Change the Pace
The ability to shift between "________" or "_________" moments in a lesson by changing activity types.
"fast" or "slow"
Ensure that changes in activities and other mileposts are perceived clearly by making _____________ and ______________ of activities visible and crisp.
What does "Mix Modes" mean? Give an example.
Keeping the process of hand-raising fresh.
Examples:
Boys only, girls only, left side of room, etc.
Make time visible to students so students know you value time and will ultimately teach them to be attentive to it as well.
Show the clock
Respect students' _____ by spending every _______ productively.
time, minute
Five types of activities we can ask students to participate in
Assimilating knowledge directly from sources
Participating in guided practice or guided questioning
Executing skills without teacher support
Reflecting on an idea
Discussing and developing ideas with classmates
Shifting from one activity to another on a cue.
Clean Start
Bright Hands
Be specific about how long students have for an activity and vary your allocations.
Use specific, Odd Increments
Back-pocket questions
GPGQ
Guided practice, Guided Questioning
When students engage in activities that involve more extensive back and forth with the teacher.
Being able to end an activity reliably on cue.
Clean Finish.
Increase the number of mileposts and the apparent speed of your lessons by unbundling your questions, breaking them into a series of smaller questions, and spreading them around quickly to more students.
Unbundle and Scatter
When you ____ ______, you ask students to try to accomplish things with the greatest efficiency they can.
set goals
______ ________ activities can be used during times when class is waiting on an unexpected hiccup to be resolved.
Back pocket
OR
High Value
IP
The idea that passing mileposts is an interactive experience, those mileposts are more engaging and noticeable.
Interactive Lines
Follow- On
Foster peer-to-peer listening by making your questions refer to or be contingent on a previous answer.
Name 2 "DOs" for using Countdowns Effectively
2) Use the lowest countdown possible. (Don't give too much time.)
3) Narrate compliance during a countdown.
Upgrading some of your everyday statements to include a bit of suspense is known as _______ ________.
Look forward
RIG
Reflection and Idea Generation
Students are given time to try to make sense of things they are in the midst of learning or do not yet understand.
Double Jeopardy!
How many teachers were featured in the montage "Brighten Lines?"
Seven
Cutting long winded students off while still extracting value in their answer and help them see what was valuable in it for next time.
Cut Off Rally Killers
Name 3 "DON'Ts" when using countdowns.
1) Don't stretch a countdown to match student behavior.
2) Don't use excessively short or long countdowns.
3) Don't narrate compliance AFTER a countdown has finished.
4) Don't over-narrate compliance.
Answers will vary...