Teaching Techniques Demonstrated storytelling (Bonnie: Special Pops) storylines always have a backup plan inter-student interaction overheads (George, Karen, Jill) class formulate list together (George, Karen) non-standard classroom setups class input students state / write what they expect and want from this
class (George, Karen) 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) bonding time and exercises let students know the appropriate way to behave in each
sub-setting "The Quick Change" 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) as a group, answer questions in small group, arrange words on poster, glue in place,
present (Jill) be aware of audience (all) discuss assignment (Jill) simple participation: "raise your hand if you heard that" (Jill) Post-it notes, baby simulation (Karen, Jamey: DNA strands) don't make things TOO open for students. Have precise instuctions |