Pedagogy

= Pedagogy = ==Student Feedback ==
 * **Thumbs up/Thumbs down **
 * **Ticket out the Door **
 * **Stop - Start - Continue **
 * **Clickers or Online Polls **
 * **Happy Face Chart * **

==**Teaching Strategies ** ==
 * **Anticipation Guide:** Students will answer questions related to a new unit. (Let them know that it's not a test!) This can give the teacher an idea of where everyone is starting from and the students can keep it and then fill it out again at the end of the unit to see how much they've learned. Here is a sample [[file:ANTICIPATION GUIDE.docx]] I made on fractions for the intermediate level.
 * **Carousel Brainstorming:** In small groups students will circulate around the room stopping at locations where chart paper with a topic will be posted. There are variations: each student can have a marker and write down their own ideas (quiet/individual activity) or one person can write on behalf of the group and all members can contribute ideas (group activity). After a set amount of time groups will rotate to the next chart paper. Further instructions can be found [|here].
 * We have done something similar to this in Contemporary Education Practices, however, we stay seated and then each person is given one sticker per chart paper and they put it on the idea that they agree most with. Once everyone has placed their sticker up you can compare results. (Or for math classes they could make it into bar graphs and then compare).
 * <span style="color: #ff00b1; font-family: 'Comic Sans MS',cursive; font-size: 15px;"> **<span style="color: #ff00b1; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Expert Panel: ** <span style="color: #94109e; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Students are put into groups using your preferred grouping strategy. Within each group the students will number themselves off. Then each number is assigned a concept or topic. The students regroup according to their number and become experts on their topic. Expert groups disperse and the original groups get back together now having one expert in each topic. They then must teach the rest of the group.
 * **<span style="color: #ff00b1; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Fermi Problem: ** <span style="color: #94109e; font-family: 'Comic Sans MS',cursive; font-size: 15px;">A Fermi problem is one that can be solved in a variety of ways, does not have a correct solution and requires estimation. Fermi problems get students to focus on the process and problem solving! (Example: What's the total time (in days) your entire class has spent chewing gum over their lifetimes?) More Fermi Problem examples can be found [|here].
 * **<span style="color: #ff00b1; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Four Corners: ** <span style="color: #94109e; font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 25px;">Students choose their answer to a question (could be fact based, math problem or opinion-based) by going to the corner which has their answer up. Requires you to post answers on a sheet of paper at each corner ahead of time. Allow time for the group to discuss why they chose their corner and have a representative from each group report back to the class. After this portion allow students to change their decision. More information can be found here <span style="font-family: 'Comic Sans MS',cursive;">[] <span style="color: #94109e; font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 24px;">For a variation that forces each student to think and not just follow the largest crowd you can use a Ticket-into-the-Corner. They would have to write down some justification of their decision.
 * **<span style="color: #ff00b1; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Frayer Model: ** <span style="color: #94109e; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Another method to get students actively engaged when learning definitions is to use a Frayer Model. For each word/concept a page is used and split into 4 squares plus a space in the middle to write down the word/concept. In the other four squares students will write the definition, facts/characteristics or rules, examples, non-examples.
 * <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 11px; font-weight: normal; line-height: 19px;">**<span style="color: #ff00b1; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Gallery Walk: ** <span style="color: #94109e; font-family: 'Comic Sans MS',cursive; font-size: 15px; font-weight: normal; line-height: 19px;">Group students and then get them to work on part of an assignment while other groups work on other parts and write their answers on chart paper. Have the students tape their chart papers around the class and do a “gallery walk”. Tell each group which chart to start at and allot an amount of time to spend at each chart and then let them rotate until they’ve covered all of them.
 * <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; font-weight: normal; line-height: 22px;"><span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 11px; font-weight: normal; line-height: 19px;">**<span style="color: #ff00b1; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Place mat: ** <span style="color: #94109e; font-family: 'Comic Sans MS',cursive; font-size: 15px; font-weight: normal; line-height: 19px;">In groups of 4 students first individually brainstorm a topic on a sheet of chart paper divided like you would for a Frayer Model. After students have had time to brainstorm individually they discuss their ideas and then agree on the best/most relevant ideas and write those in the middle portion of the chart paper. Additional information can be found at []
 * **<span style="color: #ff00b1; font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 19px;"> Small Real World Problem: **<span style="color: #94109e; font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 19px;">I first encountered this type of problem when watching the [|Dan Meyer video]. I think this is similar to problem based learning but a smaller project. Samina and I created what I think is a small real-world problem it is called painting the CN tower.
 * <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 11px; font-weight: normal; line-height: 19px;">**<span style="color: #ff00b1; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Think-Pair-Share: ** <span style="color: #94109e; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Pose a question to the class and allow them to first reflect on it on their own, then discuss it with their "elbow buddy" and then have the students share their ideas with the whole class.
 * **<span style="color: #ff00b1; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Visual Organizer: ** <span style="color: #94109e; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Similar to a Frayer Model however a visual organizer includes a visual representation, definition (in your own words) and a personal association.
 * **<span style="color: #ff00b1; font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 19px;">Word Splash: **<span style="color: #94109e; font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 19px;">Place key words for a new topic on the wall and have students write a paragraph guessing what the new topic will be all about. (Borrowed from: [|Science Teachers' Association of Ontario])
 * <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 11px; font-weight: normal; line-height: 19px;">**<span style="color: #ff00b1; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Word Wall: ** <span style="color: #94109e; font-family: 'Comic Sans MS',cursive; font-size: 15px;">Let students write out definitions for key words in the course and paste them on the wall. This can serve as a visual aid during lessons and gets students actively participating. Possible extensions include removing a word and asking the students if they remember which word was removed or adding new words weekly. Addition instructions can be found at <span style="font-family: 'Comic Sans MS',cursive;">[]

==<span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**<span style="color: #ff00b1; font-family: 'Comic Sans MS',cursive; font-size: 15px;">For a more comprehensive list of strategies and instructions try visiting:﻿ ** ==

**<span style="font-family: 'Comic Sans MS',cursive;">[|OAME: Think Math Literacy Strategies] **
<span style="font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 32px;">**[|Glossary of Instructional Strategies]** **<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; font-family: 'Comic Sans MS',cursive; font-size: 15px; padding-right: 10px;">High School Teaching Strategies ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 32px;">**[|Ontario Curriculum Planner: Teaching and Learning Strategies]** <span style="font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 32px;">**[|AEA 267 Teaching Strategies]** <span style="font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 32px;">**[|General Teaching & Learning Strategies]** <span style="font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 32px;">**[|Instructional Strategies Online]**
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 15px; line-height: 32px;">** a comprehensive checklist of strategies **

**<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; color: #09b8ec; font-family: 'Comic Sans MS',cursive; font-size: 22px; padding-right: 10px;">Videos ** <span style="color: #0011ff; font-family: 'Comic Sans MS',cursive; font-size: 15px;">**[]**
 * <span style="color: #0011ff; font-family: 'Comic Sans MS',cursive; font-size: 15px;">This is what Dan Meyer has to say about how we're teaching today. **

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