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Super Sleuth Topic : The Pond

Super Sleuth Topic : The Pond . Super Sleuth Topic:DNA. Example from: Robin Fogarty: Brain-Compatible Classrooms, p. 82. Super Sleuth Topic: Reading Non-Fiction. Super Sleuth Topic: My Book. Super Sleuth Topic: Biome. Super Sleuth. BOOK: Flipped pp. 117-169.

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Super Sleuth Topic : The Pond

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  1. Super Sleuth Topic: The Pond

  2. Super Sleuth Topic:DNA • Example from: Robin Fogarty: Brain-Compatible Classrooms, p. 82

  3. Super Sleuth Topic: Reading Non-Fiction

  4. Super Sleuth Topic: My Book

  5. Super Sleuth Topic: Biome

  6. Super Sleuth BOOK: Flipped pp. 117-169.

  7. Deeper Learning vs. Simple Learning Simple Learning Deeper Learning • Surface knowledge • Rote memory • Can be learned in one interaction • Usually isolated • Basis for future learning • External motivation needed • Imposed learning • Localized brain activity • Can lead to a love of learning • Complex, multidisciplinary • Usually needs foundational background knowledge • Multiple levels of processing • Multi-Step • Examples: Metacognition while reading, debating, setting and achieving goals, solving problems with quality solutions, forming opinions with support • More distributed brain activity • Love of learning often present during deeper learning

  8. All Kids CAN Get There! • Scaffolding • Priming the Brain • Gradual Release of Responsibility • Using the MOST powerful strategies • More of them; less of you • Differentiate • Growth Mindset • Cha-Cha-Cha’s

  9. The Instructional Cha Cha’s CHUNK IT Teach a bit CHEW IT Think about it CHECK IT Do they know CHANGE IT Watch them grow

  10. Learning is not in the presentation of the content but rather during the processing of the content. Lasting connections aren’t acquired when one just receives information. Longer-lasting, deeper learning occurs when we “interact” with the content and with others.

  11. Definitions vs. Descriptions pp. 17-19 www.Ldoceonline.com – Longman Dictionary of Contemporary English

  12. Ways to Review Vocabulary WordsELABORATION BASIC Processing Ideas Give an example and/or non-example of the word Create clues about attributes of the word – students guess Give synonyms for the word Give antonyms for the word Explain how the word relates to your life Give additional information about the word (more facts) CHALLENGING Processing Ideas Create a question about the word – students answer it Create a simile or metaphor using the word Use the word in a different way from the original text Create a short story together using the word Create an analogy with the word Paraphrase what the word means Explain how this word relates to the world currently

  13. Three Point Summary I II III What was the most important statement, fact, or activity that you learned? Why did you choose that one? So, what will you do with this statement, fact or activity?

  14. Exit Slips + Student Self-Assessment+ Teacher Checking + Changing Instruction

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