what can an educator do and interactive strategies
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What Can An Educator Do?
What Can An Educator Do?
• Innovate- are there new ways of presenting an activity or idea?
•Adapt- Can other ideas be suggested?
•Modify- Is there possibility for change?
•Minimize- Can some activities be subtracted?
•Substitute- What can be used instead?
•Re-arrange- Is it possible to interchange some items?
•Reverse- Can opposites be given?
•Combine- is it possible to blend or to give an assortment?
What Can An Educator Do? (Continue
d)
What I hear, I forget
What I see, I remember
What I do, I understand
What I hear, I forgetWhat I hear and see, I remember a
littleWhat I hear and see, and ask
questions about or discuss with someone else, I begin to
understand.What I hear, see, discuss, and do,
acquire knowledge and skill.What I teach to another, I master.
Sage on stage
Paradigm Shifts in Education
Depositor of knowledgeEmpty
vessel/receptacle
2 intelligencesContent
1 content content/ processmultiple
intelligences
multiple intelligences
producer constructor
of knowledge
facilitatorGuide on the side
Information for transformation and formation
Paradigm Shifts in Education
Information only
(Continued)
Teach for testingAnswering pedagogy
Classroom is the
learning place
Teach for learningCreative and
critical thinkingEvery place a
learning
place. The whole world is a learning arena.
Compartmentalized
Paradigm Shifts in Education (Continue
d)connectedIsolated, bits and
pieces
For classroom and grades only
Curriculum of knowledge
Values taught as a separate subject
integrated, borderless, seamless
for life connectedness, life relatedness
curriculum of lifevalues integrationin all lessons
Multiple IntelligencesWord SmartNumber SmartPeople SmartSelf SmartArt SmartMusic smartBody SmartNature SmartRole Smart
VERBAL / LINGUISTIC LEARNERS
SKILLED MANIPULATORS OF LANGUAGE
PLAY WITH WORDS / COMMUNICATE WELL
ARE GOOD IN:READINGWRITING
MEMORIZING
LEARNS BEST THROUGH:HEARINGSEEING
REPEATING
are
who can
They will be great poets, writers, statespersons, tutors, and mediators
Parts of SpeechA noun is a person, thing, or place: like man or school
or the nose on your face.A pronoun is a sub for nouns: like I and we, you and
me, she, her, it, them, they, him, he.An adjective describes those two: Which one? What
kind? how many, those?A verb is a busy kind of thing: run, walk, must, be, try
and sing.An adverb provides lots of info, like how? When?
Where? Yes and no.Prepositions pull noun into a phase: in, on, with, of
and around are some ways.
Conjunction connect anything they want: like and or, nor, so, yet, for, but.
Interjection we use more than we know: wow, ouch, gee, boo and oh!
Now that we have a grammar rap, parts of speech will be a snap
Parts of Speech
Fun with Phonics
Look at the canoe to find the paddleLook the horse and find the ______.
Look on the flower to find the bee.Look in the forest to find the ______.Look in the oven to find the roast.Look in the toaster to find the _____.Look in the table to find the dish.Look in the aquarium to find the _____.
Look in the house to find the chair.Go outside to find fresh ___.
Look in the nest to find the kitty.Look in the map to find the _____.
Look in the kitchen to find the cook.Look in the bookcase to find the ____.
Look on the vine to find the berry.Look on the tree to find the _____.
Look in the snow to find the sled.Look in the house to find ____.
Fun with Phonics
Fun with Rhyming WordsGo to the sea and find a fish
Close your eyes and make a wishLook at the window and find a sparrow
Get into your room and get a pillowStep out your door and shout for joy
Twinkle your eyes and see a boyRide on the jeep and find a driver
Get a beeper and you’ll have a loverSo everybody clap your hands
Let’s go and enjoy with some bands.
areVISUALIZERS
* ARE PROFICIENT IN RECOGNIZING OBJECTS* ARE GOOD IN CREATING PICTURES IN MIND
and
REFERRED TO AS DAY DREAMERS WHOLIKE TO DRAW, BUILD, CREATE, TINKER OBJECTS
THEY CAN BECOME SUCCESFUL ARTISTS, ARCHITECTS, NAVIGATORS.
