Welcome
The Student Engagement Formula
Tutorial 2: Practice Phase – Activity
Your presenter:
Rob Plevin
Behaviour Needs Ltd
Recap
The buy-in phase is the first 5-20 minutes of the lesson (depending
on the length of the lesson) where we:
• Set the mood for the lesson
• ‘Warm-up’ and get ready for learning through physical and brain-based
activities
• Invite and stimulate interest in a topic
• State objectives or goals
• Explain and/or discuss the relevance and importance of a topic
• Give demonstrations, explanations and examples
• Question current knowledge
• Introduce new material to the student for the first time
Goals for Today
Learn ACTIVE LEARNING strategies (including technology) to introduce
material to your students and also to have them practice and apply that
information.
Learn ways to incorporate more MOVEMENT into the classroom
“I hear and I forget. I hear and I remember. I do and
I understand.”
Confucius (551-479 B.C.) on the relative merits of
Audio, Visual and Kinaesthetic Learning
Today’s Menu
Active Strategies
Active lessons
Active ‘responders’
Classroom Games
Active Breaks
Drama & Role Play
Technology
Practice: Activity
Kinaesthetic Learners:
Working on the floor
Being involved in demonstrations
Playing games
Treasure hunts
Outdoors/field trips/visits
Role play, acting out, mime, filming, dance and drama
Collecting data – surveys, interviews and questionnaires
Making displays
Building/construction/crafts
‘Messy’ activities
Practical
Being the teacher
Active Strategies
Gallery Walk-through:
Prepare a series of information posters – sequence of events, story board, character
descriptions etc.
Post them on the walls around the room/down corridors.
Students ‘walk through’ the presentation and complete questions/activities and/or
offer feedback as they do so.
Cloze activities
Data collection
Sticker votes
Worksheet questions
Opinion polls
After completing the Gallery Walk-through have students
Complete consolidation work
Active Strategies
Paper Chains & Mobiles:
Prepare a series of ‘key point’ cards or slides
Split learners into teams
Read out a key point, give teams ‘think time’ then ask for answers – either verbally
or on whiteboards
Keep going between teams to ‘add’ to the answer
Once an answer is approved the team is awarded a piece of gummed paper/square
of card to write the answer on & add it to the chain/mobile.
Different teams can have different coloured gummed paper.
Idea is to work together to produce a ‘Topic Chain’ or
‘Topic Mobile’
Active Strategies
Line-Ups:
Students line up according to information they are given.
Activity can be timed and repeated several times as a challenge or with students
swapping roles/content.
Examples:
Maths - give each student an equation and ask them to line up according to their
answer (smallest to biggest numbers)
History - give each student an event that occurred during the study period and ask
them to line up in chronological order.
Geography – give each student a place name and ask them to line up
in distance order from a named location.
Science - give each student an animal and ask them to form a
food chain.
Active Strategies
Three in a row:
Prepare 9 questions & issue students with card templates
Students walk around the room asking peers to explain one answer
Students can use any particular peer only once
Have low order and higher order questions
Caution: Students must fill in their own
card so that they listen to each other &
don’t just end up playing ‘pass the card’.
Active Lessons
TV Game Show
6-8 rounds including…
• General Knowledge Quick-fire
• ‘Act it out’
• ‘Build a model’
• ‘Music round’ – rap it
• Video clips/sequences (what happened next?)
• Generation Game Conveyor Belt (keywords)
• Dove from Above – choose an activity
Active Lessons
Party, Party!
• Celebration party at end of unit of work/introduction to new topic
• Carousel of activities – group activities, games & independent
• ‘Challenges’
• Guest speaker to award prizes and give presentation
• on the value and importance of the topic
• Best if double lesson is available
• Send out invitations to all students
• Put students' work/related material on display
• Assign roles - 'waiter', 'DJ', 'MC' and get students
involved in the planning and set-up, room decoration
• Spot prizes & awards ceremony
Active Lessons
Build Your Team Logo
• Each team has a logo, which they prepare prior to the lesson.
• The logo is mounted onto board or laminated and then cut up by the teacher
into five or six jigsaw pieces.
• The pieces are retained by the teacher and awarded one at a time to the team
after successful completion of a lesson task.
• Carousel activities work best for this activity
Alternative: Scavenger Hunt
• Pieces of jigsaw are hidden and must be found by following
‘clues’ or map.
