EATS- formula for a great lesson

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EATS- formula for a great lesson

• Essential Questions
• Activating Strategies and
• Assessment Prompts

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Essential Points from Day 1

• All instruction stems from the standards
• K-U-D process leads to better units
• All elements of the Student Learning Map come
  from the K-U-D
• Student Learning Map can be used as a
  communication and a preview tool
• Previewing accelerates struggling students
• The map tells others WHAT you will teach not
  HOW it will be taught
• A lesson may take more than one day to teach

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Acquisition Lessons
E.Q. - How do I plan an Acquisition Lesson?

• Acquisition level of learning
• 2. Framework for an acquisition lesson
• 3. Strategies designed for acquisition of new
  knowledge and skills

Acquisition Lessons
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Levels of Learning
Learners do not suddenly learn skills and
concepts. They progress through levels of
learning with each level taking the learner to
more depths of understanding and the capabilities
to apply those skills and concepts in their
lives.
Level One Acquisition
Level Two Extending Thinking/Reasoning
Level 3 Authentic, Meaningful Use
(Adapted From Marzano ASCD, 1992)
Overview
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Remember Seinfelds Students?

• They werent prepared to learn at Level 2
• They lacked background knowledge
• They were exposed to unfamiliar vocabulary
• They were asked to discuss without adequate
  preparation
• The teacher jumped to Level Two without covering
  Level One of Learning - Acquisition

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• How do I plan a
• LEARNING-FOCUSED
• acquisition lesson?

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3-2-1
Ticket out the Door
Graphic Organizer
essential question

• EATS

Planning an Acquisition Lesson
KWL
fishbone
distribute
Summarize
The Absent Student
Assessment Prompt
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Word Map
What is it? (write the definition)
What is it like?
A lesson designed to help learners acquire new
knowledge and skills.
Acquiring
New
The Word
Acquisition Lesson
First level of learning
Storing
Link prior knowledge
Internalize skills
Create meaning
What do students do?
Acquisition Lessons
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Why is it called the web of life?
Interdependence
Ecosystems
Cycles
Populations
What makes up an ecosystem? What feeding
relationships are found in an ecosystem? How do
organisms cooperate and compete in an ecosystem?
What factors affect changes in populations? What
happens when an organism is out of place? What
patterns occur when organisms are out of place?
How do ecosystems recycle?
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Essential Question

• What can happen
• when an organism is
• out of place?

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(No Transcript)
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Anticipation Guide
Read each statement below. If you agree put a
check next to it. If you disagree put an X next
to it.

• ____ Kudzu is planted for roadside
  beautification.
• ____ Kudzu grows better in its native China and
• Japan than in the United States.
• ____ Our country is being invaded by aliens.
• ____ Whatever man does to the web of life he does
  to
• himself.
• ____ Kudzu can grow as much as a foot a day.
• ____ Some herbicides can make kudzu grow better.
• Briefly write about the main points you and
• your partner discussed.

Acquisition Lessons
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Word Meaning Description/ Example Graphic Related words
Non-Native Not born, grown, produced or started in the location or vicinity Tulips, which originated in Holland, are non-natives of American flower gardens. Foreign Strange Alien Out of place Unnatural
Kudzu Fast growing vine with large leaves the picture of the vine where it covers everything Bad Weed Southern pestilence
Herbicide Chemical used to destroy plants Round-up Poison Weed killer
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CAUSES
EVENT

EFFECTS
Acquisition Lessons
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Assessment Prompts for Distributed Practice or
Summarizing

• What were the causes of kudzu covering so much of
  the south?
• What can result when a non-native species is
  introduced?
• What do you think it means that what ever man
  does to the web of life he does to himself?

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Ticket out the Door

• 3 things that can happen when an organism is out
  of place
• 2 important things we can learn from the kudzu
  story
• 1 Question or idea

Acquisition Lessons
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Acquisition Lesson Planning FormPlan for the
Concept, Topic, or Skill --- Not for the Day
Essential Question
What happens when an organism is out of place?
Activating Strategies (Learners Mentally
Active) Anticipation Guide
Acceleration/Previewing (Key Vocabulary)
Non-Native, Kudzu, herbicides
Teaching Strategies (Collaborative Pairs
Distributed Guided Practice Distributed
Summarizing
Graphic Organizers)

• Read aloud modeling of cause/effect graphic
  organizer.
• Pairs read by paragraph, discuss, and add to
  graphic
• organizer.
• Record causes and effects on class graphic
  organizer (Assessment Prompt).
• Discussion.
• Revisit anticipation guide.

