Strategies and Skills Cards

We will be adding to these cards throughout the class

1. Review strategies

            Review schedule – ½ hour – ½ day – day- week – month

            Order we remember 1^st and last and forget the middle – mix order for review

            White boards or chalk boards – individual or group answers

2. Active Classroom

            Arth’s Quarter system – for every lesson have

1. Teacher Talk

2. Teacher to student talk

3. Student to student talk

4. Alone time

  Give the purposes for the assigned readings before reading

3. Positive environment

            Interest inventory

            Fun tasks – build a structure

            Create small teams – special names, name tags, symbol, colors

            Share personal experiences

            Student choice in content and process of learning

            Flexible rules – (tardy) respect child by asking not assuming

            Give compliments

            Use humor

            Sharing - show and tell (primary) expert MS/HS

            Stand at the door and notice/compliment/speak to every student every day

            Private conference (quarter)

            Celebrate achievement/birthdays/special events

4. Anxiety (test)

            Blood flow moves to the mid-brain causing difficulty in retrieving information

            Heart rate goes up – sympathetic system prepares for fight or flight

            Want to get the para-sympathetic system going (relaxing)

                        Physical activity or isometric exercise

                        Make first items on test easy

                        Answer questions you know first

                        Use “cheat sheets”

                        Allow small amount of time to look at notes or ask questions

                        Create study guides

                        Review cards

                        Review schedule

                        Mnemonics

            State dependent memory – we remember best when the physical environment is the same as when we learned the material – time of day, smells, tastes, and place.

5. Learning Theory

6. Dignify Errors

"Help a child be right don't catch him/her being wrong"

Wrong Answer - two problems

1) Don't know the answer to the teachers question.

2) Don't know the question to the answer he/she gave.

Steps

1. Dignify - close, part right, right track

2. Supply the question or statement to answer the child gave - "You would be right if I had asked...

3. Assist or prompt (if 2nd wrong answer - dignify and move on)

4. Hold accountable  - "Now what was ... or I bet tomorrow....."

Irrelevant response - "I don't know what you are thinking - let's go on and see if it clears up"