Himmele

TPT different than speaking and Listening b/c cognitive engagement model.

Quick and easy and using the quadrants you are able to engage students cognitively while forming your instruction (formative).

Intended to be quick and at your fingertips.

The researchers feel that you should engage in a TPT every 7-8 minutes.

(see handouts)
Quadrant 1:
Point is to avoid quadrant 1 (beach ball effect).

Quadrant 2:
Kids love quadrant 2 "fluff"- no deep learning but a lot of participation.

Quadrant 3:
Requires Higher level thinking "Receivement Gap" b/c students who always participate will benefit from higher- level thinking, but those who need support will have unmet needs (thus the gap). Beach-ball effect.

Quadrant 4:
Teachers get evidence of participation AND cognitive engagement.

Want to live in 3 and 4 but times we need to be in 1 and 2.

Pass Out Quadrant Visual with Lesson Plan

Read each description of activity and have teachers decide which quadrant the activity fits.

* make a plug for coaches observing classes using this tool.

Before you sit down, please grab a packet of TPT cards.

Share TPT Cover Page.

Explain what a TPT folder/bucket is...

Want to engage you in a few of these so that you know how they are used.

We would like to start with the quick draw.

Kelly
(p. 3 in the packet)

Find a major concept within a unit or a lesson and come up with a visual that represents it. Use your personal whiteboard and draw it.

Your turn to try it. Draw a visual representation for the word "vulnerability".

Now add the "HOTS"- Higher Order Thinking Skills- Best practice would be to use agenda appointments or Clock partners to discuss the reasons why you chose that representation. Due to time....

Betsy

p. 9 in packet

Gives students (especially more reserved students) something to say.

It encourages students to have more meaningful and deeper conversations.

It parallel to Accountable Talk and conversation stems.

We put the example of a bounce card from Himmele's research in your folder, but feel free to replace it in your room with whatever bookmark or tool that you use.

We would like you to try out the Bounce Card now:
(NEXT SLIDE)

Using this prompt and the bounce card from your bucket to engage in a conversation at your table.

HOTS: This strategy is forcing students to understand the importance of listening as well as talking. They will grow to understand that conversation is a means to develop a different and deeper understanding.

Kelly

You do not have a page that goes with this technique, because this is no prep. All you need is a bag full of letters (foam letters, magnets, cardboard, $ store plastic letters).

At the end of a lesson, assign students a letter or have them pick a letter. Their job is to create a one sentence summary of the lesson beginning with their letter. Let's try one.

"Right now you are going to do an A-Z Wrap-Up on the following subject:
How do you make every student an active learner?"

HOTS: Share going from A to Z -or- pick letters randomly. Have students find similarities or differences or common themes.

Betsy

p. 7 in the packet

Use for quick formative assessment to take a dipstick of where your students are at.

Ask students to think about a question(s). There are categories of answers (yes/no, #s, True/false, Agree/disagree etc).

Directions: Don't hold up your cards until told to do so.

Can be a group activity where groups come to a consensus, or individual.

To answer the question, "How am I going to make sure every student has a part in what we are doing?"

Most essential component of this is the INTERACTION. When students hold up cards, it provides a thinking opportunity. Let students explain their thinking to each other. Can do a revote.

Often you can help students come from alternative conclusions by using simple language like "Tell me more", "I see where you are going with that, but is that always true?" Validate students thoughts whether they are correct or not because you need to create a safe, environment where kids are open to take risks in order for this to work.

HOTS: Move away from looking for the right answer- use this for teachable moments.

Practice with agree/disagree:
~Kelly is better than Betsy
-I don't have time for TPTs.
-TPTs are nothing new.
-I can incorporate TPTs into my lesson planning.

Please take out your agree/disagree

•The beach is my preferred destination for vacation.

•Engaging my students is one of the most important aspects of my job as a teacher.

•Brockport Central should switch to a 12 month school calendar.

•I envision using TPT strategies to actively engage my students in higher level thinking this school year.

Kelly

(not in the packet)

Technique to have students review their notes or analyze content (of reading or listening passage or lesson). Select 10-15 key words that are important for understanding the concept. Use the words and make them "dance" in the form of a poem. It does not have to rhyme, etc... Students share work and explain why they chose the words they did.


Please read the "10 Best Beaches." Identify 10-15 key words. Create Key Word Dance.

Share and justify words.

Please read the following article and write a key word dance.

HOTS: Justification of the words that they chose as well the analysis of their notes to make meaning.

Caitlin

p 3 in the packet

Used to gather a collective response to questions so you can view the thinking of the individuals in the collective group.

Perfect for Padlet and Todays Meet

Caitlin:
Explain padlet activity.

Kelly:
This is the perfect way to use this as an exit ticket- student answers will help you assess where students are with learning targets.