Assessment Prompts

• What were the causes of kudzu covering so much of
  the south? (oral responses)
• What can result when a non-native species is
  introduced? (oral responses)
• What do you think it means that whatever man
  does to the web of life he does to himself?
  (written response)

Summarizing Strategies Learners Summarize
Answer Essential Question
3-2-1
Acquisition Lessons
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Welcome to the EATS Cafe

• Essential Question
• Activating Strategy
• Teaching Strategies
• Summarizing Strategy

Acquisition Lessons
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EATS Acquisition Lesson Format


A
E
S
T
Acquisition Lesson
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Essential Question

• What?
• Learning objective in the form of a question
• Why?
• Focus the lesson
• Communicate the objective
• Gather evidence of learning

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Activating

• What?
• Hook and link
• Why?
• Activate prior knowledge
• Motivate
• Preview key vocabulary
• Prepare for learning

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Teaching

• What?
• Cognitive strategies
• Assessment Prompts
• Why?
• Mentally engage the learner while
• taking into consideration attention span
• Organize information
• Store information

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Summarizing

• What?
• Students summarize and answer the
• essential question.
• Why?
• Solidifies the learning
• Provides evidence of student learning
• 2 strategy that raises student
• achievement

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EQReview
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What Is An Essential Question?

• Key Points
• Posted in the classroom.
• There is only one essential question in a lesson.
  
• Organize courses, units, lessons around
  questions the content of lessons answers the
  questions.
• Based on curriculum
• Allocate time to answer

• Concepts or skills in the form of questions
• Purpose
• Sets the focus of the lesson.
• Helps teacher gather evidence of learning
  (assessment).

Learning Maps
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Quiz TimeEssential Questions or NOT?

• 1. How would I describe the atmospheric
  conditions that produce severe weather
  (hurricanes, tornadoes, thunderstorms)?
• 2. What is 2 2?
• 3. What are the differences in lifestyles in the
  three colonial areas?
• 4. How do I identify facts and opinions in a
  passage?
• 5. What is a fact?
• 6. Can we describe the parts of a plant?
• 7. Why are good grooming habits important?
• 8. Why did the United States enter WWII?

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Essential Questions

• How does an effective activating strategy improve
  my students focus on the lesson?
• Why should I plan assessment prompts for an
  acquisition lesson?

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What an Activating Strategy is NOT

• Not a bell-ringer
• Not a sponge activity
• Not a daily oral language activity
• Not meant to detract from lessons main focus
• Not longer than 10 of the overall lesson time
• Not graded

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What IS an Activating Strategy?

• What?
• Hook and link that provides an experience
  related to the upcoming lesson
• Why?
• Activate prior knowledge
• Motivate
• Preview key vocabulary
• Prepare for learning

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How do we get the attention of the students
brain?

• Two factors primarily influence what our brains
  pay attention to are
• Meaning
• Emotion
• The true art of memory is the art of attention
  Samuel Johnson

Adapted from Pat Wolfes Brain-Based Learning
Workshop, 1990.
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Making Meaning

• The brain is a pattern-seeking, meaning-seeking
  device.

Every encounter with something new requires the
brain to fit it into an existing memory category
(network of neurons). Pat Wolfe
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Making Meaning To make information meaningful,
find a familiar pattern Link to Prior
Knowledge

• Connect to experience they have had or info that
  they already know
• OR
• Create an experience with them.

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Using Emotion

• Need to have a hook to motivate
• Not too much BUT enough to pique interest and get
  them engaged.

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Why emotion?

• Information first enters the brain in the Limbic
  System enters the amygdala first this is the
  seat of emotion our brain pays attention to
  things that have a little emotion attached to
  them
• Personal connection
• Prediction then want to know if I am right
• Game
• Competition
• WIIFM the station we all stayed tuned into
  (whats in it for me?)
• Not too much emotion- then cant teach the
  lesson because we have to peel kids off the wall
  too hyped up

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Cognitive Strategies That Activate Thinking
Lesson
Lesson
Hook n Link Introduce Essential Question
Preview Key Vocabulary Allocate Time for This
Activating Strategies
Activating Strategies
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KWL Outlines
KWL Outline 1
KWL Outline 2
Activating Strategies
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Health unit Impact of smoking

• EQ What are the effects of being exposed to
  others tobacco use?
• Activating Use KWL to have students list what
  they think they know about second- hand smoke
  health effects, then share as a class. Have
  students list what they want to know or think
  they will learn in the lesson and share as a
  class.

