InspireActiveLearn Cvr 6/30/06 9:32 AM Page Education INSPIRING ACTIVE LEARNING How can we structure class time efficiently? How can we explain and lecture effectively? How can we help students master content? How can we make learning more real and lasting? Association for Supervision and Curriculum Development Alexandria, Virginia USA $34.95 U.S HARMIN With its detailed classroom examples and more than 250 practical strategies, Inspiring Active Learning is a comprehensive reference for solving almost any teaching problem • • Perform routine teaching tasks more easily • Discover a higher level of teaching success and personal satisfaction • Establish a class climate of full participation and cooperation • Prepare engaging lessons that keep students productively involved • Encourage students to work energetically, willingly, and intelligently each day • Inspire all students, even the most challenging, to strive for excellence BROWSE EXCERPTS FROM ASCD BOOKS: http://www.ascd.org/books EXPANDED 2ND EDITION Regardless of our level of experience or the grade or subject we teach, the active-learning approach helps us • In this revised and greatly expanded 2nd edition of Inspiring Active Learning, educators Merrill Harmin and Melanie Toth provide answers to our fundamental teaching questions and show us how to transform our classrooms into communities of active, responsible learners The authors present an array of researchbased, teacher-tested strategies for managing our everyday responsibilities—from beginning a class to grading homework, from instructing large groups to promoting diligent seatwork, from motivating slackers to handling disrupters These strategies focus on mutual respect, not bossiness; collaboration, not isolation; commitment to learning, not fear of failure; and the dignity of all, not praise or rewards for a few InspireActiveLearn TP 6/30/06 9:34 AM Page i Association for Supervision and Curriculum Development Alexandria, Virginia USA frontmatter 7/1/06 9:41 PM Page ii ® Association for Supervision and Curriculum Development 1703 N Beauregard St • Alexandria, VA 22311-1714 USA Phone: 800-933-2723 or 703-578-9600 • Fax: 703-575-5400 Web site: www.ascd.org • E-mail: member@ascd.org Author guidelines: www.ascd.org/write Gene R Carter, Executive Director; Nancy Modrak, Director of Publishing; Julie Houtz, Director of Book Editing & Production; Genny Ostertag, Project Manager; Georgia Park, Senior Graphic Designer; Cynthia Stock, Typesetter; Dina Murray Seamon, Production Specialist/Team Lead Copyright © 2006 by Merrill Harmin All rights reserved No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from ASCD Readers who wish to duplicate material copyrighted by ASCD may so for a small fee by contacting the Copyright Clearance Center (CCC), 222 Rosewood Dr., Danvers, MA 01923, USA (phone: 978-750-8400; fax: 978-646-8600; Web: www.copyright.com) For requests to reprint rather than photocopy, contact ASCD’s permissions office: 703-578-9600 or permissions@ascd.org Printed in the United States of America Cover art copyright © 2006 by ASCD ASCD publications present a variety of viewpoints The views expressed or implied in this book should not be interpreted as official positions of the Association PAPERBACK ISBN-13: 978-1-4166-0155-5 ASCD product #103113 s7/06 PAPERBACK ISBN-10: 1-4166-0155-4 Also available as an e-book through ebrary, netLibrary, and many online booksellers (see Books in Print for the ISBNs) Quantity discounts for the paperback edition only: 10–49 copies, 10%; 50+ copies, 15%; for 1,000 or more copies, call 800933-2723, ext 5634, or 703-575-5634 For desk copies, e-mail member@ascd.org Library of Congress Cataloging-in-Publication Data Harmin, Merrill Inspiring active learning : a complete handbook for today’s teachers / Merrill Harmin with Melanie Toth — Expanded 2nd ed p cm Includes bibliographical references and index ISBN-13: 978-1-4166-0155-5 (pbk : alk paper) ISBN-10: 1-4166-0155-4 (pbk : alk paper) Teaching—Handbooks, manuals, etc Motivation in education—Handbooks, manuals, etc Active learning—Handbooks, manuals, etc