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October 26, 2021 TBT Meeting--Pgs 55-102
October 26, 2021 TBT Meeting--Pgs 55-102
“If your students didn’t have to be there, would you be teaching to an empty room?”
“If your students didn’t have to be there, would you be teaching to an empty room?”
Teach Like a Pirate GPS (pages 57-60)
Teach Like a Pirate GPS (pages 57-60)
What 5 words would you want students to use to describe your class by the end of the year?
What 5 words would you want students to use to describe your class by the end of the year?
"The second way to change your state is to change what you focus on. You know the feeling of being completely exhausted, when it's all you can do to pry your eyes open and try to keep from nodding off for increasingly longer periods of time. What happens when you remember something critically important that you forgot to do, or the phone rings and someone delivers exciting news? Doesn't your state change within seconds?
"The second way to change your state is to change what you focus on. You know the feeling of being completely exhausted, when it's all you can do to pry your eyes open and try to keep from nodding off for increasingly longer periods of time. What happens when you remember something critically important that you forgot to do, or the phone rings and someone delivers exciting news? Doesn't your state change within seconds?
...As a teacher, your days comprise enough positive and negative experiences to either make you feel energized and amazing or beat down and depressed. What you choose to attend to creates your reality.
...As a teacher, your days comprise enough positive and negative experiences to either make you feel energized and amazing or beat down and depressed. What you choose to attend to creates your reality.
...Make a conscious decision to focus on what empowers you."
...Make a conscious decision to focus on what empowers you."
(Burgess, 70)
(Burgess, 70)
The Third circle
The Third circle
"A good teacher, like a good entertainer, first must hold his audience's attention. Then he can teach his lesson."
"A good teacher, like a good entertainer, first must hold his audience's attention. Then he can teach his lesson."
-Hendrick John Clark
-Hendrick John Clark
Michael'S "Hook" attempt
Michael'S "Hook" attempt
What kind of TLAP "hook" would you consider this lesson intro? Why does it fall flat?
What kind of TLAP "hook" would you consider this lesson intro? Why does it fall flat?
The Candy Bar Challenge
The Candy Bar Challenge
Here's a fun PLUG AND PLAY (for any content) that can be a fun TREAT this week leading up to Halloween. Click here for COPY
Here's a fun PLUG AND PLAY (for any content) that can be a fun TREAT this week leading up to Halloween. Click here for COPY
"If you don't have the content element of your lesson in place, you are either just entertaining or babysitting." (Burgess, 76)
"If you don't have the content element of your lesson in place, you are either just entertaining or babysitting." (Burgess, 76)
Teach Like A Pirate Hook Cards.pdfThe hooks that Burgess goes on to describe in this section of the book can't be used unless you know your content.
But just having the tires on your bike doesn't mean you're going anywhere. You need air in those tires! The air for the tires is called Presentation. That's the third circle. Here are a set of cards you can put on a ring or in your planner for thinking of different lesson HOOKS that work for you!
Welcome to the Educational Barbecue (pg 77-78)
Teaching is just like a barbecue. You can't hand a student a raw slab of meat (the content) and expect them to swallow it whole! Let's take a look at the necessities for an Educational Barbecue.
Meat - This is your content and standards. You can't make a lesson without knowing.
Seasoning and marinade - These are your presentation strategies. Unseasoned meat is edible but not tasty, tempting or generally pleasing. Your students are counting on you to marinate your content so it goes down easily.
A working grill - This is the heat and energy needed to fire up the students. "Just like meat needs to be turned and basted, you have to continually add engaging twists and turns and changes of pace throughout the lesson." (Burgess, pg 78)
Side dishes and desserts - the activities, games, projects that add "flavor" to the lesson. These are not time wasters! These things add to a student's experiences and help with content comprehension.
Imagine yourself going to the Educational BBQ and you've been asked to bring something to the table. Which item would you be able to bring with no problem? The meat, seasonings, the grill, or a side dish?
September 28, 2021 TBT Meeting--Pgs 1-54
September 28, 2021 TBT Meeting--Pgs 1-54
Directions
Directions
1. Pick up a "Visual Explorer Card" from the table.
1. Pick up a "Visual Explorer Card" from the table.
Don't worry about the image--choose whatever you like--it has nothing to do with the first question.
Don't worry about the image--choose whatever you like--it has nothing to do with the first question.
2. Consider this question.
2. Consider this question.
Mystery ACTIVITY 1: "Take a Chance" Discussion (resources below)
Mystery ACTIVITY 1: "Take a Chance" Discussion (resources below)
Mystery ACTIVITY 2: "Picture Perfect" Discussion (resources below)
Mystery ACTIVITY 2: "Picture Perfect" Discussion (resources below)
Think about your answer to the selected question. (we aren't talking yet)
Think about your answer to the selected question. (we aren't talking yet)
Consider How does your answer relate to the Visual Card you Selected? (we aren't talking yet)
Consider How does your answer relate to the Visual Card you Selected? (we aren't talking yet)
Is this a deep metaphor? It doesn't have to be. Can you make a literal connection to an element in the image? Can you meme it? If the image is hard to connect to your answer, think about the structure of the activity or the book as a whole. Do you just really want to grab a new picture from the deck? (You can.)
Is this a deep metaphor? It doesn't have to be. Can you make a literal connection to an element in the image? Can you meme it? If the image is hard to connect to your answer, think about the structure of the activity or the book as a whole. Do you just really want to grab a new picture from the deck? (You can.)
SHARE your answer while relating it (if you can) to the visual explorer card. (Now we are talking!)
SHARE your answer while relating it (if you can) to the visual explorer card. (Now we are talking!)
"Take a CHance" Discussions
"Take a CHance" Discussions
Materials: Dice & a Discussion Question
This can be a fun quick discussion strategy in class! Here's a how-to video.
"Picture perfect" & Visual Explorer Cards Discussion
"Picture perfect" & Visual Explorer Cards Discussion
We practiced being creative by making a FORCED CONNECTION between our answer to the discussion question and the Visual Explorer Image Card we selected.
We worked at practicing the skill of creativity. "Creativity is rarely about natural brilliance or innate genius. Much more often creativity results from properly directed attention, laser-like focus, relentless effort, and hard work." (TLAP pg. 38)
"Harry Potter Transforms Class Dojo: Why Creativity Craves Constraint"
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