Incomplete sentences “. . . and so, as we all know, the thing that we put at the end of a sentence is a—” This might be accompanied by open hands and raised eyebrows at the group or hand gestures encouraging someone to respond. Place Your Order Here!
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Looking at one, talking to another Prealert “That’s right. Take the next one, Dwayne. Check him, Holly, and be ready to step in if he calls for assistance.” (This is aimed at keeping Holly on her toes.) 5. Unison “6 times 6 is—Jane? That’s right. 8 times 8 is—everybody?” The goal is to get all
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How would you finish what Wendy is saying? Redirecting partial answer Wendy has begun to answer, and you say: “Take it from there, Andrew. How would you finish what Wendy is saying?” Place Your Order Here!
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Who then would become president? Using student’s name in instructional example “President Kiesha Royston sits impeached and convicted. Who then would become president? And we thought life was tough under Kiesha! Now Vice President Christiane Baker becomes president. It’s time to pack our bags and move to Canada!” Place Your Order Here!
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Why do you suppose Jefferson felt that way about Hamilton? Thirteen Alerting Moves Move Sounds or Looks Like 1. Startle Doing something out of the ordinary or surprising to capture attention. Noticing that attention is wandering as a group listens to a recording, the teacher abruptly hits the Stop button and pops a question: “Why
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Thirteen Alerting Moves Move Sounds or Looks Like 1. Startle Doing something out of the ordinary or surprising to capture attention. Noticing that attention is wandering as a group listens to a recording, the teacher abruptly hits the Stop button and pops a question: “Why do you suppose Jefferson felt that way about Hamilton?” Place
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Desisting Moves Desisting moves carry the message, “Stop what you are doing and shift your at- tention elsewhere,” or “Get with it.” They are most applicable when students are drifting off course. All the moves in this category are ways of telling students that they are doing something we want them to stop doing. Some
MOVES TO FACILITATE STUDENT ATTENTION Skillful teachers lay the groundwork for focusing student attention by system- atically incorporating the “Attention” principles and guidelines into the every- day fabric of classroom life. There are a wide range of in-the-moment moves that a teacher might use to capture, maintain, and recapture or refocus stu- dent attention. Teachers
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Building in Learning Downtime Humans are natural meaning-seeking organisms, but excessive input can conflict with that process. . . . You can either have your learner’s attention or they can be making meaning, but never both at the same time. The brain needs time to “go inside” and link the present with the past and
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Using Physical Movement When the brain is fully engaged it is more efficient and effective. Vigor- ous physical activity is believed to increase blood flow to the brain. Cross lateral movement that works both sides of the body evenly and involves coordinated motion of both eyes, both ears, both hands, and both feet activates both
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