Structure Then Deliver Flashcards
Describe the “Hook” technique.
The hook is a short introductory moment that captures what is interesting and engaging about the material and puts it out front.
What are a few examples of hooks?
- Story: tell a quick and engaging story that leads directly to the material.
- Analogy: Offer an interesting and useful analogy that connects to the students lives.
- Props: Use a prop relevant to the lesson or to support a story.
- Media: A picture or piece of music or video can enhance the hook.
- Status: Describe something great and use it in your lesson.
- Challenge: Give your students a difficult task related to the material.
Describe the “Name the Steps” technique.
Describe how you’re going to achieve your goal at the beginning and name the steps you described as you transition to each during the lesson.
What are the four key components of the “name the steps” technique?
- Identify the steps.
- Make them “sticky.” Name the steps out loud and use mnemonic devices like acronyms.
- Build the steps, designing lessons around each.
- Use two stairways, having two groups of students, one group narrating the process and the other group narrating the problem.
What is the “Board=Paper” technique?
Expect students to make an exact replica of what is on the board.
What is the “Circulate” technique?
Moving strategically around your room during all parts of your lesson.
What are five elements of the “Circulate” technique?
- Break the plane of the classroom between students and teachers.
- Make sure you have full access to the entire room.
- Engage as you circulate.
- Move systematically around all the students but unpredictably at the same time.
- Remain facing as much of the classroom as possible, never staying turned away for much more than several seconds.
Describe the “Break it Down” technique.
This is a technique that is responsive to student error and breaks the problem down into smaller steps or provides vital clues to the answer.
What are some ways to “Break it Down?”
- Provide an example.
- Provide context.
- Provide a rule.
- Provide the missing (or first) step.
- Rollback, or repeat the student’s answer back to them.
- Eliminate false choices.
What is the “Ratio” technique?
Make the students do a higher proportion of the cognitive work in the classroom.
What are several crucial ways to increase the ratio of the students’ cognitive work in the classroom?
- Unbundle, breaking questions into smaller parts.
- Half-statement, letting the students complete it.
- What’s next, asking the students for the next step.
- Feign ignorance, making the students into the teacher.
- Ask for more examples from the class.
- Ask students to rephrase or add on to their answer, refining it.
- Ask why or how.
- Ask for supporting evidence.
- Let students talk on even after they answer. Listen to what other students say.
- Ensure that all discussion is worthwhile.
What is the “Check for Understanding” technique?
Think about the answers you receive to evaluate students’ understanding. Gather data constantly and act on it in a timely fashion.
What are seven ways to reteach after checking for understanding?
- Use a different approach.
- Identify and reteach the problem step.
- Identify and explain difficult terms.
- Reteach at a slower pace.
- Reteach in a different order.
- Reteach by identifying the students who are struggling.
- Reteach with more repetitions.
What is the “At Bats” technique?
Give students as many opportunities to relate and use their knowledge as possible. Create a “muscle memory” of knowledge. Repeat until they CANNOT forget. A lesson should end with students getting at bat after at bat after at bat.
What are three key points to remember about the “At Bats” technique?
- Go until they can do it on their own.
- Use multiple variations and formats.
- Grab opportunities for enrichment and differentiation.