I Toth, Melanie II Title LB1025.3.H37 2006 371.102—dc22 2006009539 15 14 13 12 11 10 09 08 07 06 10 11 12 frontmatter 7/1/06 9:41 PM Page iii EXPANDED 2ND EDITION Inspiring Active Learning A C O M P L E T E H A N D B O O K F O R T O D AY ’ S T E A C H E R S List of Strategies iv A Personal Note on Using This Book viii Part I: Two Keys for Running an Inspiring Classroom Clarity About What Makes a Classroom Inspiring to Students A Four-Step Process to Make a Classroom More Inspiring 16 Part II: Strategies for Handling Six Fundamental Teaching Tasks Creating Lessons That Inspire Active Learning 29 Establishing a Climate That Inspires Full Participation 50 Establishing a Climate That Inspires High Cooperation 71 Structuring Class Time Efficiently 86 Using Small Groups Efficiently 94 Preventing Discipline Problems from Arising 107 Part III: Strategies for Starting Classes Efficiently Gathering the Attention of Students 131 10 Handling Completed Homework 137 11 Providing for a Quick Review of Completed Content 145 Part IV: Strategies for Presenting New Content 12 Motivating Interest in New Content 157 13 Explaining and Lecturing Effectively 166 14 Providing Discovery-Type Experiences 180 15 Using Written Material to Present New Content 189 17 Helping Students Master Content in Individual and Small-Group Formats 221 18 Using Projects to Help Students Master Content 249 19 Stimulating Higher-Level Thinking 256 20 Responding to Student Comments and Using Praise Appropriately 265 Part VI: Strategies for Ending Classes Efficiently 21 Helping Students Review and Summarize a Class 283 22 Providing Effective Homework Assignments 292 Part VII: Strategies for Further Advancing Teacher Effectiveness 23 Advancing Students’ Learning Skills 303 24 Making Learning More Real and Lasting for Students 309 25 Inspiring Students to Strive for Excellence 318 26 Advancing Students’ Self-Responsibility 332 27 Advancing Students’ Self-Confidence 336 28 Advancing Students’ Maturity 346 29 Advancing Our Own Personal Balance 359 Part VIII: Strategies for Evaluating Student Learning 30 Handling Students’ Written Work 369 31 Handling Testing and Grading 374 32 Reporting Students’ Progress 389 Part IX: Strategies for Maintaining Discipline 33 Handling Routine Misbehavior 397 34 Handling Serious and Chronic Misbehavior 418 Glossary 439 Bibliography 450 Part V: Strategies for Helping Students Master Content 16 Helping Students Master Content in a Whole-Class Format 205 Index 467 About the Authors 475 frontmatter 7/1/06 9:41 PM Page iv iv List of Strategies Strategies recommended for first attention are indicated by 3-1 3-2 3-3 3-4 3-5 Action Flow Lessons 29 Teaching in Layers, Not Lumps 36 Quick Pace 37 Efficient Classroom Structures 38 Personal Inspiring Power 46 4-1 4-2 4-3 4-4 4-5 4-6 4-7 4-8 4-9 4-10 Truth Signs 50 Cushioning Questions 56 Risk Language 61 Intelligence Call-up 62 Check-Yourself Message 64 Confidence Builders 65 Encouragement 66 Learning Challenges 66 Let Them Be 69 Ability Salute 69 5-1 5-2 5-3 5-4 5-5 5-6 5-7 5-8 5-9 5-10 Student Procedure Mastery 71 Class Agreement 73 Ask a Friend 74 Once Principle 74 Class Meeting 75 Class Leaders 77 Getting-to-Know-You Activities 78 Community Living Lessons 81 Dignifying Acts 84 Family Introductory Letter 85 6-1 6-2 6-3 Do Now 86 Learning Centers 87 Study Cards 88 6-4 6-5 6-6 Independent Learning Assignments 89 Task Workshop 91 Background Music 92 7-1 7-2 7-3 7-4 7-5 7-6 7-7 7-8 7-9 7-10 Sharing Pairs 94 Learning Pairs 96 Rotating Pairs 96 Practice Pairs 97 Selecting Group Size 98 Selecting Members for Groups 98 Grouping Students for Instruction 102 Support Groups 103 Group Challenge 104 Group Role Sheet 105 8-1 8-2 8-3 8-4 8-5 8-6 8-7 8-8 8-9 8-10 8-11 Setting Procedures and Expectations 107 Communicating Confident Authority 109 Authority Statement 112 Procedures That Energize 116 Clock Focus 117 Special Energizing Activities 118 Think Time Sheet 120 Self-Discipline Lesson 121 Whole-Class Problem Solving 122 Parent Aides 124 Discipline Plan 124 9-1 9-2 9-3 9-4 9-5 9-6 9-7 Hand-Raising Signal 131 One-Minute Warning 132 