical Response Kathleen Bartolome Students are given a series of statements they are asked to move from one line to the next if the statements apply to them. This will allow the students to get to know their peers and have them think about the statements in relation to themselves. This is a good intro to a topic the students will have to write on or a unit that they will be starting.

Instructional Strategies
10-2 Chelsea Nygaard When a teacher has to give a lecture, he/she stops every ten minutes and give the students two minutes to discuss the material with a partner. A-Z Review Jennifer Marquardt On poster paper, write out the alphabet leaving space after each letter. Split students into groups and give each group an A-Z poster paper. Set a time limit for the activity. Instruct students to write a key concept/vocabulary word/etc. they learned in the unit after each letter. The first group to finish and have the most (non-repeated) words wins! This should be used as review at the end of a unit. Chalk talk Kevin Ratliff The Teacher puts a picture or a text on the projector and the students silently come up to write their comments on the board. Students can comment on the text, or picture itself, or on other student‟s comments. Cinquains Kaitlin Clark Students write a five line poem in which the first line is the topic (a noun), the second line is a description of the topic in two words, the third line is three “ing” words, the fourth line is a description of the topic in four words, and the final line is a synonym of the topic word from line one. This strategy can be found on page 174 in Improving Adolescent Literacy. Copy Change Barbara Vanderheyden Take an excerpt from a piece of literature or a historical document and either pass out copies or project it on the white board. The assignment for the students is to copy the style, but make the content their own. This enables students to not only be creative, but also analyze specific stylistic elements in a passage. Gallery Walk Kaitlin Clark Students create posters that answer a question or define a topic. The posters are put up in different places around the room and the students walk around the classroom to survey what other students did. After the gallery walk, the teacher leads a whole class discussion about what was learned.

level thinking questions in history or science. (Resource: Teacher, Ms. Tyner, Escondido High School/ SDAIE Practices)

SOHCAHTOA Hot Tub Analogy Joel Houck -for use when teaching trigonometry sin=opposite/adjacent, cos=adjacent/hypotenuse, tan=opposite/adjacent -draw a right triangle on the board -tell students to pretend it‟s a hot tub -when they sit in the hot tub they sit in a corner so they can put their arms on each ledge and relax. -the arm rests would be adjacents and the wall directly across from them is the opposite side. -you never want to sit in the right angle because that‟s where the stairs are -hypotenuse is always opposite the stairs (right angle) - I came up with this analogy when teaching a math class and it was very successful. Kids were engaged cause they thought it was funny and they could visualize sitting in a right angled hot tub. Source: Joel Houck

Pose a question or prompt to students. Ask students to turn to a neighbor or “partner” and discuss their answers. Asks pairs to share with the class their responses. Window Panes Amanda Morley In this activity, a teacher gives students a page with a certain number of boxes on it. Along with the teacher, students then fill each “window pane” with a picture, then accompanied by a sentence or phrase about an important topic or categories. After filling in all of the “window panes”, the teacher teaches students a hand motion to go along with each “window pane”. The teacher and students practice these multiple times so that students are able to remember the hand motions based solely on the pictures. Then, the goal is for students to sporadically practice these hand motions so much so that they can remember them on their own. This practice is best done with a continually important concept that the teacher really wants to reinforce. After practiced multiple times, the teacher can open up the practice to allow students to come up with their own “window panes” and actions for an important concept. (Resource: Nesrala, Laurie. (2010, fall semester). Methods for Teaching English, EDSS 546 A. Class Lecture. California State University, San Marcos.)

Literacy Strategies

Routines
Every Minute After the Third Clap, Students Stay After Ellen Armstrong As the teacher, being able to yell is not necessary :-) For those that cannot, the teacher will use the strategy of saying, “Clap once if your can hear my voice”. Each clap after the third results in the students staying after the bell. First student packed up is the last out the door. Barbara Vanderheyden This strategy is useful when you have a problem with students packing up way before the bell. If you tell the students that the first student who packs up has to be the last out the door and possibly do it a couple times students will stop packing up their backpack way ahead of schedule. Shut up - Stand up - Pair up Anon Plain and simple. The most effective daily routine used in all content areas. Make sure you shed some light on this strategy at all staff meetings and pass the knowledge along to your colleagues. Model this in front of principals and superintendents and watch your employment opportunities flourish. This practical application can create a classroom environment that will allow any type of learner to learn and know his or her exact role while completing the task. This is best used in elementary schools, but studies have shown that this strategy is a growing phenomenon and is used primarily by overexperienced teachers ages 63 and older. Secondary schools have quickly clung to this idea and students everywhere are claiming that the benefits are innumerable. Try it at your school site today! Portfolios Amanda Morley This routine allows much easier dismissal of graded papers to students, as well as ensuring that students do not loose papers which are very important. It involves having a hanging file box or drawer for each class. Then, students each have a hanging file. Have each student pick up their “portfolios” at the beginning of each class period. This way the teacher can simply place all graded materials in students‟ portfolios before class and know that each student got their graded materials without massive in-class distribution. Also, if the teacher has worksheets that are not finished in class but are meant to be done in class or any major notes or information gather for a project being worked on in class, the teacher can instruct the students to place these materials in their portfolios. This way, students have no excuse for loosing the big packet that the

class has been working on throughout the entire unit for example. (Resource: Professor, Julie Rich, EDSS 546 A, Fall 2010/ Teacher, Jessica Denning, Escondido High School)

Story Twice Cheryl Fletcher One person starts a story with two sentences. Next, go around the table and everyone adds an additional sentence. After going around once, go around again and have everyone tell the story again but don‟t use the letter “N” If anyone uses “N.” everyone else at the table says “whoops!” This is a good way to show everyone the challenges of being an English learner. Comprehension goes out the door when one is concentrating on HOW to say something. This game helps to create a comfortable classroom environment and helps English learners feel comfortable making a mistake. (A. Daoud‟s Class)

