Teaching Techniques Demonstrated
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storytelling (Bonnie: Special Pops)

storylines
have students make theirs

always have a backup plan

inter-student interaction
small group interaction (Karen)
groups of 4, answer questions,
discuss with ~3 people around you (Steve)

overheads (George, Karen, Jill)

class formulate list together (George, Karen)
the class summarize (George, Karen)
students make a list (write on board), then summarize list

non-standard classroom setups
tables, circled desks
move to other room / outdoors
move / change as needed: discussion, video, groups

class input
class input with teacher comment between (Steve)

students state / write what they expect and want from this class (George, Karen)
class helps set agenda (Weinstein p4)

start out exciting

handouts (George: webography, Linda: objectives, Karen: course overview, Jill: reading)

apply points to an illustration (George: listing institutions and asking where see them in reformation)

expect and ask much (daily) of the students (all)

small group projects - one period and extended (George, Karen: "Jigsaw" - groups present/teach chapter

preparation time takes time (Steve: setting up technology)

personal experiences (Steve: re: computers)
"shared personhood" - teacher shares personal experience (esp. in relation to topic); relates as a human (Bonnie, Robin: Special Pops)

bonding time and exercises
get the students to bond
get students to identify with each other, learn about / from each other

let students know the appropriate way to behave in each sub-setting
ie: independent writing assignment, cooperative learning activity, student-centered discussion

"The Quick Change"
"stop what you're doing. Pull out a blank paper and write..." (Johnny)

use students as an actor in an illustration -only in positive ways. (Johnny)

handout something to each person for an illustration (Johnny: candy to everyone, if [gender/ethnicity/etc] sit down and hand candy to someone standing. After awhile only one group has the candy)

have students stand, then sit (or move) according to points you're making (Johnny)

use candy to divide students into groups (Karen)

worksheets (seatwork)

have an exercise or illustration for every point (Johnny)

get the students to figure out the points / conclusions

students write independently, then class discussion

*students want to do something productive. Give assignment, lessons that matter

"Thumb Wresting" example (Johnny)
1 point every thumb pressed down. In 15 sec, then 10, then 5.
the point: why are we fighting if we have the same goal
application: why are we (teacher, student, parent) fighting when we want the same thing: a good education for the student

as a group, answer questions
consolidate answers into a poster and present (Karen: classroom management-debrief first days)

in small group, arrange words on poster, glue in place, present (Jill)
(like magnetic poetry without the magnets)

be aware of audience (all)
The awareness progression - when speaking in front (Becky M)
1. aware of yourself
2. aware of class
3. aware of individual students
4. aware of entire environment

role playing (Johhny)

discuss assignment (Jill)
what is (a research portfolio)?
what are the purposes of (a research portfolio)?

simple participation: "raise your hand if you heard that" (Jill)

Post-it notes, baby
students write terms on Post-it notes, and stick near definitions posted on walls (enables collaboration without assigning groups) (Cheryl)
use as an Introduction, Pre-test, Review

simulation (Karen, Jamey: DNA strands)

don't make things TOO open for students. Have precise instuctions