BrainPop Activator: BrainPop Activator

 
 
 
BrainPop Activator
Teacher In Action
 
 
Teacher In Action
 
 
 
Instructional Openings

BrainPop Activator

I noticed that students both needed and wanted a quick and engaging introduction to content. Instead of simply asking what do you know about this topic students prior knowledge is activated through a often funny yet very informative video segment on a topic. These videos are great for introduciing Social Studies content because they take often large and abstract topics and make them accessible for students.  

Strategy Resources (3)
Teacher In Action
 
 
Online Student Resource
 
 
Daily Agenda on class wik. BrainPop is used to introduce a topic.
Online Student Resource
 
 
Search query results on BrainPop.
Teacher In Action
 
 
Online Student Resource
 
 
Daily Agenda on class wik. BrainPop is used to introduce a topic.
Online Student Resource
 
 
Search query results on BrainPop.
Tanesha Dixon
Wheatley Education Campus
Washington, DC


 

About this strategy

Prep Time:
Quick
Subject:
Social Studies
Grade:
Seventh grade
Similar Strategies
Stakeholder Collaboration
Aaron's Approach to Collaboration & Communication

Communicating and collaborating with both colleagues and students' families is crucial in a blended environment. This is especially true if a teacher is doing something that looks very different from other teachers at his school. Check out how Aaron communicates and collaborates with both his colleagues at school and his students' families and how his methods of communication and collaboration have evolved over time.

 
Instructional Openings
Independent Learning Zone Expectations

At the beginning of each Independent Learning Zone class session, I do a quick review of Independent Learning Zone Expectations. This strategy encourages the whole class to come together as a community with common expectations in mind before students begin working independently for the remainder of the class.

 
Instructional Closings
Synopsis

My colleagues and I have students write a Synopsis of their learning after every Independent Learning Zone period as well as after Live Investigations. The Synopsis acts as a reflective tool for both large and small concepts. I often tell my students to write what they actually learned or improved upon, not what they THINK I want them to write. I train my students to make a space for the Synopsis in their notebook headings. Occasionally, I will have my students read their Synopses out loud, but most often I walk around and do a quick check, as they are mostly a personal reflection for my students.

 
 
Something went wrong. See details for more info
Nothing to upload
details
close