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Visual/Kinesthetic stimulus

• Photographs to provide background (prior)
  knowledge
• Videos to model a process
• Objects to hold and examine develop predictions
  
• Paintings

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(No Transcript)
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Acrostic- student created

• F
• U
• N
• C
• T
• I
• O
• N

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Wordsplash key unit vocab
Leaves
Vegetables
Roots
Plants
Water
Green
Stem
Flowers
Trees
Sun
Activating Strategies
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Ticket out the Door
Graphic Organizer
essential question

• EATS

Planning an Acquisition Lesson
KWL
fishbone
3-2-1
distribute
Summarize
The Absent Student
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Anticipation Guides
What does it look like? Anticipation Guides are
often structured as a series of statements with
which the students can choose to agree or
disagree.  They can focus on the prior knowledge
that the reader brings to the text, or the "big
ideas" or essential questions posed (implicitly
or explicitly) by the writer as a way for the
reader to clarify his/her opinions before reading
the text and then compare them to the writer's
message as they read.
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Anticipation Guides

• Anticipation guides are a series of questions
  related to the topic to which the student agrees
  or disagrees
• Anticipation guides can become the basis for
  reading the text to affirm predictions
• Anticipation guides can activate thinking about
  the big ideas before they are taught
• Anticipation guides clarify prior knowledge or
  misconceptions

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Sample Anticipation Guide

• Me Text Statement
• ___ ___ 1. The Democratic Party is the oldest
  in the
  United States.
• ___ ___ 2. A political party is a social
  gathering held
  for a bunch of politicians.
• ___ ___ 3. Because all presidents have
  primarily been
  
• elected by two major political
  parties, the United States is
  said to have a two
  party system.
• ___ ___ 4. Party members usually share the
  same
  beliefs about
  politics and about the role of government.
• ___ ___ 5. The Whigs were a political party
  that
• required the long white hair wigs but
  when men wearing wigs
• went out of style, they
  disbanded.
• See Packet for more examples

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Brainstorm and categorize

• Introduce topic
• Students brainstorm all they know about topic
  (each idea on a post-it note)
• Guide them to develop categories for their ideas
• Write categories on board (or large paper)
• Sort ideas (post-its) into the categories
• Revise throughout the lesson

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Healthy Living Unit

• 1 min Each student lists on post-it notes - 3
  risk factors for health problems.
• ONE PER POST-IT NOTE.
• A risk factor is anything that increase the
  likelihood of injury, disease, or other health
  problems.
• Example- racing cars on a highway at 100 mph
  increases your chances of getting injured.
• Share answers as a group when they share, ask
  whether it is injury, disease, or what? - group
  on board under categories each student brings
  up their notes and places them on the board.

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Explore Packet

• Read over the Activating Strategies Distilled
  organizer
• Skim the Activating Strategies chart for some
  good ideas mark the ones you like with a star
• Choose one activator you will try next week.

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Pairs Summarizing Activity

• 1s tell 2s Why are activating strategies
  important? Why bother taking time to do one?
• 2s tell 1s 2-3 key points to remember and one
  activating strategy you intend to try.

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EATS Acquisition Lesson Format
S
A
T


E
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Teaching and Summarizing

• How do we help our students retain the
  information we teach?

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What do we Need to Know about Short Term Memory?
Short Term Memory

• Where we process information
• Trying to hold new information in short term
  memory long enough to rehearse and connect for
  long term memory

Gann, 2000
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M-Spaces - Impacted by Age
Range (Capacity of Short Term Memory)
Age in Years
Less than 5 1 to 3 M-spaces
Between 5-10 3 to 6 M -spaces
Between 10-14 4 to 7 M -spaces
15 and older 5 to 9 M-spaces (avg.
7)
George Miller, 1956 Pascal Leon, 1970
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A series of numbers will appear on the next
slide. Do not write anything down You will have
five seconds, then be ready to say the numbers
back to me, reading from left to right.
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• 7 4 9 3 6 5 1

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What numbers did you see?
Another series of numbers will appear. Same task
do not write anything down. You have five
seconds.
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• 5 2 1 6 3 8 4 7 9 4

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What are the numbers?
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7 4 9 3 6 5 1