Voting Questions 132 New or Goods 133 Lesson Agreement 134 Relaxation Exercise 135 Brain Drain 136 frontmatter 7/1/06 9:41 PM Page v L i s t o f 10-1 10-2 10-3 10-4 Homework Sharing Pairs 137 Homework Self-Correcting 139 Homework Hearing Time 140 Credit for Completing Homework 143 11-1 11-2 11-3 11-4 11-5 11-6 11-7 Review Test 145 Choral Work 148 I Say Review 149 One Say, All Say 150 Sketching to Review 151 Pass the Q&A 152 Reteach Review 153 12-1 12-2 12-3 12-4 12-5 12-6 12-7 Motivational Question 158 Know and Want to Know 158 Make a Prediction 160 Challenge Opener 161 Experience Before Concept 162 Clear Learning Target 163 Specific Levels of Excellence 165 13-1 13-2 13-3 13-4 13-5 13-6 13-7 13-8 13-9 13-10 13-11 Attentive Lecture 166 Presentation for Task 168 Explanation Back-off 169 Visual Aids and Graphic Organizers 170 Lingering Board Notes 172 Concept Charts 173 Note-Taking Template 174 Signal for the Big Picture 175 Finger Feedback 176 Partner Restatement 178 Checklist for Effective Lectures 178 14-1 14-2 14-3 14-4 14-5 Discovery Lesson 180 Underexplain and Learning Pairs 182 Think Aloud 184 Guided Discovery 185 VAK Attack 187 15-1 15-2 15-3 15-4 15-5 15-6 15-7 15-8 15-9 15-10 Paired Reading 189 Reading for Task 190 Reciprocal Teaching 191 Cooperative Reading Groups 193 I Start, You Finish 195 Directed Reading 195 Timed Reading 196 Learning Sheets 197 Dramatic Reading 200 Jigsaw 200 S t r a t e g i e s v 16-1 16-2 16-3 16-4 16-5 16-6 16-7 16-8 16-9 16-10 16-11 16-12 16-13 16-14 16-15 Clarifying Questions 205 Productive Discussion 206 Question, All Write 209 Whip Around, Pass Option 210 Set of Speakers 211 Voting Questions to Assess Understanding 211 Nod of Recognition 212 Brainstorm/Sort 213 Mastery Learning Game 214 Face-off Game 215 Avoiding Re-explanation 217 Think Time 217 Models and Manipulatives 218 Parking Lot 219 Physical Movement 219 17-1 17-2 17-3 17-4 17-5 17-6 17-7 17-8 17-9 17-10 17-11 17-12 17-13 17-14 17-15 17-16 17-17 17-18 Clear-to-Muddy Groups 221 Mini-task 223 Learning Map 225 Paper Exchange 226 Question Exchange 228 Student Question Writing 229 Teacher Role-Play 230 Boss/Secretary 232 Consult Time 232 Plan, Do, Review 233 Student Self-Evaluation 235 Class Tutors 236 Tutor Training 236 Best Choice Debate 240 Task Group with Communication Practice 242 Computers and the Internet 245 Task Group, Share Group 245 Option Display 247 18-1 18-2 18-3 Project Work 249 Application Projects 254 Service Projects 255 19-1 19-2 19-3 19-4 19-5 19-6 19-7 19-8 19-9 19-10 19-11 What’s the Difference? 257 What’s the Same? 258 Comparing 258 Sorting the Items 258 What Might Explain? 259 Summarizing 260 Creating Groupings 261 Solving a Problem 261 Brainstorming 262 Assessing the Options 262 Language to Advance Thinking 263 frontmatter vi 7/1/06 9:41 PM Page vi I n s p i r i n g A c t i v e L e a r n i n g n d E d i t i o n 20-1 20-2 20-3 20-4 20-5 20-6 20-7 20-8 20-9 20-10 20-11 20-12 Plain Corrects 265 Plain Incorrects 266 Incorrects with Appreciation 267 Praise and Rewards for All 267 Silent Response to Errors 269 Can-You Questions 270 Honest I Appreciates 271 I’m with You’s 272 DESCA Inspirations 273 Spontaneous Delights 276 Caring Attention Without Praise 277 Saying No Slowly 279 25-9 25-10 25-11 Inspiring Stories 327 DESCA Challenges 327 DESCA Proclamation 331 26-1 26-2 26-3 26-4 Common Sense Comments 332 Shared Responsibilities, Personal Responsibilities 333 Self-Management Goals 334 Rights, Responsibilities, Rewards 334 21-1 21-2 21-3 21-4 21-5 21-6 21-7 21-8 21-9 Outcome Sentences 284 Like/Might Review 285 Learning Log 286 Concluding Whip Around 287 Mental Pictures 287 Learning Log Exchange 288 Thought/Feel Cards 289 Mini-celebration 290 Progress Proclamation 291 27-1 27-2 27-3 27-4 27-5 27-6 27-7 27-8 27-9 Validations 337 Recognition for Everyone 338 Promoting Kindness 339 Distress-Easing Comments 340 What-I-Like-About-You Reports 341 Sensible Risk Taking 342 Prize Sprinkle 343 Star of the Day 344 Positive Parent Schedule 345 22-1 22-2 22-3 22-4 22-5 22-6 22-7 Assignments with Choice 292 Homework Unlike Class Work 293 Homework