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Highly Effective Teaching


Highly Effective Teaching Developing a Sense of Belonging A sense of belonging has emerged when the following is in place: All students know each others names. – PowerPoint PPT presentation

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Transcript and Presenter's Notes

Title: Highly Effective Teaching

  • Highly Effective Teaching
  • Developing a Sense of Belonging
  • A sense of belonging has emerged when the
    following is in place
  • All students know each others names.
  • Students practice Active Listening.
  • Students refrain from giving Put Downs.
  • Students welcome and immediately include new
    students and visitors.
  • Note Reflect on these elements throughout the
    year review and reinforce as needed.

Highly Effective Teaching Stages of
Community Developing a Sense of
Belonging Creating Common Ground Taking Action
  • Highly Effective Teaching
  • Creating Common Ground
  • To create common ground, teachers must help
    students to
  • Create and maintain the conditions that make it
    safe to disagree.
  • Understand that it is okay to hold differing
  • Realize that it is equally okay to change ones
    mind without it being considered a sign of
    weakness or of losing face.
  • Learn to solve problems and make decisions
  • Highly Effective Teaching
  • Taking Action
  • The goals of this stage of group development are
  • Strengthen the sense of belonging through working
    together to accomplish an agreed upon task.
  • Give students practice in applying the personal
    and social skills needed to create and maintain
    common ground.
  • Provide practice using the concepts and skills of
    our curriculum in real-world situations.
  • Give students practice using the levers of our
    democratic society to affect change for the
    common good.

Ball Toss Standing in a circle, one person has
the ball gains eye contact with another, says
name of that person, and tosses the ball
(underhand gives more control), to him/her.
Students who have caught the ball put hands
behind back so all know who has been called.
Continue until all have tossed and caught the
ball. Repeat, following same pattern, increasing
the speed each time. Eventually add more balls
for more challenge. Reflection Did you enjoy
this activity? Why? Why not? How did we help each
other successfully do this?
Highly Effective Teaching Building a Sense of
Appointment Schedule Students draw a clock on a
piece of paper with a line next to at least 4
numbers (example 12, 3, 6, 9). At the signal,
they move around the room and write another
persons name next to each number and answer a
given question. Note This strategy can be used
many ways it is a good way for students to
introduce themselves to others the first weeks of
school. Questions asked can be more personal
(favorite book, movie, etc.) at this time. Later
use the same strategy as a review strategy by
asking content questions.
Non Verbal Introduction Students work in small
groups. Each individual thinks of a hobby they
enjoy and what they look like when engaged in
this hobby. At the signal, students non-verbally
act out their hobby using movements, pictures,
gestures, visuals while others are guessing what
the hobby is. Note Have students discuss with
their groups How accurate were you in describing
yourself and reading others? What were the
better clues given? What were the challenges?
Trading Places Students reflect on their
travels, hobbies, and interests. They then write
one experience on a Post-It note and attach it to
their clothing. Next, they mingle in the group
and read others notes related to hobbies. If
both agree, they may trade notes with others that
represent something they would like to do.
Note During a Town Hall Meeting have some
students share why they made the trades.
  • Spotlight
  • Students sit with Learning Clubs in a circle. One
    person is in the hot seat. Each individual in
    the Learning Club gets 30-60 seconds to give
    positive acknowledgements to the person in the
    hot seat. The listener remains silent or says
    only, Thank you. Eventually rotate the circle
    so each person has an opportunity to be in the
    hot seat.
  • Note It is important that students can be
    trusted to be respectful prior to engaging in
    this activity.
  • Bookmarks
  • Select your bookmark and write your name on one
  • On the other side, write or illustrate
  • Top a LIFESKILL personal strength.
  • Middle important people in your life.
  • Bottom a personal goal you have for this week.
  • Briefly share your bookmark with your Learning
  • Use the bookmark to mark important reading this
  • Note Consider providing ET (Extra Time)
    activities for early finishers. In this case it
    might be- Illustrate what your goal might look,
    sound or feel like.
  • Oh K!
  • In groups of 5-8-
  • Stand in a close circle
  • Without discussion, in random order, and one
    person at a time, say the letters of the alphabet
    from A to K.
  • If two people say the same letter at the same
    time, begin again with A.
  • When your group reaches the letter K, join hands,
    raise them and say, OK!
  • Discuss strategies you used.
  • Note Also consider counting, multiplying, etc.