who are
and later
SPACIAL LEARNERS
areINQUISITIVE LEARNERS WHO HAVE THE NEED
TO FIND ANSWERS TO QUESTIONS
ENJOYS:EXPLORING PATTERNSWORKING WITH NUMBERS
EXCEL IN:MATHREASONINGLOGICPROBLEM SOLVING
LEARN BEST WITH WORK REQUIRING:CATEGORIZING
CLASSIFYING
ABSTRACT PATTERNS
WILL DO WELL IN MATHEMATICS, TECHNOLOGY, AND RESEARCH
LOGICAL/MATHEMATHICAL LEARNERS
ARE SOCIALIZERS WHO
* ARE EXTROVERTS
* HAVE MANY FRIENDS
* BELONG TO MANY GROUPS
* TALK EASILY TO PEOPLE
* UNDERSTAND OTHERS
GOOD LEARNERS WHO
ORGANIZE
MEDIATE
COMMUNICATE
MOTIVATE
WHO WILL BE SUCCESSFUL IN
POLITICS
CHURCH
EDUCATION
INTERPERSONAL LEARNERS
* ARE MORE INTROSPECTIVE
* PREFER TO WORK ALONE AT THEIR OWN PACE, THEIR OWN THING, IN THEIR OWN SPACE
* FOLLOW THEIR OWN INTERESTS
* PURSUE THEIR FEELINGS, DREAMS, GOALS, AND INTERESTS
WHO
AWARE OF THEMSELVES
* KNOW THEIR OWN STRENGTH AND WEAKNESSES* FIND CREATIVE WAYS TO COMPENSATE THEIR
SHORTCOMINGS* KNOW HOW TO ENHANCE THEIR STRENGTH
INTERPERSONAL LEARNERS (continued)
* LOVE RYTHYM
* SING OR HUM
* ENJOY LISTENING TO MUSIC
* PLAY INSTRUMENT
* RESPOND WITH THE BODY
are people who normally
ARE GOOD IN THE USE OF RYTHYM AND
CREATIVE EXPRESSIONS
and WILL BE SUCCESFUL COMPOSERS, VOCALIST,
MUSICIANS, MUSIC DIRECTORS
SO THEY NEED MORE CREATIVE WORK AND CALM ENVIRONMENT
MUSICAL LEARNERS
In a canyon sat a cannerTapping, tapping on a pan.Oh, he had a happy mannerAnd he flapped his hat to fan.
On a saddle rode young AdamHe was galloping alone,But the din and racket stopped himAnd he burst into a song.
“Stop the clatter; what’s the matter?Rapping, tapping in that can;Take a nap and you’ll get fatterYou’re a very fragile man.”
But the canner, lean and lanky,From the vat from which he satCalled back, “Witty wag, you’re cranky.”And he flapped and flapped his hat.
“Cats don’t chatter, bats don’t batterSnapping adders cannot add.Hams don’t hammer, clams don’t clamor,You’re a brash and nagging lad.”
Shape Song(Tune: London Bridge)
Circles, diamonds, trianglesTriangles, triangles
Circles, diamonds, triangles,Hearts, squares and rectangles.
On A Farm(Tune: London Bridge)
Animals live on a farm, on a farm, on a farmAnimals live on a farm, with a farmer.
Cows and pigs live on a farm, on a farm, on a farmCows and pigs live on a farm, with a farmer.
Goats and sheep live on a farm, on a farm, on a farmGoats and sheep live on a farm, with a farmer.
Hens and chicks live on a farm, on a farm, on a farmHens and chicks live on a farm, with a farmer
I Like Baby Animals(Tune: London Bridge)
I like baby animalsAnimals, animals
I like baby animals,I’ll name some for you
Kittens, puppies, chicks and foalsKids and cubs, kids and cubs
Kittens, puppies, chicks and foalsI can put name some more
Goslings, ducklings, lambs and calves,Lambs and calves, lambs and calves
Goslings, ducklings, lambs and calvesI like baby animals
Jesus is Our Friend(Tune: London Bridge)
Jesus is our friend todayClap your hands, shout “Hurray!”
