1. Mini-Lecture: The mini-lecture is a concise way to provide participants with background information, research findings, or motivational examples to spark interest and give them a frame work for discussion or activity to follow. Mini-lectures should be brief and targeted, setting up an activity or discussion.
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* 3 Branches of Government Mini-Lecture
2. Experiments and Demonstrations: Demonstrations and experiments can be used to show how something works or why something is important. These activities also provide a way to show the correct process for doing something, like a procedure. They should be carefully planned and conducted. They often involve the use of supporting materials.
* Flubber Experiment
3. Games and Puzzles - Games and puzzles can be used to provide a different environment in which learning can take place. They can also be used in cooperative learning groups. Many types of games and puzzles can be adapted to present and review concepts. Games such as Bingo, Concentration or Jeopardy area easily formatted for different subjects. They can be used for review, reinforcement, critical thinking, problem solving, and decision making. Watch the competitiveness, as this is a learning tool to be used as for fun.
* Tribe 3 worked well as a team with in this Place Value Activity. Jacob raised his hand to tell the teacher that his group found the answer!
* Our class played numerous Jeopardy games to help the students review for a quiz or test, and to serve as a reinforcement 0f a lesson.
* Vince writes the answer on the board during a game of Round & Round We Go!
4. Simulations: A simulation is an activity structured to feel like a real experience. Participants are asked to image themselves in a situation, or they play a structured game or activity that enables them to experience a feeling that might occur in another setting. The power of a situation is that the students, participants, FEEL the experience. Simulations need to be discussed immediately after the experience.
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* 3 Branches of Government Mini-Lecture
2. Experiments and Demonstrations: Demonstrations and experiments can be used to show how something works or why something is important. These activities also provide a way to show the correct process for doing something, like a procedure. They should be carefully planned and conducted. They often involve the use of supporting materials.
* Flubber Experiment
3. Games and Puzzles - Games and puzzles can be used to provide a different environment in which learning can take place. They can also be used in cooperative learning groups. Many types of games and puzzles can be adapted to present and review concepts. Games such as Bingo, Concentration or Jeopardy area easily formatted for different subjects. They can be used for review, reinforcement, critical thinking, problem solving, and decision making. Watch the competitiveness, as this is a learning tool to be used as for fun.
* Tribe 3 worked well as a team with in this Place Value Activity. Jacob raised his hand to tell the teacher that his group found the answer!
* Our class played numerous Jeopardy games to help the students review for a quiz or test, and to serve as a reinforcement 0f a lesson.
* Vince writes the answer on the board during a game of Round & Round We Go!
4. Simulations: A simulation is an activity structured to feel like a real experience. Participants are asked to image themselves in a situation, or they play a structured game or activity that enables them to experience a feeling that might occur in another setting. The power of a situation is that the students, participants, FEEL the experience. Simulations need to be discussed immediately after the experience.
* The students experienced becoming Paleontologists for a
day during this fossil activity.
5. Creative Writing: This strategy can take many forms, from poems, stories, written play (scripted), journal written reflective thoughts. They can be shared or not. This form gives participants a creative outlet to the subject taught or discussed. One can also see transfer learning happen in this form of expression.
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* The students wrote a story about how their dinosaur lived before it became extinct and turned into fossils.
6. Cooperative-group work: Cooperative-group work is a special form of small-group work. All small-group activities are not necessarily cooperative groups. For a group to be cooperative, a "sink or swim together" mentality must be created. Student, participants work in small heterogeneous groups (2-6 members) where each member is accountable not only for his own learning (or task completion) but for helping other members of the group to do the same thing. The success of each individual depends on the success of the entire group. For a group to be cooperative, a sense of positive interdependence among the group members must be established. The leader must help the group establish mutual goals, joint rewards, assign specific roles, and shares materials. Cooperative-learning situations promote the development and practice of high-level reasoning, critical thinking, decision making, problem solving, communication, and interpersonal skills. The leader, teacher manages the activity by setting up the groups, and clearly explaining the tasks that must be accomplished. The teacher also serves as a consultant.
* In this activity, the tribes had to work together to ensure that they figure out the correct answer and show the answer in the right figure using the base ten blocks.
7. Brainstorming: Brainstorming is a technique for generating ideas quickly. When conducted properly, it enables participants to respond creatively, without fear of being judged. It stimulates fresh ideas and helps participants break loose from fixed ways of responding to problems. Brainstorming also helps to vary the pace of the class. It involves everyone, and is an effective way of getting discussion started. Brainstorming also allows the group to acknowledge the wealth of insights, experiences, information, and creative ideas that participants have on a given topic. The technique is simple: State the issue or question and ask for ideas. Be sure to explain this is a brain storm, and all answers are correct. Record ideas where everyone can see them. Keep writing until the group is quiet. Afterward, go back and reconsider the items on the list, adding, deleting, or modifying them as necessary. Brainstorming can be done in small groups, large groups, in a round robin walking session.