Round Robin Students sit in small groups,
teacher poses a question, students share, talking
one at a time. Note Keep a sharing pass (a
ball, talking stick, even a pen) at each Learning
Club. Initially give direction for who will share
first (Example student wearing the most blue)
and which direction sharing pass should travel.
Eventually give students an opportunity to make
these decisions.
Highly Effective Teaching Small Group
Reflection Discussions
Talking Chips Each student gets equal number of
pennies or other tokens. Discussion topic is
introduced. Each time one speaks, s/he pays a
penny to the center of the table. Students must
spend all money/tokens, but cant talk after
their money is spent. Note If students need to
move at this time, have them carry money/tokens,
walk around the room, stopping to discuss the
topic/question with others and put tokens in a
designated location each time they speak.
Round Table Students sit in small groups- each
individual has their own sheet of paper and a
different color pencil. The question or topic is
presented, students take turns writing about the
topic or answer the question, passing the paper,
in order, to the next person. Note To extend
learning and promote collaboration, give students
an opportunity to share their paper with at least
one other individual.
Dice Discussion Each group has a die.
Students take turns rolling the die and discuss a
question (teacher-developed) based on the number
rolled. Note Another alternative is to use
suits and numbers on playing cards. Questions and
discussions that require in-depth thinking and
have more than one answer will encourage more
sharing. Listen in as students share to decide
whether extended reinforcement is necessary.
Numbered Heads Together Tables where students
are sitting are numbered. Students number off at
their table groups before discussing a topic.
All are accountable for information. Roll dice
and call table and person number to
respond. Note If student is unable to
immediately answer, allow them to very quickly
check in with Learning Club for an answer/hint.
Jigsaw Assign four topics (Example four
different landforms). Each group member chooses
a different one. Members jigsaw out to
research their topic and jigsaw back to share
information. Note Consider individual
accountability as you plan for this. Possible
products could be large cutouts of a puzzle,
pages of a book, parts of an immersion wall. Each
piece should require some writing.
Fan and Pick Write questions on cards. One
student fans, another picks, another answers, the
fourth shares an appreciation. (Rotate
roles) Note Once you have taught students how
to ask good questions, let them write questions
on cards as they are reading topic/skills-related
Inside/Outside Circle Make two circles with
students facing a partner. Partners turn so left
shoulders are close. Leader calls out a number
(example 4), students walk to the fourth person
in front of them, face each other and give a
high five. Leader presents a question which
partners discuss. At the signal, partners stop
talking, thank their partner and listen for the
next number, repeating the process.
Highly Effective Teaching Whole Group Reflection
and Discussions
Gallery Walk Questions are posted on large
sheets around the classroom. Small groups of
students move together, read and respond to
questions using a different color pen for each
group. Leader signals time to move to the next
question when appropriate. Note This strategy
can also be used when students are involved in or
have completed a product from which their peers
can gain insight.
Scholars Stroll Students are given a question
or topic to discuss. Partners number off, 1 and
2. Walk the perimeter of the classroom
(playground, gymnasium or). Partner 1 discusses
material while 2 listens and asks questions until
the signal is given. Reverse roles after the
signal. Note Teacher listens in as students
walk and talk. Ask 2-3 groups to share a key
point after partners have had an opportunity to
Take Ten Steps After direct instruction that has
students sitting for a while, direct them to
stand up and take 10 steps away from where they
are sitting then pair up with a person they
havent worked with lately. They then stand,
walk, or sit and discuss the posed question. At
the signal, they take more steps or go back to
their seats. Note Questions that require
in-depth thinking and have more than one answer
will encourage more thinking.
Appointment Schedule Students draw a clock with a
line next to at least 4 numbers (example 12, 3,
6, 9). At the signal, they move around the room
and write another persons name next to each
number. When their Appointment Schedule is full,
they take their seat. Note This strategy is
especially effective when students need a break
and have important information to discuss.
  • Its Snowing!
  • Each individual needs 1 piece of paper (scratch
    is fine) and 1 pencil.
  • After content has been taught and inquiries have
    been completed, each individual writes one way
    they can apply this information in their life,
    crumples the paper and tosses it into a circle.
  • Another individual picks up a paper, reads it,
    looks for a connection to their learning and adds
    another idea.
  • Note Students can fold paper in ¼ and write
    something they learned in ¼, toss, and next
    person writes what they learned repeat x4.

Shuffle After significant content has been
taught, students discuss the topic then number
off in groups. All numbers 1 and 3 stand and
shuffle to different groups where there is new
sharing. Students then go back to their groups
and share what they discussed during
Shuffle. Note For older students, this can be
called Content Coffeehouse
Pair-Shares Teach content or give students an
opportunity to research or read about a topic of
study. Ask questions then encourage students to
Think, Write, or Draw their answers and share
with a partner. Note This works well as a
scaffolding strategy for English language
learners or others who are unfamiliar with the
Highly Effective Teaching Individuals Show
You Know
  • Quick Shows
  • Ask a question and get a sense of
    student-understanding as they show their
    individual opinions/answers by
  • Sitting Down
  • Standing Up
  • Showing Thumbs Up/Thumbs Down
  • Nodding or Shaking Head
  • Be creative!
  • Note Effective with yes/no, true/false, and
    agree/disagree closed questions.

White Boards Ask an open question that requires
extended thinking. Give students time to think,
write, and show their answers. Note Help
students organize for this strategy so it doesnt
take lots of time to gather boards, pens, and
erasers. Old socks make great erasers- have
students put their pen in their sock as they put
boards away.
Show Me the Number Assign numbers to vocabulary
or spelling words, places on a map, etc. Ask a
question or give a clue and ask students to show
you the number of the correct answer. Note As
you ask a question or give a clue, let students
first think, then whisper the answer to a partner
prior to writing the number on their board thus
making success possible for all.
Sign or Signal Students show the answer to a
prompt by showing with their body, hands, face,
etc. Note Allow students to create movements
that represent words or ideas then discuss,
revise, and teach these to others. Many will
quickly learn new vocabulary through movement.
  • Resident Expert
  • Select one expert from your Learning Club.
  • The expert will select a topic from one of the
    centers, announce the topic to the Learning Club,
    and then go study it.
  • The remaining club members will create questions
    to ask the expert.
  • Finally, the group visits their expert at the
    station to ask the questions.
  • Note Learning Clubs then reflect on their
    experience and take turns assuming each role.

Personal Best Gallery Walk After beginning a
project allow students to walk around the room to
see how other students are doing their personal
best work. Allow them to go back to their
projects and use the best ideas they saw to
improve their own work. Note Ask students to
reflect on this by asking questions such as How
did Gallery Walk affect the quality of work you
ultimately did? How does it feel to share your
ideas with others? How did you improve on the
ideas you saw used by others?
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