Reflection: Routines and Procedures Lost Cat! - Section 2: Procedure


I am not exactly sure when this video clip was introduced to me, but it has totally transformed the way I teach.  Early in the year, I begin to model these whole brain instructional strategies to my students. I really feel like it cuts down on the number of students blurting out answers, and helps the students focus and then apply what they are learning.  They love to turn and share with a buddy, and I can listen to the explanations that they give to one another without taking up a lot of instructional time.  I probably use the "blow it into your hand" strategy daily.  The key is to teach the children to wait until you say, "release".  This give the children who need it some wait time to come up with their answers, and builds patience for the others.  When I first teach this strategy, I make a game out of it.  I make the children hold onto their thoughts for different lengths of time, so that they really understand that they need to "release" as a group.

  Whole Brain Teaching
  Routines and Procedures: Whole Brain Teaching
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Lost Cat!

Unit 4: The Very Busy Author--Eric Carle
Lesson 9 of 10

Objective: SWBAT listen to a story and recall information from experiences to answer questions about the story. Student Objective: I can hear a story and then write about the things it makes me think about.

Big Idea: When students make connections from their experiences to the text they are reading, they build upon their schema.

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