8. Clustering: Clustering is a simple visual technique that involves diagramming ideas around a main topic. The main topic is written on the board, overhead, and circled. Other related ideas are then attached to the central idea or to each other with connecting lines. This is also sometimes called webbing. This technique works well with brainstorming.
9. Journal Writing: Journal writing affords the opportunity for thinking and writing. Expressive writing requires that participants become actively involved in the learning process. This process becomes less effective if participants need to worry about spelling or grammar. Students should be encouraged to write freely in their journal without fear of evaluation.
10. Self-Assessment: Personal inventories provide a tool for self-assessment. Providing privacy around personal assessments allows the participants to be honest in their responses. Volunteers can share answers or the questions can be discussed in general, but no participant should have to share answers they would prefer to keep private.
* The students rate themselves after working at the Language Arts Center.
11. Small Groups: Participants working together can help stimulate each other's creativity. Small group activities are cooperative, but have less formal structure than cooperative learning. These activities encourage collective thinking and provide opportunities for participants to work together and increase social skills.
12. Celebrations: Activities that focus on the joy of completion and accomplishment. These activities serve as reminders and markers. It is appropriate to stop and acknowledge and appreciate their accomplishments.
* This picture was taken during our trip to P.I.C. as a reward for collecting the most number of BoxTops in OES.
.JPG)
* The students wrote a story about how their dinosaur lived before it became extinct and turned into fossils.
6. Cooperative-group work: Cooperative-group work is a special form of small-group work. All small-group activities are not necessarily cooperative groups. For a group to be cooperative, a "sink or swim together" mentality must be created. Student, participants work in small heterogeneous groups (2-6 members) where each member is accountable not only for his own learning (or task completion) but for helping other members of the group to do the same thing. The success of each individual depends on the success of the entire group. For a group to be cooperative, a sense of positive interdependence among the group members must be established. The leader must help the group establish mutual goals, joint rewards, assign specific roles, and shares materials. Cooperative-learning situations promote the development and practice of high-level reasoning, critical thinking, decision making, problem solving, communication, and interpersonal skills. The leader, teacher manages the activity by setting up the groups, and clearly explaining the tasks that must be accomplished. The teacher also serves as a consultant.
* In this activity, the tribes had to work together to ensure that they figure out the correct answer and show the answer in the right figure using the base ten blocks.
7. Brainstorming: Brainstorming is a technique for generating ideas quickly. When conducted properly, it enables participants to respond creatively, without fear of being judged. It stimulates fresh ideas and helps participants break loose from fixed ways of responding to problems. Brainstorming also helps to vary the pace of the class. It involves everyone, and is an effective way of getting discussion started. Brainstorming also allows the group to acknowledge the wealth of insights, experiences, information, and creative ideas that participants have on a given topic. The technique is simple: State the issue or question and ask for ideas. Be sure to explain this is a brain storm, and all answers are correct. Record ideas where everyone can see them. Keep writing until the group is quiet. Afterward, go back and reconsider the items on the list, adding, deleting, or modifying them as necessary. Brainstorming can be done in small groups, large groups, in a round robin walking session.
8. Clustering: Clustering is a simple visual technique that involves diagramming ideas around a main topic. The main topic is written on the board, overhead, and circled. Other related ideas are then attached to the central idea or to each other with connecting lines. This is also sometimes called webbing. This technique works well with brainstorming.
9. Journal Writing: Journal writing affords the opportunity for thinking and writing. Expressive writing requires that participants become actively involved in the learning process. This process becomes less effective if participants need to worry about spelling or grammar. Students should be encouraged to write freely in their journal without fear of evaluation.
10. Self-Assessment: Personal inventories provide a tool for self-assessment. Providing privacy around personal assessments allows the participants to be honest in their responses. Volunteers can share answers or the questions can be discussed in general, but no participant should have to share answers they would prefer to keep private.
* The students rate themselves after working at the Language Arts Center.
11. Small Groups: Participants working together can help stimulate each other's creativity. Small group activities are cooperative, but have less formal structure than cooperative learning. These activities encourage collective thinking and provide opportunities for participants to work together and increase social skills.
12. Celebrations: Activities that focus on the joy of completion and accomplishment. These activities serve as reminders and markers. It is appropriate to stop and acknowledge and appreciate their accomplishments.
* This picture was taken during our trip to P.I.C. as a reward for collecting the most number of BoxTops in OES.
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