• Jigsaw pieces only retrieved after completion of tasks
Encouraging Active Participation
Student Involvers:
• Physical
“If you have a question come and write it on the board/on this paper”
“Hold your pen up if you’re ready to start”
“Give me a ‘thumbs up’ if you’ve finished question 5”
• Whiteboards – pictures/words (EVERY student responds)
• Answer Chains
• Clickers
• Random selections – ‘Terror Cards’, RNG
• Recorded selections
• Paired responses
• Mantras
• Fun routines
Encouraging Active Participation
Question Dice: (pass the parcel, RNG, timed response)
How could this topic be useful to you in/outside school?
What do you already know about this topic?
Who will help you throughout this topic?
What activities would you prefer to take part in
throughout this topic?
Why would it be good to do your best in this topic?
What will happen if you don’t do your best in this topic?
Who would be a good person to ask about this topic?
When have you heard about this topic in the past?
Where have you seen this topic outside school?
When will you use the information that you learn?
Encouraging Active Participation
Response Dice: (pass the parcel, RNG, timed response)
Mad Scientist
Witch
Children’s TV Presenter
Newsreader
Airline pilot
Weather Girl/man
Farmer
Foreign accent
Very posh person
Rock Star
Situations - person in a rush
Character traits – confident person
Classroom Games
Taboo:
Play in pairs, small groups or whole class
Objective – Play to get team mates to guess the word on his/her card without using
the word itself or the five additional words listed on the card.
Equipment: Buzzer, timer, cards
Guitar
Strings
Instrument
Music
Band
To Play
Classroom Games
Odd one out:
Play in pairs, small groups or whole class
Objective – Guess the odd one out within time limit.
Equipment: Flashcards, word lists or whiteboard slides, timer, buzzer
Classroom Games
Odd one out:
Play in pairs, small groups or whole class
Objective – Guess the odd one out within time limit.
Equipment: Flashcards, word lists or whiteboard slides, timer, buzzer
Flow
A
Snip
B
Trap
C
Draw
D
Back
E
Classroom Games
Odd one out:
Play in pairs, small groups or whole class
Objective – Guess the odd one out within time limit.
Equipment: Flashcards, word lists or whiteboard slides, timer, buzzer
Flow
A
Snip
B
Trap
C
Draw
D
Back
E
Classroom Games
Odd one out:
Play in pairs, small groups or whole class
Objective – Guess the odd one out within time limit.
Equipment: Flashcards, word lists or whiteboard slides, timer, buzzer
A
B
C
D
Sasha slept all day yesterday
Paul is working at the hotel
Tony is washing his car
We are walking as fast as we can
Classroom Games
Odd one out:
Play in pairs, small groups or whole class
Objective – Guess the odd one out within time limit.
Equipment: Flashcards, word lists or whiteboard slides, timer, buzzer
A
B
C
D
Sasha slept all day yesterday
Paul is working at the hotel
Tony is washing his car
We are walking as fast as we can
Classroom Games
Who/What am I?
Play in pairs, small groups or whole class
Objective – Guess the name on the card using ‘yes’ or ‘no’ questions
Equipment: Labels, hat/headband, timer, buzzer
Classroom Games
Non-stop talker:
Play in pairs, small groups or whole class
Objective – Student tries to get team mates to say each word on a list within time
limit
Equipment: Subject categories & keyword lists, timer, buzzer
Classroom Games
Just a Minute:
Play with whole class
Objective – Students try to talk about a topic for 60 seconds
Equipment: Topic cards, timer, buzzer
• Divide class into two or more teams
• Students from each team take turns to take a topic card
and then try to talk about that topic for 60 seconds
• Award points if successful
• Hesitation or inaccuracies can be challenged by competing
teams
• Play passes over if challenge is reasonable
Student-Generated Games
1.
2.
3.
4.
Give examples
Work in pairs or groups
Index cards or postcards
Create game together with instructions
Student-Generated Games
Consequences
1.
2.
Students write topic-related statements (some true/some false)
Students write answer key and instructions…
“In your group you must decide which of the cards are TRUE and which are FALSE and put
them in two piles – one for TRUE, one for FALSE. When you have finished sorting the cards
check your answers using the answer key and give your team 1 point for each correct answer.”
Student-Generated Games
Blankety Blank
1.
2.
3.
Students write cards with a factual topic-related statement on it with some key words
missing.
Students number each card.
Students write answer key and instructions…
“In your group you must find the missing words. Write down the number of the card on your
answer sheet and then write the words you think are missing next to each number. When you
have finished check your answers using the answer key and give your team 1 point for each
correct answer.”