in Layers, Not Lumps 294 Responsible Homework Discussions 295 Homework Games 297 Managing Long-Term Projects 297 Avoiding Homework Overload 298 28-1 28-2 28-3 28-4 28-5 28-6 Strength-Building Challenges 346 Personalized Challenges 347 Gratitude Journal 348 Whole-Self Lesson 349 Choose, Be, Review 355 Goodness Log 357 23-1 23-2 23-3 23-4 23-5 How-Read Discussion 303 Note-Taking Options 305 Detailed Oral Learning Statements 306 Charts of Learning Tips 307 Teaching Specific Learning Skills 308 29-1 29-2 29-3 29-4 29-5 Self-Acceptance Monologue 359 Reality-Acceptance Monologue 360 Healthy Response to Misbehavior 361 Asserting Our Priorities 362 Respecting Our Own Stage 363 30-1 30-2 30-3 30-4 Response to Undone Work 369 Next-Time Feedback 371 Avoiding Paperwork Overload 372 Positive Feedback Notes 373 24-1 24-2 24-3 24-4 Concept-Generalization Focus 311 Using Subject Matter to Learn About Life 312 Application Brainstorm 317 Personalizing Learning 317 25-1 25-2 25-3 25-4 25-5 25-6 25-7 25-8 High Expectations 318 Active Learning Thermometer 319 Clarifying Excellence Discussion 322 Best-Work Lesson 323 Inspiring Statements 324 Going for the Gold 324 E-for-Effort Certificates 325 Personal Model 326 31-1 31-2 31-3 31-4 31-5 31-6 31-7 31-8 31-9 31-10 31-11 Dignifying Grading Practices 374 Tests with Choice 377 Portfolios 378 Focus-on-Learning Statement 380 Retest Offer 383 Pre-final Exam 384 Rubrics 384 Failure Insulators 385 High-Achievement Comments 386 Self-Selected Learning Reports 386 Quick Feedback 387 frontmatter 7/1/06 9:41 PM Page vii L i s t o f 32-1 32-2 32-3 32-4 32-5 Report Card Plan 389 Dual Grades 390 Supportive Report Card Comments 391 Surprise Personal Notes 392 Reverse Report Card 392 33-1 33-2 33-3 33-4 33-5 33-6 33-7 33-8 33-9 33-10 33-11 Broken Record 397 Calm Reminder 398 Next-Time Message 400 Honest I Statements 400 Conciliation Statement 403 Conflict-Resolution Lesson 403 Behavior Checklist 405 Peer Mediators 407 Visitor’s Chair 408 Waiting Place 409 Redirecting Student Energy 410 S t r a t e g i e s vii 33-12 33-13 33-14 33-15 Silent Response to Misbehavior 411 Apologizing 413 Mindset Switch 414 Ask for Help 416 34-1 34-2 34-3 34-4 34-5 34-6 34-7 34-8 34-9 34-10 34-11 Person-to-Person Dialogue 418 Self-Management Contract 421 Parent Notification 425 Cool-Quick-Certain Control 427 Dramatic Distraction 428 Calamity Procedure 429 Bully Lesson 431 Temporary Removal 433 Discipline Squad 434 Safety Drill 435 Diagnosing Student Motivations 437 frontmatter 7/1/06 9:41 PM Page viii viii A Personal Note on Using This Book This book brings good news to teachers No longer need teaching be so stressful No longer need we struggle with our unmotivated students and passive learners No longer must we abandon so many of our ideals We now know how we can run our classrooms so students will want to cooperate, will want to good work, will in fact want to the very best they can for us Some background: I started off as a math teacher and, I thought, I was a pretty good one No one complained too much and my students produced good test scores But then I visited my colleague Peter’s classroom At the time, Peter was teaching a group of students I had taught the year before, a group I was particularly fond of And as I watched those students in Peter’s classroom, I noticed they were much more actively involved in learning than they ever were in my class Many more hands waved to answer teacher questions Eyes were brighter with attention No one was fussing in his or her seat or looking aimlessly out the window How come Peter got more from those students than I ever did? I took that question with me when I became a teacher educator, wondering especially how some teachers motivated even the most reluctant and resistant of students to good work The answer to the question seemed to involve more than the methods those teachers used; other teachers could use the same methods without producing nearly the same results And it seemed to involve more than the personalities of the teachers; teachers with many different personalities, from warm to cool, organized to