Jesus is our friend todayWe love Jesus!
Jesus is our friend todayStomp your feet, shout “Hurray!”
Jesus is our friend todayWe love Jesus!
Jesus is our friend todayTurn around, shout “Hurray!”
Jesus is our friend todayWe love Jesus!
ARE CALLED THE MOVERS WHO USE TOUCHING, MANEUVERING, AND BODY TO
PROCESS INFORMATION
EXCEL IN:SPORTSDANCINGACTINGCRAFTS
LEARN BEST
* WHEN THEY MOVE WITH HIGH ENERGY
* EXPRESS THEMSELVES AND SOLVE PROBLEMS THROUGH THE CONTROL AND MOVEMENT OF BODIES.
CAN BECOME GOOD ACTORS, AND BALLERINAS
BODY KINESTHETIC LEARNERS
INTERACTIVE WITH THE NATURAL ENVIRONMENT
ORDERINGCATEGORIZINGCLASSIFYING
ARE
WITH SKILLS IN
CAN HAVE EXCELLENT CAREER IN:FORESTRY, AGRICULTURE, BOTANY
AND…READINGS AND LEARNING RELATED TO ENVIRONMENTAL INTERESTS WILL BE MEANINGFUL TO THEM.
THE NATURALISTIC LEARNERS
Type of Learners• Alone w/ a group• Bright dim• w/o stimulus w/ stimulus• w/o music w/music• Single task multi-task• Formal informal• w/ deadlines w/o deadlines
Analytic StudentsConcentrate and learn when information presented in small, logical steps.Respond to appeals of logicSolve problems systematically and logicallyEnjoy doing puzzlesLike putting things together by following specific directions.Pay close attention to exact directions
Enjoy learning facts.
Learn phonics easily
Understand and apply phonic rules
Are analytical and critical when thinking
Can identify the details in the story
Global StudentsConcentrate and learn when information is presented as a gestalt or wholeRespond to emotional appealsTend to like fantasy and humorGet “wrapped up” in a story and do not concentrate on the factsProcess information subjectively and in patterns
Easily can identify main ideas in the story
Dislike memorizing facts
Learn easily through stories
Use story context often to figure out unknown words.
StrengthsAnalytical
DetailsFocusOrganizationRemembering specificDirect answers
GlobalWhole pictureSeeing relationshipsCooperating in group effortsReading between linesSense of fairness
AnalyticalConsistencySense of justiceObjectivityIndividual cooperationDoing one thing at a time
GlobalSeeing optionsParaphrasingDoing things at onceGiving/receiving praisesLeading body/agency/ getting others involved
Learning Styles
They are educational conditions under which
students are most likely to learn.
Elements of Learning Style• Environmental
• Emotional
soundlight
temperaturedesignmotivation
persistence
responsibilitystructure
• Sociological
• Physiological perceptual modalities
visual mobility tactual auditory intake
kinesthetic time of day
alone/ pair w/ peers on a team authority varied
• Psychological global/analytic right brain/left brain impulsive/reflective
Interactive Strategies
10 + 2 (Ten Plus Two)
Direct instruction variation where the teacher presents for ten minutes, students share and
reflect for two minutes, then the cycle repeats.
1st TRIP (First TRIP)
A reading strategy consisting of: Title, Relationships, Intent of questions, put in perspective.
3 – 2 – 1 (Three – Two – One)
Writing activity where the students write: 3 key terms from what they
have just learned, 2 ideas they would like to learn more about, and 1 concept or skill they think
they have mastered.
5 + 1 (Five Plus One)
Direct instruction variation where the teacher presents for five minutes, students share and
reflect for one minute, then the cycle repeats.
AffinityA brainstorming approach that
encourages less verbal members of a group to participate. First, all members of the group write responses to the problem or question on separate cards, then the
cards are silently grouped by each member while the others observe. After a
discussion, the agreed arrangement is recorded as an outline or diagram.
Agree / Disagree Matrix
A formal approach to discussing and researching issues. Students are polled for
agreement or disagreement with a statement and their responses as a group
are recorded in the matrix. Students research the topic, and again their
responses are recorded. Finally, small groups to meet to discuss the results and
changes.