Student-Generated Games
Card Quiz
1.
2.
3.
Students write cards with topic-related questions.
Students number each card.
Students write answer key and instructions…
“In your group you must answer the questions on the cards. Write down the number
of the card on your answer sheet and then write your answer next to each number.
When you have finished check your answers using the answer key and give your
team 1 point for each correct answer.”
Student-Generated Games
Put them in order
1.
2.
3.
Students write cards with separate steps in a procedure – one on each card.
Students write the procedure title on each card.
Students write answer key and instructions…
“In your group you must put the cards for each procedure in the correct order. Write down the
sequence on your answer sheet for each procedure. When you have finished check your
answers using the answer key and give your team 1 point for each correct answer.”
Active Games
1. Sequence Ball
One student says the first letter of a word or the first step in a sequence etc. and
then throws the ball to someone else who has to say the next letter, next step etc.
2. Basketball
Set up a target – e.g. a hoop over the waste bin. Line students up at the back of the
room and ask them a question in turn. If they get the answer right they get five
points plus the opportunity to shoot a basket to turn it into ten points.
Active Games
3. Flashcard Relay
Write terms or questions on one set of index cards and the definitions or
answers on another set. Tape the term cards on one room wall, and the
answer cards on the opposite. One person from each team must run & grab
a term and then the matching definition. If the student picks up a match,
the team gets a point, and the next team member gets to go. The team with
the most points at the end of the game wins.
4. Flip Chart Fight
Choose a keyword to create an acrostic or other puzzle. Students
work in teams – first student adds a word then hands marker to
second student etc.
Active Breaks
Mirror Mirror
• Teacher (or a student) stands at the front of the
class.
• Whatever the teacher (or student) does, the
students must create a mirror image.
Active Breaks
Cooperative Counting
• All students stand up and are not allowed to
communicate.
• The aim is for all students to sit back down,
having called out numbers from 1 – 30 in order (or
however many students are in the class)
• A random student calls out ‘1’ and then sits
down. A second student calls out ‘2’ and so on
• If any students say numbers at the same time,
everyone has to stand up and start again.
ONE!
Active Breaks
Zip Zap Boing
• Students stand in a circle.
• There are three commands: Zip, Zap and Boing.
• Zip: Frisbee moves left
• Zap: Frisbee moves right
• Boing: Frisbee bounces off across the circle
• Anyone who is too slow, mixes up the gestures
and commands or gets it wrong is out. Play on
until a winner is found.
Active Breaks
Picture Charades
• Can be played in small groups or as one
class group.
• The teacher shows one student from each
group an image.
• The student mimes the image either to
their group or the rest of the class.
• The first group/student to guess correctly
wins a point.
Active Breaks
Dictionary Charades
• Teacher or student selects a page in the
dictionary.
• A word is picked from that page.
• Students then act out the word or some
other action that in some way includes it.
Active Breaks
Profession Charades
Active Breaks
Coordination competition
Students work individually to try and
complete various bilateral coordination
exercises such as…
• Juggling
• Patting their head and rubbing their
stomach
• Rotating arms in opposite directions
• Brain Gym® - type exercises
Active Breaks
Mexican wave
Active Breaks
Red Elbow
• At the teacher’s command students must
touch their left elbow on something red
• The colour is changed each time, as is the
part of the body used.
Active Breaks
Clumps
• Students stand up and walk around the
outside of the room (or walk on the spot).
• When the teacher calls out a number and
students have to arrange themselves in
groups of that number.
Drama & Role-Play
For younger students:
• Vital part of development
• Practice a wide range of skills and processes
For older students:
• Great for exploring emotive issues in a risk-free environment
• Helps develop social skills in varying circumstances
Fun for all
Brings active element to any lesson
Drama & Role-Play
Problems?
Drama & Role-Play
Planning a session:
•
•
•
•
Fully explain skills
Discuss profiles
Give background information about the scenario to be played out
Provide props, mock newspaper articles, letters, photographs to provide
additional ‘background’ info
• Avoid too much repetition
• Use props
• Start with warm-up games – Zip, Zap, Boing
Drama & Role-Play
Running a session:
•
•
•
•
•
•
•
Put them in friendship groups
Engage the audience
‘Invite’ participation
Play background music
Consider adding ‘new’ information
Consider ‘FREEZING’ the action
Include a debrief session
Drama & Role-Play
Extra tips if filming:
• Consider filming different aspects of the plot in different locations/rooms to give
variety.