disorganized, demonstrated that gift to motivate learning And it was clearly more than a matter of educational knowledge; some of the brightest teachers lacked the gift and some of the most poorly prepared had it What was it? Being in the business of training teachers, my interest soon shifted from seeking an abstract answer to that question to seeking ways all teachers could frontmatter 7/1/06 9:41 PM Page ix ix A Personal Note on Using This Book develop more of that inspirational ability Since it was obviously possible to run classrooms that motivated even the most unmotivated of our students—some teachers clearly had the knack—what could the rest of us to move more closely to that outcome? For many years, my colleagues and I played with various ideas, finally crafting an approach that led to the first edition of this book A decade later, now with much more experience available to us, we offer this revised and expanded edition—and offer it with more assurance than ever Yes, almost any teacher, K–12, can run a highly inspiring classroom The profession now knows in practical detail how we can conduct a classroom that naturally, steadily draws even the most unmotivated of today’s students toward active, cooperative, self-responsible learning But this is not to be taken on faith You can easily test the idea for yourself This book will show you how to just that More specifically, the book offers • Clarity about what makes a classroom inspiring to students What is at the heart of an inspiring classroom? If it’s not our personality or teaching methods, what is it? That is the first question to address, and it’s the focus of Chapter • A simple,four-step process for making your classroom more inspiring.That is the focus of Chapter It presents a straightforward process for you to give this material a brief test for yourself Then if you like what’s showing up, you can use that process to gradually move ahead and create your own style of a highly inspiring classroom • Practical strategies for running an inspiring classroom All the chapters after the first two contain examples of teacher-tested strategies that have been shown to be effective in the running of an inspiring classroom They illustrate how we can handle almost all our daily tasks in a way that keeps eliciting the most positive response from students Scan the Table of Contents and you’ll see the complete list of teacher tasks for which strategies are provided Note that six of the most far-reaching of our teaching tasks are grouped in Part II, Strategies for Handling Six Fundamental Teaching Tasks Because teaching is so much easier when those fundamental tasks are well handled, it’s valuable to consider those chapters before the others After that, you can jump around among the other strategy chapters according to your personal interests However, you need not look at every strategy in every chapter The introductory paragraphs in each chapter specify a few strategies to look at first Each of those is marked with an arrow like this: The best preparation for being a happy or useful man or woman is to live fully as a child —Plowden Report bibliography 466 7/1/06 9:59 PM Page 466 I n s p i r i n g A c t i v e L e a r n i n g n d E d i t i o n Wittrock, M C (1986) Students’ thought processes In M C Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp 297–314) New York: Macmillan Woessman, L (Summer, 2001) Why students in some countries better: International evidence on the importance of education policy Education Matters, 1(2), 67–74 Wolf, D P (1987, December–1988, January) Opening up assessment Educational Leadership, 45(4), 24–29 Wolf, D P (1989, April) Portfolio assessment: Sampling student work Educational Leadership, 46(7), 35–39 Wolfe, P (2001) Brain matters:Translating research into classroom practice Alexandria, VA: Association for Supervision and Curriculum Development Wolfgang, C H (1995) Solving discipline problems: Methods and models for today’s teachers (3rd ed.) Boston: Allyn & Bacon Woloshyn, V E., Willoughby, T., Wood, E., & Pressley, M (1990) Elaborative interrogation facilitates adult