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Chapter 4 - Teach Like A Champion
Transcript of Chapter 4 - Teach Like A Champion
wait time was created by Mary Budd Rowe, professor at the University of Florida.
This is a challenging technique because teachers (most) often expect a quick response. However, as future educators, we must remember to be considerate and provide students to gather their answers/ideas.
Encourages students participate. (i.e. students raising their hands in class)
Allows students to reflect
Making time for "high-quality" answers saves time
Keep in mind ...
It takes time to discipline yourself ...
Some inexperience students may not know that waiting time is for "reflection" instead of distraction.
Waiting time can be enhanced by narration. For example,
"I am waiting for more hands."
"I'm going to give everyone lots of time because this question is tricky. Your first answer may not be the best."
Research has shown ...
The length and correctness of student responses are likely to increase.
Student responses of "I don't know" decreases
Student volunteer increases Chapter 4 Everybody Writes Technique 26 Teachers set their students up for rigorous
engagement by giving them the opportunity to
reflect first in writing before discussing
First answer is not always the best answer- time
is required to generate worthy ideas and feel
confident to share
Ideas emerge in writing
Start the day off with writing
Example: Short written reflection as an entry ticket 6 Benefits:
1.) Allows the teacher to select effective responses
to begin discussion because of reviewing students’
ideas while circulating
2.) Allows teacher to cold call students since everyone
3.) Allows every student to be a part of the discussion
4.) Processing thoughts in writing refines and improves
the quality of ideas
5.) Teacher sets the standards or can steer students in a
6.) Students remember twice as much of what they are
learning if they write it down Engaging Students in Your Lesson Engaging students in class is an extremely challenging task. If a teacher can engage the students without losing the substance of the lesson it is a great accomplishment. Chapter 4 of the text offers techniques that a teacher could use to keep the students’ attention and draw them into the work of the class. Cold Call Technique 22 1. It allows a teacher to check for understanding effectively.
2. It can increase the rate at which material is covered.
3. It allows the teacher to distribute work more evenly around the classroom.
4. It helps the teacher to establish authority. 1. Cold Call is predictable; if it is a regular practice students will expect it and change their classroom behavior.
2. Cold Call is systematic; students will realize that it is a universal strategy that treats all the students equally.
3. Cold Call is positive; it should not be used to single out students but to enhance the positive engagement in the classroom.
4. Cold Call is scaffolding; simple questions progress to more complex questions. 1. Hands Up/Hands Down: two different versions of the technique.
2. Timing the Name.
3. Mix with other engagement strategies; e.g. Call the Response. Then End Pepper Technique 24 1. Fast paced, unpredictable review of fundamentals with lots of chances for participation
2. group-oriented activities review familiar information and foundation skills.
3. Reinforcement of skills
4. Warm up activity
Same idea as the game pepper in baseball and volleyball –warmup for games and practices, In baseball group of players (one holds a bat and rest are standing in a ring in front of the batter with their gloves, one player tosses the ball to the batter, the batter taps it to the players in the field they retrieve it and throw it up to the batter again and the batter hit sit and the routine continues. The game is fast and allows the players to practice fielding and hitting in an energetic environment and a short amount of time.
The teaching technique: Teacher tosses out questions quickly to students, they answer back. The teacher does not stop to discuss the question or answers, if they get it wrong the teacher throws the same question out to another student, as long as the activity keeps moving.
3 variations of Pepper:
-Pick Sticks: Where each question goes, nobody knows
-Head to Head: Competition between students. 2 students standup, whoever answers the question correctly stays standing to compete against anew student, whoever answers it wrong, sits down.
-Sit Down: Students earn their seats Call and Response Technique 23 Vegas Technique 27 You ask a question and the whole class calls out the answer together. Primary Goals:
-academic review and reinforcement
1. Repeat: students repeat, or complete a phrase that the teacher starts
2. Report: students say their answer to problems/questions they already completed 3. Reinforce: new/important information is reinforced by the class repeating it
4. Review: students go over information that was previously covered 5. Solve: students solve and call out the answer to a problem in unison
*To be effective it should be universal.
Signals that are beneficial:
shift in tone and volume specialized Vegas - the sparkle, the moment during class when you would observe some music, lights, rhythm, or dancing.
Reinforces academics as well as one of the learning objectives for that day.
Can be 30 seconds. For example singing the long division song competition to see who can do the best Charade for that day's vocab word.
Can be a theatrical presentation of the story that you just read.
Performers vary their tone and pace.
Use emphasis, booming voice, whispering voice, etc. when reading/discussing a story with students.
Like a Faucet:
Can jazz up studying direct objects by letting students "ooh" and "ahh" whenever said object was mentioned.
Vegas always has a specific learning objective
Should have same objective as the lesson
Should support, and distract
Everyone needs to know the rules
If it's a song, everyone must know the words the steps
Vegas has to be managed
When it becomes off-point, it must immediately be corrected and standards of excellence must be reinforced.