Teaching in a Block

---

Tips for Interactive Learning in the ELA Classroom 1) WARMUPS: as the students walk into class, have an engaging activity waiting for them (some call this a “do now”) : a journal entry, a question to think about—then discuss, a visual to examine, a review from the previous day, a preview of activities for today's lesson, a puzzle to solve, etc. 2) MOVEMENT: purposefully plan opportunities for students to move around during the class period. Change seats, move to another area of the classroom or school; give students the much-needed time to stretch and move around. 3) COOPERATIVE LEARNING: small group activities offer time for sharing ideas as well as socialization. Many cooperative-learning structures can be effective, especially midway through the class period. Remember to teach social interaction skills—do not assume everyone comes equipped with them. Co-construct anchor charts; post and refer to the expectations for effective group work. 4) LARGE GROUP INSTRUCTION WITH BREAKOFFS TO PAIR/SHARES: although the majority of time in the ELA instructional block is spent in small groups, this does not mean the total disregard of large-group presentations or mini-lectures; just make certain that students never have to “sit and get” for more than ten minutes before you let them process and digest—preferably with partner. Teach students a variety of ways to record and organize notes. 5) MEDIA CENTER AND TECHNOLOGY: use the media center as a change of scenery and as a location to do meaningful work use computers (or have a computer station in your classroom) and available programs to enhance classroom activities whenever appropriate. Investigating program software, word-processing of reports, and using the Internet to research are all productive ways of using part of the ELA block. Remember—media and technology are embedded expectations in the adopted Common Core State Standards in English Language Arts. 6) VIDEO CLIPS: use videos when appropriate; do not use the entire period to show a film. Ask students to create notes or visuals to summarize and/or synthesize content, or use other forms of accountability to guide and accompany the video. Make time for processing by pausing for brief think alouds and/or discussions along the way. 7) OTHER MEDIA: use of recorded music, speeches, poems, plays, novels, pictures/photos, other artwork, and experiments/labs, are all appropriate media and can make the lesson "come alive". Plan for all types of learners (think Gardner’s Multiple Intelligence approach). 8) LARGE GROUP DISCUSSIONS: teachers guide the discussion with challenging, higher level questions. This is where essential questions (both over-arching and topical) can help make connections and allow for differentiation. Students are more willing to participate when they know the focus ahead of time and can come thoroughly prepared. 9) INTERACTIVE LECTURES: stopping at regular intervals to discuss the material with the students during a presentation allows for questions, invites students to ask for individual assistance, and helps you monitor misunderstandings and “under” understandings before the student get too far off-track. Ask students to compare notes and thoughts written in student response journals; they can make predications, compose what they know in a K-W-L, and share background knowledge prior to a discussion, etc. Some students can help you present certain parts of the content. 10) INTEGRATION: plan integrated activities with other subject area teachers; natural connections often occur— especially with content and skills. Occasional team teaching can also be used during integrated activities. 11) PEER TEACHING: use higher achieving students in your class to tutor students who might struggle with particular skills or content. "Teaching is learning twice.” The tutors will be practicing their skills and at the same time helping other students in class. 12) GUIDED PRACTICE: after teaching a new skill, have the students practice the skill during class so they can obtain assistance if necessary. Think about the suggested ratio of 4:1 (show an example, provide a guided class lesson, small group practice, individual practice (all with effective feedback) – then the summative assessment). The goal is for students to independently achieve proficient, flexible application of skills. This takes many attempts in a variety of situations (varied time, environments, and topics).Practice that is not completed during class can easily become homework. Patrice Ball, K-12 ELA Curriculum Specialist

Tips for Interactive Learning in the ELA Classroom 13) DISCOVERY METHOD/CREATIVE PROJECTS: have students research topics of their choice related to curriculum, work towards a final "exhibition" or other performance assessment/presentation. Give students an array of different methods of presentation and allot class time for research (on-line, library, or in-class) and work. Remember to teach the research process; do not simply assign it. 14) PURPOSEFUL GAMES AND PUZZLES: use these extensions after assessments or as transactional vehicles when moving from one concept to the next. These activities can be used to reinforce skills, practice for the ACT or SAT, review previously learned material, or simply be a challenge or real-world problem for them to solve. 15) STATIONS: Having students work in pairs or small groups to complete a series of different activities/work, allows students to rotate from one station to the next, experiencing different facets of interrelated material. Pay attention to different learning styles when designing each station so that all learners will enjoy at least one station that they are strong in and spend time boosting their skills in other areas. *Notes: • Try to make each station take approximately the same amount of time so there aren't students backing up others in the sequence. • Remember to communicate a cue for students to move to the next station (bell, music, motion, etc.) 16) PLAN LONG AND SHORT-TERM: make certain that you plan layers of work. Students should always have something meaningful to do. Students will finish assignments at different rates. Explain and post the procedures for what to do when students finish. If you need it quiet, make certain that they have an independent (self-selected or assigned) book to read, or a valuable activity to work on that will lead to a performance or product (a book talk, discussion, analysis, review, etc.) 19) ADD ESSENTIAL QUESTIONS TO CHUNK UNITS AND ENHANCE KEY UNDERSTANDINGS: the brain seeks pattern and meaning. While we know attempting to cover the same amount of content will not work (and coverage is not the goal—deep understanding is!) using essential questions to connect concepts, reinforce themes, and / or unite time periods can build bridges of understanding for students. Start with one unit. Develop an overarching essential question that can unite the entire unit then compose additional “topical” essential questions for various sections of the unit. 18) REGULARLY REFLECT ON YOUR TEACHING AT THE END OF EVERY DAY AND AT THE END OF EVERY WEEK: depending on your current teaching style, interactive learning can be a stretch or a cinch. It is vital; however, to not have the same expectations of content coverage in a shorter amount of time (weeks). Be careful not to include too much into one activity. As Jay McTighe says, “...the juice has to be worth the squeeze”. This means that when students are working to meet expectations of standards or specifications at a lower cognitive level, you do not need to make the experience a three-hour dramatic production with multiple scenery changes. Remember--the goal is to design the most valuable learning experiences and assessments aligned to the cognitive demand the standard—not simply fill the time. 19) COLLABORATE WITH COLLEAGUES: beginning to teach using interactive learning can bring a lot of changes. Chances are your colleagues are going through some of the same challenges and triumphs you are discovering. Holding regular meetings to share what is working and brainstorming methods to tackle obstacles can be productive for both teachers and students. Understanding what is happening in other grade levels and/or courses and content areas can only enhance your teaching and students’ learning. 20) CREATE A MULTIPLE YEAR PLAN: ideally—schools, content areas, and individuals should compose long and short-term goals related to interactive learning—or any other school improvement effort. Research might provide a variety of perspectives related to the success of implementing interactive learning; however, it is widely agreed that a coherent and aligned curriculum is the number one school-level factor that can be used to enhance student learning and achievement. While it is not possible or wise to incorporate all components of the ideal interactive learning scenario at once, it is expected that all educators are reflective practitioners who strive to make on-going progress. A commitment to ensure that students’ learning experiences are the best they can be is an essential quality for success in any setting. Patrice Ball, K-12 ELA Curriculum Specialist