learning of factual paragraphs Journal of Educational Psychology, 82, 513–524 Wong, H K., & Wong, R T (1998) The first days of school Mountain View, CA: Harry K Wong Publications Zorfass, J M., with Copel, H (1998) Teaching middle school students to be active researchers Alexandria, VA: Association for Supervision and Curriculum Development Zumwalt, K (Ed.) (1986) Improving teaching (1986 ASCD yearbook) Alexandria, VA: Association for Supervision and Curriculum Development index 7/1/06 10:00 PM Page 467 467 Index Page numbers followed by an f indicate figures Main entries that are capitalized indicate a strategy Ability Salute, 69–70 achievement, recognizing See recognition Action Flow Lessons Cushioning–Underexplain– Learning Pairs, 34 Guided Practice and Review, 32–33 introduction, 29–30 Lecture-Share-Learn, 34–35 the power of, 35–36 Think-Share-Learn, 30–32 active learning assessing, 8–9, 10f, 11f, 12f DESCA abilities, 5–9, 14–15 DESCA Challenges, 327–330 DESCA Inspirations, 273–276 DESCA Proclamation, 330 introduction, 3–6 active learning ladder, 4f Active Learning Thermometer, 319–321, 320f anger, managing in students, 113 answer keys, 235 anxiety, reducing by avoiding repeated explanations, 169–170, 217 classroom climate for, 50–56 cushioning questions for, 56–60, 141–142 by developing risk willingness, 61–62 homework-related, 143–144 in student-teacher meetings, 141–142 test-related, 145–147, 373, 385–386 Apologizing, 413–414 Application Brainstorm, 317 Application Projects, 254 appreciation development strategies, 78–81, 132–134, 348–349 Asia, teaching strategies in, 36, 118, 172, 181 Ask a Friend, 34, 74 Ask for Help, 416–417 Asserting Our Priorities, 362–363 Assessing the Options, 262–263 assessment See also grades; student selfassessment; tests of active learning, 8–9, 10f, 11f, 12f of learning readiness, 69 portfolios for, 378–379 using voting for, 211–212 Assignments with Choice, 292–293 attention, capturing See also boredom, avoiding; lectures, techniques of effective distraction technique, 428–431 graphic organizers, 171–172, 171f, 172f Hand-Raising Signal, 131–132 questioning strategies, 132–134 re-engagement techniques, 206–207 venting to allow, 136 visual aids, 170–171 visual signals, 175–176 attention, personal See student-teacher meetings Attentive Lecture, 31, 34, 166–168 auditory learners, 187–188 Authority, Communicating Confident, 109–112 Authority Statement, 112–116 Avoiding Homework Overload, 298–299 Avoiding Paperwork Overload, 372–373 Avoiding Re-explanation, 217 Background Music, 92–93 Behavior Checklist, 405–406 behavior problems See discipline prevention; discipline strategies; entries beginning with misbehavior Best Choice Debate, 240–242 best self/whole self, 46–49, 349–354, 350f Best-Work Lesson, 323 Big Picture, Signal for the, 175–176 Board Notes, Lingering, 172–173 body language, preventing misbehavior with, 111, 114, 115, 126 boredom, avoiding See also attention, capturing; restlessness, reducing and preventing quick pacing for, 37–38, 145–154 repeated explanations and, 139, 169–170, 182–184, 217 Boss/Secretary, 232 Brain Drain, 136 Brainstorm, Application, 317 Brainstorming, 262 Brainstorm/Sort, 213–214 Broken Record, 397–398 Bully Lesson, 431–433 Calamity Procedure, 429–431 Calm Reminder, 398–400 Can-You Questions, 270–271 Caring Attention Without Praise, 277–278 Challenge Opener, 161–162 Charts of Learning Tips, 307, 307f Checklist for Effective Lectures, 178–179 Check-Yourself Message, 64 Choose, Be, Review, 355–357 Choral Work, 32, 148–149 Clarifying Excellence Discussion, 322–323 Clarifying Questions, 205–206 Class Agreement, 73–74 index 7/1/06 468 10:00 PM Page 468 I n s p i r i n g Class Leaders, 77–78 Class Meeting, 75–77 classroom rules alternatives to, 107–109 reducing need for, 83–84 setting expectations to inspire compliance, 107–109 classrooms climate supporting confidence in, 50–56 efficient beginnings attention gathering, 131–136 handling completed homework, 137–144 quickly reviewing completed work, 145–154 efficient endings celebrations, 290–291 homework assignments, 292–299 reflection