Agreement Circles
Used to explore opinions. As students stand in a circle, facing each other, the teacher makes a statement. Students who agree with the statement step into the
circle.
Baggage ClaimMembers in a new group are asked to write five
interesting facts about themselves on a note card. For several minutes, people walk around the room,
introducing themselves and sharing the facts on their cards. They then exchange cards (baggage) and move on to introduce themselves to others in
the group. When time is up, the teacher or moderator collects all the cards and either returns them to their owners, or reads the facts and asks
to identify the owner of the card (baggage).
Cubing
A six-part technique to explore different aspects of a topic. The
six parts include: describing, comparing, associating, analyzing,
applying, arguing.
Devil’s Advocate
To initiate or stimulate a discussion or debate, the teacher proposes or defends an extreme or unpopular
viewpoint. Students will raise questions and challenge the
teacher to explain. Students will also give their opinions.
Five Words – Three Words
Students list five topic-related words independently. Students are grouped and share words.
Groups pick best three words and explain to class.
Four CornersLabel the four corners of the room with “Strongly
Disagree, Disagree, Agree, Strongly Agree.” read a controversial statement and have students write on a piece of paper whether they agree, disagree,
strongly agree or strongly disagree with the statement. When all are finished writing, have
students go to the corner representing their point of view. All student sharing a point of view work
together to collect evidences and present an argument supporting their beliefs.
Idea SpinnerTeacher creates a spinner marked into four
quadrants and labeled “Predict, Explain, Summarize, Evaluate.” after new material is presented, the teacher spins the spinner and
asks students to answer a question based on the location of the spinner. For example,
if the spinner lands in the “Summarize” quadrant, the teacher might say, “list the key
concepts just presented.”
Inside – Outside Circle
Review technique. Inside and outside circles of students face each other. Within each pair of facing students, students quiz each other with questions they
have written. Outside circle moves to create new pairs.
Repeat.
Line-up
Student teams are given concepts that can be put in order. Each
team member holds one concept and the members line up to represent the correct order.
List – Group – Label
An activity to help students activate prior knowledge before beginning a new topic. Student
teams divide list of key words into groups, then label each group.
Sketch to Stretch
Sketch to Stretch is intended to help readers use sketches as a means of exploring, expressing,
and sharing interpretations of selections
Lotus Blossom Technique
From central idea, propose eight new ideas. For each of eight ideas, propose and evaluate
necessary details to implement ideas.
Luck of the Draw
All student’s names are put into a container. At the end of class, a student’s name is
drawn at random from the container. At the beginning of the next class the student whose name was drawn is required to present a 3 – 5 minute review of the
previous day’s lesson.
Minute Papers
An end-of-class reflection in which students write briefly to answer
the question: “What did you learn today? and “What question do you
still have?”
Mock Trials
Students learn about the legal system by assuming the roles of
lawyers, witnesses, and judges to act out hypothetical legal cases.
Novelty
A motivational technique to engage student early in
instruction. Share something unusual with students to arouse
their curiosity.
Numbered Heads Together
Each student is assigned a number. Members of the group
work together to agree on answer. Teacher randomly selects one
number. Student with that number answers for the group.
One Sentence Summary
Students are asked to write a single summary sentence that
answers the “who, what, where, when, why, how” questions about
the topic.
Panels
A small group acts as experts to answer the questions of the people in the larger group. In a classroom setting, students are selected to become experts on a topic and are given at least a day to prepare for the discussion.
Panel discussions can also be held using outside experts.
PMI (Plus, Minus, Interesting)
A decision-making strategy where students silently list positive, negative
and other aspects of a problem or solution. Aspects are shared as a group
list. All alternatives are considered before decision is made.
Prediction Pairs
Students are paired as they listen to the teacher read a passage aloud. At each pause in the reading, the teacher prompts students to discuss with their partner what they predict will happen next in the reading.
Randomized Questioning
In situations where the teacher wants to ensure that all students have an opportunity
to answer questions, the teacher creates note cards with the students’ names on them, then shuffles the cards. AFTER
asking each question, the teacher reveals the name of the student chosen at random
to answer the question.
