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
Assessment & Data
Aaron's Use of Assessments of Data

Assessment and data play a crucial role in a blended teacher’s classroom. Blended learning gives teachers an opportunity to assess consistently throughout a class, in a way that drives instruction, impacts grouping, and assignments. Blended educators have to develop capacity to sift through multiple sources of data and synthesizes quickly into action. Check out how Aaron utilizes Assessment and Data here.


 
Assessment & Data
Individualized Daily Exit Slip

At the end of every class, my students must take a computer-based exit slip. This is an essential part of my blended program because these exit slips tell me whether or not my students are ready to move on to the next skill. If a student gets 4/5 or 5/5, he or she can move on. If not, he or she will be assigned a different type of lesson on that skill the next day.

 
Independent Student Learning
Split the Difference

I frequently have my students play games as part of their learning sessions. Many students only want to play the games and do not think of creating a written records of the problems they are solving or notes on their learning. I ask my students to "split the difference" and go 50/50 on playing and note-taking. It's kind of a misnomer since there really is no "difference" to split, but the strategy makes it clear that my students should be splitting their time equally between playing a game and taking notes during that game.

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