and review techniques, 284–288 student feedback component, 287 venting component, 289–290 visualization techniques, 287–288 inspirational, 3–15, 16–26 Classroom Structures, Efficient, 38–46 class time, efficient use of, 86–93 Class Tutors, 236 Clear Learning Target, 163–164 Clear-to-Muddy Groups, 221–223 cliques, discouraging, 99–100 Clock Focus, 117–118 Collins, Marva, 12 Common Sense Comments, 332–333 Communicating Confident Authority, 109–112 community building See also relationships celebrations, 290–291 class meetings for, 75–77 DESCA scale for rating, 10f, 11f developing awareness of requirements for, 333 games for, 214–216 independent work time for, 39–42 recognition in, 338–339 by students self-sharing, 78–81, 133–134 using challenge, 329–330 Community Living Lessons, 81–84 Comparing, 258 Computer and the Internet, 245 concentration, improving, 117–118, 136, 153 Concept Charts, 173–174 Concept-Generalization Focus, 311–312 Conciliation Statement, 403 Concluding Whip Around, 287 Confidence Builders, 65 confidence building See also recognition class leaders, 77–78 classroom climate supporting, 50–56 cushioning questions, 141–142 emotional support for, 340–341 encouragement statements, 65 A c t i v e L e a r n i n g n d E d i t i o n confidence building (continued) parental involvement in, 345 peer relationships for, 339–342, 340f recognition role in, 338–339 rewards for, 343–344 risk component of, 61–62, 342–343 teacher effectiveness strategies, 336–345 for teachers, 109–112 using challenge, 66–68 validations for, 337–338, 344–345 Conflict-Resolution Lesson, 403–405 conflict-resolution skills, 403–405, 407 Consult Time, 232–233 content levels, 309–310, 310f content, new See also mastery; lectures, techniques of effective maintaining engagement by using board notes, 172–173 concept charts, 173–174 note-taking strategies, 174–175 raised fingers for answering questions, 176–177 real-life issues, 312–317 values discussions, 312–317, 315f visual signals, 175–176 motivating interest in by asking questions, 158–162, 168–169, 180–181 by assigning tasks, 168–169 curiosity as stimulant for, 158–160 discovery learning methods, 180–188 general guidelines for, 157–158 graphic organizers, 171–172, 171f, 172f learning targets for, 163–165 making predictions technique, 160–161 quick exposure for, 196–197 using concrete experiences, 162–163 visual aids for, 170–171 content review, maintaining involvement by using See also mastery; lectures, techniques of effective choral work, 148–151 cooperative learning, 242–245 drawing the answer, 151 games, 214–216 homework, 294–295 low-stress methods, 145–147 methods for success, 149–150 overhead projectors, 172–173 questioning strategies, 228–230, 232 quick pacing, 145–154 role-play, 232 Cool-Quick-Certain Control, 427 cooperation, maximizing building community, 75–77, 81–84 demonstrating an interest in students, 78–81, 84–85 cooperation, maximizing (continued) demonstrating respect for students, 73–74 dignifying acts, 84–85 family involvement, 85 overteaching classroom procedures, 71–73 peer review of material, 149–150 reading in groups, 191–195, 194f seeking student agreement, 73–78 seeking student involvement, 120–123, 134–135 using challenge, 104–105 Cooperative Reading Groups, 193–195 Creating Groupings, 261 creativity, inspiring brainstorming for, 262 drawing the answer, 151 using challenge, 104–105 using homework, 297 Credit for Completing Homework, 143–144 Cushioning Questions, 34, 56–60 Debate, Best Choice, 240–242 DESCA abilities, 5–9, 14–15 DESCA Challenges, 327–330 DESCA Inspirations, 273–276 DESCA Proclamation, 330 Detailed Oral Learning Statements, 306 Dewey, John, 65, 285 Diagnosing Student Motivations, 437–438 Dignifying Acts, 84–85 Dignifying Grading Practices, 374–377 dignity, maintaining and increasing by allowing time to think, 209–210, 217–218 by demonstrating an interest in students, 84–85 DESCA scale for rating, 10f, 11f disciplining students while, 112–114 grading practices for, 374–377 independent work time for, 39–42 questioning strategies, 270–271 for slow learners, 209–210, 217–218 using