Share – Pair Circles
Divide class into two equal groups and each group forms a circle. The inner circle faces outward and the outer circle faces inward, to form pairs of facing students. In response to teacher questions, each pair discusses their
ideas, then one of the circles rotates to create new pairs. Repeat until the original
pairs are again facing each other.
STaR (Story Telling and Retelling)
Teachers read stories to students then students retell the story by
acting it out, answering questions, or writing about the story.
Stir the TeamsStudents are assigned to teams and each
student in the team has a number (typically 1 through 4). Teams discuss their group
answer to the teacher’s question, when the team is done they give a signal. When all
teams are done, the teacher calls a number (from 1 to 4) and the students with that
number rotate to the next group to share their team’s answer with their new team.
Story ImpressionsThe teacher presents ten to fifteen terms to
students prior to reading. These terms appear in the same order that they appear in the reading. Students write a passage using
the terms that they think predicts what will happen in the reading. Students share their
predictions with others. Finally, students read, comparing their predictions (story
impressions) with the reading
Talking Chips
Response management technique to encourage students who do not often contribute, and limit students
who contribute too much to discussion.
Voting Cards
Students can be given laminated cards at the beginning of the year to be used to
express their opinions in class. When they agree with a statement, they might hold up a green card, disagreement could be signified with a red card, and yellow could be used to
show indecision or uncertainty.
Walking Tour
Passages from reading are posted in individual pages around the
room. Groups tour the room and discuss each passage, then
summarizes.
Think-Pair-ShareInvolves a three step cooperative
structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during
the second step and exchange thoughts. In the third step, the pair share their
responses with other pairs, other teams, of the entire group.
Jigsaw Groups with 5 students are set up. Each group
member is assigned some unique material to learn and then to teach his group members. To help in the learning students across the class
working on the same sub-section get together to decide what is important and how to teach it.
After practice in these “expert” groups the original groups perform and students teach
each other. Test or assessment follows.
Three-Step Interview
Each member of a team chooses another member to be a partner. During the first step individuals interview their partners
by asking clarifying questions. During the second step, partners reverse the roles. For the final step, members share their
partner’s response with the team.
Round Robin Brainstorming
Class is divided into small groups (4 to 6) with one person appointed as the recorder. A
question is posed with many answers and students are given time to think about answers.
After the “think time,” members of the team share responses with one another round robin style. The recorder writes down the answers of
the group members. The person next to the recorder starts and each person in the group in
order gives an answer until time is called
Three-Minute review
Teachers stop any time during a lecture or discussion and give tem three minutes to review what has been said, ask clarifying
questions or answer questions.
Team Pair solo
Students do problems first as a team, then with a partner, and
finally on their own.
Circle the SageFirst the teacher polls the class to see which students have a special knowledge to share.
Those students (the sages) stand and spread out in the room. The teacher then has the rest of the classmates each surround a sage, with no two members of the same team going to the same sage. The sage explains what they know while the classmates listen, ask questions, and take
notes.
PartnersThe class is divided into teams of four. Partners
move to one side of the room. Half of each team is given an assignment to master to be
able teach the other half. Partners work to learn can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team
reviews how well they learned and taught and how they might improve the process
SORT
S- State the detailsO- Organize the dataR- React In Different
PerspectivesT- Tell the class what you
have learned
Graphic Organizers
A visual outline that provides pictorial of graphic format for summarizing key concepts,
ideas and vocabulary
TGT
T- Talk about different issuesG- Generate as many ideasT- Tell your consensus or
agreements in class
REAP
R- Reading to discover the author’s ideas
E- Encoding the author’s ideas into one’s own language
A- Annotating those ideas in writing for oneself or for sharing with others
P- Pondering the significance of the annotation
Echo Reading
The reader is seated slightly in front of the teacher with both
participants jointly holding the reading material. Both read in
unison; the voice of the teacher is directed into the reader’s ear at
this close range.
Multiple IntelligencesInteractive Integrative LearningLearning by doingEmpowerment of Teachers/StudentsSkills OrientedTotal Development of StudentsOrganizers for easy learningNovel Strategies/TechniquesEnriching ActivitiesStudent Centered Activities
You teach less by what you say, more by what you do but most by what you are.