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Agree or Disagree (Move)Label 2 posters with these words agree or disagree and place them on opposite sides of the room. Prepare a list of structure statements about the concept and allow studnets to respond to these statements by moving to one side or the other. Raise the rigor by asking the students to justify why they chose to agree or disagree with the statement.Card Sort (talk)Students are given a set of cards with pictures, words, of both and asked to sort them into categories. Examples include: living vs. nonliving, states of matter, types of energy, etc. While students are sorting the cards they should be asking their group members questions such as:What does this picture show?Which group should we put this one in?Are you sure these all go together?What rule are you using to decide where they go?You can include these questions to facilitate topic conversations.Carousel Activity similar to a Gallery Walk (Move)This activity encourages interaction among students as they answer questions posted around the room. Groups are assigned to a station and are given a specified time to answer the station’s question. Groups rotate around the room until they have answered all questions. (Comments from CRISS, 1996)Conga line (move)Students from two lines facing one another. Students in each row share ideas, review concepts, or ask one another questions. Giving students canned questions (or used questions from students’ review packet) written by the teacher on index cards or found on the board will help the students stay focused. Time the discussion for 1 minute. After the first discussion, one row moves and the other remain stationary so that each student now has a new partner. (Echeverria & Vogt, 2008)Creating words (Talk/Move) This vocabulary game provides students the opportunity to review key vocabulary by representing words in creative ways. A student selects a word and rolls a cube which has options on each face such as draw it, act it out, write it, talk about it, etc. Based on the outcome of the rolled cube, the student represents the word and classmates guess the name of the term.Each one/Teach one (talk)At the end of a concept or “lecture” ask the student’s to classify themselves in one of three categories the “ I Know it well enough I could teach it”, “ I am comfortable with it” or “ I still don’t get it” group. Give the student teachers a blue index card or post it note (can be any color) give the “ I am comfortable kids” green cards and give “I don’t get it” group a yellow index card or post it note. Spread out th blue group and add yellows to these students, intersperse the green group into the blue/yellow group or some yellows join the greens. No group should be bigger than 3 or 4. Have specific facts or topics on the board that you want the blue group to talk about. The time of the activity should be 3-4 minutes. (Bowman 2001)Four Corners Grouping (Move) (this activity could work with T/F statements or multiple choice questions)Label the four corners of the room with Disagree, Strongly Disagree, Agree, and Strongly Agree. Read a controversial statement and have students go to the corner representing their points of view. All students who share the same point of view will then work together to collect evidence and present an argument that supports that statement. Have each group present and defend their choice and listen to others’ choices. OR label the four corners of the room with concepts words example: Mass, Volume, Temperature, Density. Read a statement and have students choose where to go, students must be prepare to justify why they chose to go to that word (Corner). Repeat the procedure to review concepts or reinforce new vocabulary. OR Give the students a card with a picture, characteristics, definition or example and ask them to choose a corner. At each corner could be a biome like marine, forest, deset, or artic. The stem could read…”My card says_______ and I only belong to this corner because _______.Use White BoardsLearning Buddies (talk)After introducing a key concept or topic have students write down everything they can remember about the topic in 1 minute. Then use your learning buddies (can be a table of 3-4) by asking then to add anything to your list that they remember about the topic. Give the buddies 2 minutes to discuss and expand on their lists. These buddies can be used for true collaboration any time the teacher wants to have the students share out and discuss what they have learned. Teacher can ask for volunteers to share the information. (Bowman 2001) Minute to win it (write)Write out everything you can remember about a concept in one minute. As a student shares out to the whole class have the class check off that concept from their list. Different studnets may take turns sharing out as the class check off those facts. When one student has legitimate facts that no one has then he/she is the winner.Musical/Mix/Pair/Share (Move/Talk)Before the class begins create a list of questions you want the students to know (or use question form review packet). 10 questions is a good number for this activity. Pass out these questions to the student and tell them they cannot answer these questions themselves but must get the answers from their class mates. At your signal, everyone in the room stands up and moves randomly to about 10 seconds with of music to get sufficiently mixed up and then you stop the music. They stop moving and turn to the person they are closest to and ask them to answer a question on the handout. Each person answers a different question writes the answer on their partners’ paper and must initial the answer. Give the student about 45 sec. to a minute. When the music starts again the students mingle again until the music stops BUT they cannot ask the same person to answer their questions. Their paper must have 5 different initials from different classmates. This works for 5 switches. And then afterwards the teacher goes over the answers with the whole class (Bowman 1998)Odd word out (Talk/write)On a handout or on the board give the students a list of your words that are related to each other. For example: red, white, blue, purple, now ask the students to find the odd word out and explain why they excluded that word. Students may say purple because the other colors are found on a flag. Using this strategy allows the students to discuss connections between vocabulary and justifying why these words are connected. Time of activity could be 2-3 minutes. To raise the rigor have the students substitute a word in place of the odd word out and justify why that word would be a better choice. You could also have more than one set of words for students to discuss at random points of your “lecture”.Pop up learning (move)To review over concepts of your lecture have a list of key words for your eyes only. The objective of this exercise is to see how many students can give insights to what they already learned. For example: tell the class (or create groups ) they will have 2 minutes to get 24 students out of 28 students to answer correctly. Start the timer…the teacher then says “earth plates” and any student can stand, wait for the teacher to call them and state any relevant fact about earth plates. (The Teacher decides if is relevant). IF the student gets it right THEN he or she is out of play by sitting on their desk and cannot answer any more questions. Other students sit down and the teacher can say “anyone knows anything else about earth place?” Any student who knows can stand, wait to be called, recognized, and give an answer. If the teacher accepts the answer then the student sits on their desk. If no one knows then the teacher can state another key concept. See if you can get 24 students out of 28 or 20 out of 30 (depends on your class) to participate before the timer runs out. ................
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