You will have a better understanding of engagement
You will walk away ready to use over 50 possible strategies
across the curriculum.
Engagement increases attendance and achievement.
The sooner you learn their name, the better!Learn more about
your students by doing interest inventories, letters to the
teacher, quiz about your teacher, or the following ice breaker.
Take your white paper and fold it into fourths.On the first
fourth, illustrate your favorite part of summer break.On the second
fourth, illustrate a superhero that you would want to be and why.On
the third fourth, illustrate your favorite activity.On the last
fourth, write the title of a movie that best represents you. Do not
share at this point.You will have about 7 minutes to complete.
Story of Mr. Ray Brown 8th Grade Teacher Newport Middle
Sometimes the simplest things will motive and engage students.
Smiles and sincere compliments build relationships with
http://youtu.be/Cbk980jV7AoThink, Pair, Share Partners speak for
one minute. While your partner is speaking, you may not interrupt.
After they are finished you must restate the main idea of what they
said to prove you are a good listener, add on to their point, or
state something you agreed with or politely state what you disagree
Partner 1 speaks about a time when they felt validated in an
educational setting (by their boss, a parent, a student, etc).
Partner 2 speaksabout a time when they validated someone in an
Gallery Walk is a processing and/or review strategy in which
students create a product that visually or pictorially represents
the learning that has just taken place. The products are posted
around the classroom, and the students walk around the room
checking out their classmates work. If the students work in groups,
one student may act as the docent explaining the fine points of
their project.Now you try
create a poster that illustrates one validation strategy to use
with your students and colleagues.hang your poster throughout the
room for others to view.
In groups of five or six, walk to one of the questions hanging
on the wall. After reading the question and discussing with your
team, write your answer on the poster chart.
After time is called rotate to the next question.
(Early Finishers can look through their 100+ Interactive
Video Begin at 29:37
Using your ELA Standards with your table discuss what areas the
Question Walk Museum addressed.
Give One, Get One is a perfect strategy to use at the beginning
of a unit. It asks students to write all that they know about the
topic being studied, then to talk to a partner to add to their
lists of written information.This prewriting activity helps
students reflect on what they already know about a topic and gives
the teacher an assessment of prior knowledge before introducing a
topic. It engages students in writing and talking about a topic
with partners and is a fast paced activity.(Power Tools for
Fold a piece of paper lengthwise to form two columns and write
Give One at the top of the left-hand column and Get One at the top
of the right-hand column.In your Give One Column, write take two
minutes to write down everything you know about reptiles and
amphibians.Now talk to other teachers about what is in their Give
One column; write down any new information you get from discussions
in the Get One column along with the name of the person who gave
you the information. Whole Group Discussion; Add to Get One
After surveying four 3rd grade students about the difference
between amphibians and reptiles, I recorded their responses below.
On the white paper write your response to: Which student do you
agree with and why? Then fold the paper so no one can see your
answer. Chris- Amphibians are the babies of reptiles.Hunter-
Amphibians spend part of their lives in water and part of their
life on land. When they are born, they look more fishlike then
metamorph into their adult stage. They lay eggs. Reptiles do not
lay eggs but have scaly skin and are cold blooded.Hollie-
Amphibians have moist smooth skin and live the first part of their
life in water and the second half on land. Reptiles have scaly skin
and look like their parent as soon as they are born. April-
Reptiles have live births and amphibians lay eggs.
Take your folded paper and begin walking to the music. Pass your
paper to the first person you come across. Continue passing the
paper until the music stops.When the music stops look at the answer
your paper has.Go to the corner of the room where the name of the
student is listed that your paper agrees with.Discuss the response
with the others at your corner. Defend or oppose the answer that
your person listed.
While reading the article use the Top Hat Comparison Strategy
form to compare amphibians and reptiles. Then use the form to
summarize your key points.
Discuss with your neighbors:Do these strategies help students
practice and deepen their understanding of new knowledge? Why or
why not?Discuss some ways these strategies might be used in your
classroom.Choose a team captain to report to the whole group by
seeing who had the most exotic vacation.
Text Opener: If your friend was thinking of leaving a safe,
quiet life to do something adventurous, but risky- like exploring a
remote, wild land- how would you talk him/her into doing it?How
would you talk him/her out of doing it?While reading through the
passage put question marks by things you have questions aboutwrite
an A by things you agree withwrite a D by things you disagree
withWhen we discuss and as I ask questions you must support your
thoughts with the passage.
Principles of Shared InquiryShared Inquiry discussion is an
intellectually rigorous groupactivity that focuses on the
interpretation of meaning inwritten texts. It is Socratic in style
and firmly text-based. Itmakes use of questioning techniques that
help participants readactively, pose productive questions of their
own about the ideasin a text, and listen and respond effectively to
others.The Shared Inquiry method does not propose a formulafor
finding truth, and its purpose is not to determine theconclusions
that an individual or discussion group mightreach. It is based on
the conviction that participants can gaina deeper understanding of
a text when they work together andare prompted by a leaders skilled
questioning. In the process,participants enjoy the benefit of
diverse points of view, focusedexploration, and common
discovery.Reading a challenging piece of writing and thinkingabout
its ideas cannot be a passive process. Each participantis engaged
in an active search for the meaning of the selectionat hand. With
the energy and encouragement of the group,participants articulate
ideas, support assertions with evidencefrom the text, and grapple
with different possibilities ofmeaning. Often, this results in
individuals learning how tobuild on one anothers insights and
Reflect on the questioning strategies.Write a few things that
you want to remember about them on your reflections page.Discuss
with your table.
Each of you will receive a necklace.2. Do not look at the tag.3.
You will work with a partner to give clues without stating the
obvious about your word.4. First partner group that figures out
their words win a prize!
Split your class into two groups.Name your team.Identify an
initial spokesperson who will confer with his/her team during the
time allotted (15 sec) and who gives the final answer.Each time the
team gets a turn, a new student acts as the spokesperson.Flip coin
to see who goes first.Deliver a question.If the team gets it right,
they get a point and another turn.If the team gets it wrong, the
other team can steal.
Opposites AttractTwo of a KindCreate a CategoryWhat is the
Question?Who Am I?
3. KEY WORDS CONCEPT DIAGRAM
(accept all answers;
can discuss why its
1. CONVEY CONCEPT
2. OFFER OVERALL CONCEPT
3. NOTE KEY WORDS
4. CLASSIFY CHARACTERISTICS
4. Always Present
_warmblooded_____________ _walks on two legs _ _ _ _ _ __cold
_nurse their young _ walks on four legs _ _ _ _
_has hair or fur_________ _ swims in water_ _ _ _ _
_________________________ _ _ _ _ can fly_ _ _ _ _ _ _
_________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
5. Explore Examples
6. Tie down definition: Use 1-6 of organizer to write a
A mammal is a warm blooded vertebrate that has hair and nurses
To engage students in writing, use word walls for each subject.
Group words according to their unit so they are easily located. The
more the student sees and hears the word, the better they will
Each student wore a Derby Hat or made a stick horse to showcase
as they walked across stage while their name was called.
The element of surprise like me coming in dancing and the HUMOR
of me trying to dance engages students so
In your content/grade level PLC revise or continue to work
through BYOC ensuring activities reflect multiple forms of STUDENT