• 5 2 1 6 3 8 4 7 9 4

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M-Spaces - Impacted by Age
Range (Capacity of Short Term Memory)
Age in Years
Less than 5 1 to 3 M-spaces
Between 5-10 3 to 6 M -spaces
Between 10-14 4 to 7 M -spaces
15 and older 5 to 9 M-spaces (avg.
7)
George Miller, 1956 Pascal Leon, 1970
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A series of letters will appear on the next
slide. This time there are groups of
letters. Do not write anything down. You have
five seconds. Be ready to recall the groups of
letters, reading from left to right.
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• LS DTVF BIJ FKU SA

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• What did your brain try to do?
• Make meaning by seeking a pattern it was familiar
  with.
• It tried to read words. Lets look at the
  letters again.

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• LS DTVF BIJ FKU SA

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What were the letters?
You will see the same letters in the same order
but grouped differently. You have five seconds.
Be ready to name the groups.
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• LSD TV FBI JFK USA

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• LSD TV FBI JFK USA

• LS DTVF BIJ FKU SA

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CHUNKING

• A Chunk is any coherent group of items of
  information that we can remember as if it were a
  single item. A word is a chunk of letters,
  remembers as easily as a single letter (but
  carrying more info).
• Pat Wolfe

What strategies can I use to help students chunk
and remember information?
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Teaching Strategies

• Collaborative Pairs
• Graphic Organizers
• Mnemonic Devices

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Talk activates the frontal lobe! Talk is probably
the single most effective memory device there
is. Eric Jenson
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Collaborative Pairs

• Collaborative Pairs is the base grouping and
  organizational tool for a classroom It is hard
  to get lost in a pair.
• Research-Based Principles of Learning Learning
  is constructed by the learner and is first a
  social activity before it is a cognitive
  activity.
• Actively engages students in the lessons.
• Students are individually accountable for their
  own learning.
• Collaborative Pairs are used extensively in large
  group acquisition lessons.
• Basic Strategy for Collaborative Pairs Numbered
  Heads

Acquisition Lessons 16
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Collaborative Pairs

• Acquisition Lessons use pairs
• Best Grouping
• Low/Avg Avg/Avg Avg/High
• Use with
• - Distributed practice summarizing
• - Linking to prior knowledge
• - Summarizing answering E. Q.

KEY FOR LARGE GROUP INSTRUCTION!! Acquisition
Lessons
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Numbered Heads

• Students in pairs (only one group of 3)
• Each student has a number
• Activities distributed throughout lesson
• Summarize
• Clarify / Explain
• Predict
• Generate a Question
• Think Pair Share
• First Direction Think About
• Then do numbered heads

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Pairs Checking
A. Circle numbers. B. Each student does his own
work. C. When pairs complete a circled number,
stop. Check answers with partner. If agree, go
on. If not, correct then continue.

• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8

Acquisition Lessons
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Moving information

• While talking activates the frontal lobe and
  students are now ready to learn, our challenge is
  to move information from short term to long term
  memory.
• SHORT TERM ?? LONG TERM

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Graphic Organizers

• EQ How do graphic organizers facilitate
  learning?

Graphic Organizers
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Lecture/Large Group Lessons

• Interactive lectures increase student retention
  of information by 20. Student accountability for
  learning during lectures increases retention of
  information by 55.
• A large group lesson with predominantly oral
  instruction generally involves the least amount
  of mental involvement.
• There are research-based strategies that can
  create more student involvement in a large group
  lesson.

Acquisition Lessons
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Effects of Using Organizers

• The average student studying with the aid of
  graphic organizers and thinking maps learns as
  much as the 90th percentile student studying the
  same material without the assistance of the
  organizing ideas.
• Wahlberg, 1991

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Graphic Organizers
Understand/Manage Learning
Graphic Organizers improve Comprehension
Organize Information/Ideas
Follow Steps in a Process
Chunk Information Improve memory
Build Connections Explore Relationships
Graphic Organizers
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Graphic Organizers

• Help students comprehend information
• through visual representation of concepts,
• ideas and relationships.
• Provide a structure for short and long
• term memory.
• Lift out the key ideas of the lesson help
• answer the Essential Question.
• Provide a guide to text structure for
• expository text organization (sequence,
• Listing, compare/contrast, cause/effect,
• problem/solution)

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But, do they REALLY Work?