Transitions
Jot thoughts: Amanda Wolfe Before transitioning to the next subject or before getting into pairs or groups for an activity have the students reflect on the lesson or new information in their class journals, lab note books,or notes. Students get to practice writing skills and collect their thoughts before moving on. Music Robert Balogh When transitioning into or out of groups, play a song related to the lesson you are teaching. Tell students they have until the end of the song to get in their seats and write about how the song relates to what they are learning. This can also be adapted as bell work - start the song when the bell rings and tell students to have their response - or their bell work activity - completed by the time the song is over. (My friend Dave came up with this - He‟s one of 32 educators in the nation to receive the Kowles Foundation Fellowship) Passing Papers Joel Houck -Have students distribute handouts through their rows in an organized fashion -all students pass handouts over their left shoulders every time. -students always know where to receive the handout and pass it off to the next student -its incredibly efficient and saves class time Source: Alex Kajatani Mission Middle School

Toe to Toe Transition Amanda Morley This is a transition that is about grouping students into new groups where casual grouping is appropriate. Have students come to the center of the room or a space in which there is a little bit of room. Then instruct students to get “toe to toe” with another person as fast as possible. While many students will pair up with a friend, you throw off their strategy by grouping all students on one side of the line together and then making groups from that bigger group. Also, students can be told to go “toe to toe” with a certain number of students, and students that anyone who does not immediately have a group is to come to the “friendship spot” to meet up with others without a group to make a new group. Before doing either one of these transitions, however, it is wise to count your students. If any students will be left out, pick that number of students to be your special helpers. Ask them if they will help you with something and be your aid. Then, once all

other groups are formed, allow these students to select the groups that they want to join. This a good transition for casual events because it mixes students up and has them work with other students that they would not usually get to work with. Additionally, it is a fun transition and allows students a little bit of movement which can help students focus. (Resource: Professor, Dr. Laura de Ghetaldi, CSUSM, PE 203, Spring 2010 adapted from Promoting Physical Activity & Health in the Classroom, by Pangrazi,Beighle, & Pangrzi) Wiggle Walks Amanda Morley When having students transition from one activity to another have students “wiggle walk” from where they are to where they need to go. For example, if students are supposed to go from their assigned seats to a group have students stand up and wiggle and then form their groups while wiggling. Students can do this with having to form groups, turn in homework, putting away books, or just wiggling in place while they grab materials necessary for the next activity. Tell students that they have until the teacher “wiggle walks” from where they are to a certain place. The students can watch the teacher to see how much time they have, and the teacher can observe students to more or less quickly in their “wiggle walk” to where he/she is going. Also, as the students have practiced this activity more, the teacher can call out new types of “wiggles” for students to do, such as up & downs, or moonwalks or Egyptian walking. This activity gives students something fun to do in between activities and thus serves as a great transition. It also allows students to be physically healthier by having them move, and gets their mind more ready and engaged for the next activity as they have been able to move and get out all of their “wiggles”. (Resource: Professor, Dr. Laura de Ghetaldi, CSUSM, PE 203, Spring 2010 adapted from Promoting Physical Activity & Health in the Classroom, by Pangrazi,Beighle, & Pangrzi) Quick Stretch Kathleen Bartolome When having long classes its important to keep the students engaged. By allowing them time to move around and stretch their body in between activities will help them focus better and have a brain break from everything.

School Culture
Challenge Day Ellen Armstrong Encourage your students to take time out of their lunch to sit with a new student or one that doesn‟t have many friends. “It‟s all about the attitude” OGHS. Circle of Courage Cheryl Fletcher On the first day of class, seat everyone in a circle and talk about the Native American concept of a Circle of Courage and its goals of fostering belonging, mastery, independence, and generosity. Talk about how these are noble goals for both individuals and a community. Ask the students for their ideas about how a classroom can function as a community and how students can promote belonging, mastery, independence, and generosity both individually and amongst themselves. Then arrange the students in heterogeneous groups to talk about, and write down, their ideas for a classroom modeled after the Circle of Courage. Bring the class back together to discuss their ideas and then ask for volunteers to draw up a list of agreed principles and goals to be posted in the classroom. (From my classroom management plan in A. Elsbree‟s class). Identity Presentation Robert Balogh Each Friday two or three students perform a short (3 - 5 minute) presentation. Using music, pictures, and/or words each student will have the opportunity to represent who s/he is as an individual. The presentation doesn‟t have to be in English. It is not platform for students to express their opinions or pass judgement. The purpose is for each student to express their identity in a safe environment and learn about the diversity within their classroom. A good template to give the students would be the “I am” poem from EDSS 511. While this presentation easily fits into the social studies and English curriculum, it can be adapted for science, math, and physical education by having students research someone in their culture who has contributed to the field of study. (This is my TPE 15) LGBT Support Patrick O’Rourke Attend a Gay Straight Alliance meeting and show the students that they are not alone. Let them know they have friends and supports on campus they can turn to if they are threatened or scared. LGBTQ Support Poster Kathleen Rodriguez

LGBTQ students may struggle because they feel like they have no role-models to look up to. There are posters which list different artists, musicians, political figures, writers and other important figures throughout history that were identified as LGBTQ. Find one of these posters and post it in your classroom where all your students can easily see it. Safe Room Patrick O’Rourke Post the Gay Straight Alliance poster in your room in a conspicuous location so students will identify it as a safe zone and know they can go there if they are feeling threatened, harassed or stressed.

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