• Try and keep video sessions short and snappy. Encourage students to break their
presentation up into ‘scenes’.
• Encourage a question and answer session at the end of the presentation and film
that too.
• As a humorous extra, allow students to include their funny ‘out-takes’ at the end
of the show.
Drama & Role-Play
Example #1: Students take on the roles of characters from a book they are studying
and allow other members of the class to question them about their background,
their thoughts, their actions and their intentions.
Example #2: Split the class into groups and have each group perform a short sketch
that depicting different events in the same subject content.
Example #3: Class works in small groups – one student in each group plays the role
of bully, another plays the role of victim and the others are bystanders. Students
swap roles after a certain amount of time.
Drama & Role-Play
Example #4: Class works as one group. A small number of students act out a
scenario or piece of content which the others observe. At various points the action
is ‘frozen’ and observers offer suggestions as to how the scenario should continue.
Students swap roles throughout.
Example #5: Students split into groups of four or five. To produce ‘The News’. One
or two students act as the main presenters, explaining key points from the
lesson/subject content while another group member could act as a roving reporter
to present ‘breaking news’ or ‘on the ground’ reports from key people/experts in
the field.
Example #6: Students split into groups of four or five to produce an
‘Advert’ for a piece of lesson content.
Drama & Role-Play
As an assessment tool:
Example #1: Students are taught the names of bones in the human skeleton. As
their plenary they must take the role of surgeon and perform ‘operations’ on their
learning partner – identifying named broken bones.
Example #2: Students are put into groups of four with one member of each group
acting as the talk show host. Each ‘guest’ can then be invited to speak on a given
topic. This is a great way to review a book the class has been studying, with each
‘guest’ acting as a character in the book and giving their own story when invited by
the host.
Technology
QR Codes
Technology – QR Codes
Additional/back-up information
Technology – QR Codes
Other uses:
Technology
QR Codes
http://www.QRstuff.com
http://qrcode.kaywa.com
Technology - Clickers
Technology - Clickers
Problems with Q and A
A. It’s difficult sometimes to come up with good questions
B. Most students don’t bother thinking about answers
C. The same students always answer
D. I have a lot of content to cover so I don’t have much time
Technology - Clickers
Why use clickers?
Anonymous – good for shy students
Louder students can’t dominate
100% participation - Every student must give an answer
You can build suspense
Technology - Clickers
Start of lesson:
Motivate students
1. Why is it important to…?
2. What might we want to get from this…?
3. What things do we need to be aware of?
Assess prior knowledge or provoke thinking/discussion
1. What do you think about…?
2. Would you/do you…?
3. What do you think will happen if…?
4. Have you ever…?
Technology - Clickers
During lesson:
Check for understanding…
1.
2.
3.
4.
5.
6.
Name three types of…
Give two examples of…
What would happen if…
Explain why…
Describe…
What’s the next step…
Technology - Clickers
End of Lesson…
Recap what they have learned:
1. What steps did you go through to
solve the problem?
2. What are the most important things
to remember?
3. Exit poll: What did we learn today?
4. How does this lead into the next
topic?
Technology - Clickers
Tips for using clickers
1. Go beyond questions – get them to discuss – why is it wrong/right? Circulate,
allow sufficient time
2. Mix up your questions – use images, quick-fire series, polls & surveys, predict an
outcome, vote on consequences
3. Build suspense - discuss all the answers as a class before showing the results
Technology - Clickers
Sources:
www.irespond.com
www.iclicker.com
‘Audience response systems’ ‘classroom clickers’
Technology – Free Tools
Presentation Tools:
www.museumbox.com
www.glogster.com
www.historypin.com
www.capzels.com
www.prezi.com
www.ahead.com
www.creaza.com
www.storybird.com
www.wordle.com
Technology – Free Tools
Group collaboration/communication Tools:
www.wallwisher.com
www.schoology.com
www.thinkquest.org
www.shelfari.com
www.weebly.com
www.stixy.com
www.linoit.com
www.answergarden.com
www.wiggio.com
www.thinkquest.com
www.edmodo.com
www.skype.com
Technology – Free Tools
Creative Tools:
www.sumopaint.com
www.bitstrips.com
www.kerpoof.com
Useful Tools:
www.weblist.com
www.dushare.com
www.sweetsearch.com
www.polleverywhere.com
www.youtube.com
www.khanacademy.com
Collaboration
Active Strategies
Active lessons
Active ‘responders’
Classroom Games
Active Breaks
Drama & Role Play
Technology