• Look at the results of a study conducted by the
  USDE in 1995

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Action Research Graphic Organizers

• Control Group
• 8250 9th graders (10 LD)
• Pre-test 49
• LD pretest 3

• Experimental Group
• 8275 9th graders (10 LD)
• Pre-test 48
• LD pretest 5

Pre-test was given to determine if groups were
equal. After pretest, all infor- mation was new
to both groups. Post-test, 10 day, and 20 day
test data reflects the percentage () of new
information learned.
U.S. Dept. of Education 1995
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Action Research Post test, 10 day and 20 day
retention

• Control Group (no graphic organizers)
• Post-test 65
• LD post-test 8
• 10 days later 56
• 20 days later 19

• Experimental Group
• (extensive use of Graphic organizers)
• Post-test 88
• LD post-test 70
• 10 days later 82
• 20 days later 65

U.S. Dept. of Education - 1995
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Decisions teachers make about Graphic Organizers

• How will students use
• the graphic organizer?
• Structured note taking?
• Guided reading?
• Pre-writing plan?
• Study/summarizing tool?
• Model of skill or performance?

• How do I want students to
• THINK about my content?
• Main idea/detail?
• Cause/effect?
• Sequence?
• Description?
• Compare/contrast?
• Problem/solution?

Graphic Organizers
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Fish Bone (Cause/Effect)
Causes
Economic
Geographic
Effect
World War II
Military
Social- Political
Causes
Graphic Organizers
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Football safety cause and effect
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Cause and Effect Bowling a strike
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Sequence of events leading to Great Depression
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Steps in a process this process also has options
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Compare and Contrast
How Alike?
How Different?
With Regard To
Patterns of Significant Similarities and
Differences
Conclusion or Interpretation
Graphic Organizers
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Essay Writing Compare and Contrast
Fredrick Douglass
Abraham Lincoln
How Alike?
Very poor families Self-educated Used
language persuasively Influenced public
opinion regarding opportunities for blacks
How Different?
With Regard To
Born a slave and was denied basic civil
rights. Even as a free black man he was limited
by public opinion. Although a dynamic speaker,
main persuasiveness as a writer Inspired both
blacks whites to respect the rights of blacks.
Born a free man with all the civil rights
guaranteed. Not limited by public opinion
regarding race. Persuasive public
speaker. Used the War Powers Act to free slaves
and established military Service for blacks.
Civil Rights
Race
Use of Language
Influence
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Graphic Organizers
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Matrix looking for patterns or compare/contrast
Story 2
Story 1
Story 3
Structure
Setting
Problem
Choices
Ending
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Matrix for Summarizing Writing
95
Comprehension skill Main Idea from the
supporting details
Detail Detail Detail Detail

Main Idea
Graphic Organizers
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Main Idea and Detail American Revolution
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Organizer for Problem-Solving
What is the question?
What is the essential information?
What is not needed?
What operations will I use?
Does my answer make sense?
Can I draw a diagram of the problem?
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Graphic OrganizerSummarizing Activity

• Talk with your partner What kind of organizers
  have you used?
• What key ideas stood out for you?

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Mnemonics

• Some view as memory trick
• Students are given a device to help remember
  store/recall long term memory.
• Student is given a framework cues and new
  information is associated with it.

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Mnemonics

• Acrostic Sentence
• Acronym
• Rhythm and Rhyme
• Drawings
• Physical Movement
• Visualizations

Acquisition Lessons
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Acrostic Sentence

• Every Good Boy Does Fine (notes on a music scale)
• Please Excuse My Dear Aunt Sally (order of
  operations in solving an equation)
• My Very Earnest Mother Just Served us Nine
  Pickles (planets)
• Play Music At the Church (steps of Mitosis)

Acquisition Lessons
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Physical Movement

• Body Parts and Measurement
• Cheer- Lines
• Main Idea, Details, Topic

Acquisition Lessons
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Acronyms

• ROY G BIV ( colors in rainbow)
• HOMES (Great Lakes)

Acquisition Lessons
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Rhythm and Rhyme

• One of most powerful memory devices
• Pupils dilate, endorphin level rises when sing
• Deeply interconnected with other brain functions
  emotion, perception, memory and language.
• Poetry, Cheers, Sayings, Songs
• Adapted from Pat Wolfe Brain-Based Learning
  Workshop. 1990.

Acquisition Lessons
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Bottom Line

• Mnemonics require students to make connections
  between the information to be learned and a
  sound, a movement, or a visual clue that triggers
  memory.
• Dont underestimate its power with older students.

