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by Rich Cramp

1. Significance
2. Avoid Praising Intelligence and Sheer Effort. Instead, give feedback that highlights the values of planning and trying different learning strategies. Differentiated instruction tactics and principles (content of lessons, processes and finished product - keep changing these). Gamify - use games with points that accrue over time. Explain that challenges are oppurtunites. Encourage Students to Expand their Answers and to elaborate during discussions and problem based activities. Explain the Purposes of Abstract Skills and Concepts (to be used in the real world, to synergise with other subjects) but do this experientially rather than transferring the info. Exit tickets for formative assessments for the teacher and for students to outline what they need to focus on to improve.
3. Dictogloss
4. Guided Reading
5. RAP - Read aloud, Ask Questions, Paraphrase
6. Fishbowl strategy
7. Essay thesauraus bookmark
8. Growth Mindset
8.1. What?
8.2. How?
9. Students know they can develop their skills and talents through effort and persistence, as well as being receptive to lessons and feedback. They generally believe they can improve through hard work and trying new learning methods.
10. Lifelong Learning
10.1. Edutopia Course on the Science of Learning
10.2. MOTIVATION
10.3. Example lesson plans
11. Independent learning
11.1. DIRT - dedicated improvement and reflection time
12. Literacy
12.1. EAL Toolkit
12.2. Reading
12.3. Word Up! Replace 6 words using a thesaurus
12.4. Writing
12.4.1. WordSift.org
12.4.2. Lotus Diagram for Essay Writing
12.4.3. Essay flow charts
12.4.4. Essay Writing Toolkit
12.4.5. Nomilisation
12.4.6. Paper 2 Phrasing
12.4.6.1. 24 key terms
12.4.6.2. Explain like I'm 5. Group effort deconstructing difficult text to find meaning.
12.5. EAL
12.5.1. Scaffolding Language Learning
12.6. Teacher hand book for English skills (including vocab acquisition).
13. MYP teachers organize the curriculum with appropriate attention to: • Teaching and learning in context. Students learn best when their learning experiences have context and are connected to their lives and the world that they have experienced. Using global contexts, MYP students explore human identity, global challenges and what it means to be internationally minded. • Conceptual understanding. Concepts are big ideas that have relevance within specific disciplines and across subject areas. MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance and examine knowledge holistically. • Approaches to learning (ATL). A unifying thread throughout all MYP subject groups, approaches to learning provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these skills help students learn how to learn. • Service as action (community service). Action (learning by doing and experiencing) and service have always been shared values of the IB community. Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment. Service as action is an integral part of the programme, especially in the MYP community project. • Language and identity – MYP students are required to learn at least two languages. Learning to communicate in a variety of ways is fundamental to their development of intercultural understanding and crucial to their identity affirmation.
14. IB
15. Concept Based Approach
15.1. Causation
15.2. Empathic Understanding
15.3. Change and Continuity
15.4. Perspectives
16. Technology
16.1. 28 ideas
16.2. Google Expeditions
16.3. Nearpod
16.4. Ideas for History class
17. Movement Breaks!
18. Blooms Taxonomy
19. Higher Level Thinking Questions
20. The MYP Learner Profile Unlocking the MYP Learner Profile: Concept-based planning, teaching and assessment
21. Sustainability
21.1. Link 1
22. Extensions and Challenges
22.1. QR Code Corner, Extension Activities Corner Create a fast-finishers corner or display where QR codes reveal an extension activity. Colour-coordinate the activities for each key learning area. – For example, codes on green paper reveal numeracy activities, codes on blue paper reveal literacy activities.
23. Feedback
23.1. Marking
23.2. Assessments and target setting
23.3. Reduce workload and increase impact
24. Parody of a popular song with relevant lyrics
25. Jigsaws - from 'home' group on one specialist topic to become experts, then mix with people from othe groups to teach them their topic
25.1. Listening triads - put into trios, each given a role: Talker explains or comments on text, Questioner asks questions to prompt more points being raised, interviewer, etc. Recorder records key points and reports to class.
25.1.1. Mindmaps. 1 - In pairs, one person creates a mind map from textbook on large paper on the wall. In silence, partner is opposite and can use information to either write short speech or create a propganda poster using the info from the mindmap. etc/
26. Quiz, Quiz, Trade.
26.1. Throwback Thursday, Flashback Friday (end of lesson, write 5 questions to answer the next week).
27. silent debates
28. Flipped examples
29. Flipped Classroom Students watch video. Main lesson silent debate. most significant causes and consequences.
30. Colour coded info graphic
31. Ice Breakers
32. New topic strategies
32.1. KWL Charts
32.2. Socrative Seminar Socratic Seminars - ReadWriteThink
32.3. 3 of My Favorite Ways to Introduce a New History Topic
32.4. Jigsaws - from 'home' group on one specialist topic to become experts, then mix with people from othe groups to teach them their topic
32.5. Snowball - share ideas from individuals to pairs, to fours, and finally whole class.
32.6. Notice and Wonders (individually write down what they notice, then discuss with partners. Then, ask a few questions about the text, etc).
32.7. Rainbow Groups - give each person on each group a different cause who needs to give a 3 or 4 minute presentation to their group.
33. Starters
33.1. Maths code breaker
33.2. History lesson starters
33.3. Do Now Sheets
33.4. Mega list
34. Differentiation
34.1. Graded questioning (verbal and written)
34.2. Mixed ability groups, by dynamic too
34.3. Flipped classroom allows students to aquire knowledge in their own time
34.3.1. Scaffolding with phrasing, vocab, for EAL learners
34.4. Learning Menus
34.4.1. Job Role Cards
35. Aquisition
35.1. Activity Stations
35.2. Socrative Seminar
35.3. Think Pair Share
35.4. Escape Rooms
35.5. Snowball - share ideas from individuals to pairs, to fours, and finally whole class.
35.6. Harkness
35.7. Connect, Extend, Challenge
35.8. Living Graphs
35.9. 40 Second Chunks - pairs in A and B. Person A listens to teacher, repeats to B. B repeats back to A. Next up, B listens to teacher, repeats to A, etc.
35.10. Discussion Strategies
36. Hattie's Top Ten
37. Retrieval Practice
37.1. Plenary
37.2. Challenge Grid
37.3. Picture Prompt
37.4. Self testing with Knowledge Organisers. One book each for 30 mins a week (checked).
37.5. Walkabout Bingo
37.6. Retrieval Relay Race (4 boxes, one box each, 30 seconds each)
37.7. Retrieval Practice Starters PPT
38. Application
38.1. Silent debates
38.2. Balloon Debate
38.3. Create a biographic video of the historical figure
38.4. Create a rap song (causes, main events, consequences)
38.5. Create a boardgame
38.6. Advice to film director
38.7. Create a film trailer: show best trailers on youtube, give out storyboard, tips on trailers (main problem and characters), info. 2 lessons.
38.8. Create a political cartoon - message, context, purpose.
38.9. Sort cards by significance
38.10. A Level Strategies
38.11. Drama ideas
38.12. Flipgrid
38.13. Socratic Seminar
38.13.1. Socratic Seminar 2