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EATS Acquisition Lesson Format
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Summarizing Strategies

• 1. Why is summarizing so important to the
  acquisition of new knowledge and skills?
• 2. What is the difference between a teaching
  strategy and a learning strategy?
• 3. What cognitive strategies help students
  summarize learning?

Summarizing Strategies
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Why have students summarize what they are
learning?

• Summarizing is perhaps the key thinking skill for
  learning
• Summarizing is a LEARNING STRATEGY
• Enables students to create a schema for the
  information and remember it better and longer
• Teachers can use as a formative assessment
• Summarizing is key to knowing when and on what to
  re-teach
• Student summarizing should be distributed
  throughout a lesson, not just at the end.

Summarizing Strategies
109
Strategies That Most Impact Achievement
Rank Strategy Effect Size Percentile Gain
1 Extending Thinking Skills 1.61 45
2 Summarizing 1.00 34
3 Vocabulary In Context .85 33
4 Advance Organizers .73 28
5 Non-Verbal Representations .65 25
(Marzano / ASCD, 2001 US Department of Education
2002)
Summarizing Strategies
110
Key Points About Summarizing

• ALL students summarize!
• Students answer the Essential Question
• Teachers use it to assess and determine
  re-teaching needs
• Allocate time for this and dont skip!
• Summarizing should be distributed throughout the
  lesson, not just at the end!

Summarizing Strategies
111
Acquisition Lessons for Learning
What Is The Essential Question Of The Lesson ??
Activating/ Previewing
Distributed Guided Practice or Distributed
Summarizing
Teaching Strategies
Graphic Organizer
Summarize Answer Essential Question
112
Distributed Summarizing ideas

• Make use of collaborative pairs
• 1s tell 2s the most important idea in the last
  ten minutes of class
• Both partners identify a concept or new idea they
  do not fully understand ask partner to explain.
  If neither understands, the question goes on the
  board for teacher to address
• Compare notes fill in the gaps

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Assessment Prompts as basis for Distributed
Summarizing

• Questions or activities planned by teacher to
  assess learning during the lesson
• See yellow page in flip chart for sample
  activities
• Used in conjunction with teaching strategies and
  distributed summarizing
• FORMATIVE ASSESSMENT teachers are gathering
  information about student learning

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Summarizing to close the lesson

• Avoid letting your students end your class by
  packing up.
• Summarizing the lesson will guide teacher to
  identify who is confused and what they do not
  understand.

115
Ticket Out the Door

• Ones tell Twos 3 major points from todays
  lesson. Twos write it down.
• Make sure one of the points answers the lessons
  essential question.
• If either of you are unsure of something from the
  lesson, please note the topic or questions you
  have.

Summarizing Strategies
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Individual student 3-2-1

• 3 situations where you need to find
  perimeter
• 2 ways to find perimeter of rectangle
• 1 way you will remember the meaning of
  perimeter

Summarizing Strategies
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Reflection Questions

• What were you expected to do?
• What did you do well?
• What would you do differently?
• What help is needed?

Summarizing Strategies
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The Important Thing is

• One Important Thing about ___________ is
  _______________________ _________________________
  _________________________ ________________________
  ,
• but the Most Important Thing is
  _________________________.

Summarizing Strategies
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The Absent Student

• Write a letter to the absent student answering
  the essential question.
• Dear ____________,
• Today we learned..The most important thing we
  learned was.. If you had been here you would
  have really enjoyed. I hope that tomorrow we
  will learn .
• Your friend,
• PS Im wondering

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Learning Logs in a journal

• Respond to question prompts
• Today I learned
• Three things I wonder
• I know now.so I can
• New things I learned today include

Summarizing Strategies
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3-2-1
Ticket out the Door
Graphic Organizer
essential question

• EATS

Planning an Acquisition Lesson
KWL
fishbone
distribute
Summarize
The Absent Student
122
As a result of my new learning -
I will ...
Stop Doing Think About Start Doing
123
Summarizing Strategies

• Summary Ball
• Summary Star
• One Word Summary
• Get the Gist
• Somebody Wanted but So
• Back Talk
• Inside Outside Circle

124
EATS Acquisition Lesson Format


E
A
T
S
Acquisition Lesson
125
GIST Summary

• You have 2.00 to spend on your GIST statement,
  and each word will cost you 10. You should not
  exceed your budget.
• Task
• Summarize the most important idea you learned
  from the Learning Focused training.