challenge, 328 when deferring student questions, 219 Directed Reading, 195–196 Discipline Plan, 124–127 discipline prevention See also discipline strategies; entries beginning with misbehavior advice on, 127–128 body language and, 111, 114, 115, 126 class rules for, 83–84, 107–109 dignity, maintaining student, 112–116 disapproval indicated immediately, 110 expectation setting to inspire compliance, 107–109, 111, 398–400 motivating self-control for, 109–112, 121–122 by overteaching classroom procedures, 107–109 index 7/1/06 10:00 PM Page 469 469 I n d e x discipline prevention (continued) parent aides in the classroom, 124 penalties/punishments/consequences for, 108–109 physical activity for, 116–120 positive approaches to, 414–416 private talks with students, 110–111 redirecting energy, 116–120 redirecting the behavior, 410–411 teacher authority for, 109–116 teacher awareness in, 110 warnings for, 111 Discipline Squad, 434–435 discipline strategies See also discipline prevention; entries beginning with misbehavior asking other teachers for help, 416–417 blame and guilt, 400–403 contracts, 421–425 distraction, 428–431 emergency systems, 434–435 inspiring self-management, 405–406, 421–425 maintaining balance when using, 361–362, 398–400, 412, 414–416 no response, 411 parent notification, 425–426 private talks, 110–111 proximity to the teacher, 408–409 removing the student, 409–410, 433–434 repeated statements, 397–398 rewards and punishments, 108–109, 122, 125–127 signaling disapproval, 110 student-teacher meetings, 418–420 teacher authority and, 109–112 using “I” statements, 400–403 Discovery, Guided, 185–187 discovery learning, 44–46, 180–188 Discovery Lesson, 180–181 Discussion, Clarifying Excellence, 322–323 Discussion, How-Read, 303–305 Discussion, Productive, 30, 31, 34, 35, 206–209 Discussion, Responsible Homework, 295–296 disengagement See attention, capturing Dishon, Dee, 242 Distress-Easing Comments, 340–341 Do Now, 86–87 Dramatic Distraction, 428–429 Dramatic Reading, 200 Dual Grades, 390–391 Efficient Classroom Structures, 38–46 E-for-Effort Certificates, 325–326 Encouragement, 66 Energizing Activities, Special, 118–120 energy increasing activities for, 116–120 choral work for, 148–149, 150–151 energy (continued) timed readings, 196–197 using challenge for, 328–329 managing restlessness, 79–80, 116–120, 135–136, 169–170, 219–220 using productively for content review, 148–149 DESCA scale for rating, 10f, 11f for improving concentration, 117–118 independent work time for, 39–42 for memorization, 148–149 reading aloud, 195 Energy, Redirecting Student, 410–411 Errors, Silent Response to, 269–270 Exam, Pre-final, 384 excellence criteria for, 165, 235 motivating by acknowledging effort, 325–326 caring, role in, 324 by defining excellence, 322–323 encouragement, role in, 322–324 expectations, role in, 318–321, 331 inspirational statements, 324 inspirational stories, 327 by modeling, 326–327 using challenge for, 324–325, 327–330 Excellence Discussion, Clarifying, 322–323 Excellence, Specific Levels of, 165 expectation setting developing dependency using, 114–115 discouragement with, 69 to inspire compliance, 107–109, 111 for intelligent decision making, 62–64, 184 lowering to minimize frustration, 69, 363–365 power of high, 38, 184 Expectations, High, 318–319 Expectations, Setting Procedures and, 107–109 Experience Before Concept, 162–163 Explanation Back-Off, 169–170 Face-off Game, 215–216 failure to complete written work, 143–144, 369–371 fear of, 50–56, 385–386 Failure Insulators, 385–386 Family Introduction Letter, 84–85 fast learners boredom in, 37–38, 139, 145–154, 169–170, 182–184, 217 as early volunteers, 210–213, 217–218 fast learners (continued) grades and, 386 spin-off procedure for, 42–43 feedback end of class, 287 peer review with, 226–229, 288–289 quick, 387–388 using rubrics for, 165, 165f for written work, 371–373 Feedback, Finger, 176–177 Feedback, Next-Time, 371–372 Feedback Notes, Positive, 373 Feedback, Quick, 387–388 Finger Feedback, 176–177 focus See concentration, improving Focus-on-Learning Statement, 380–383 friendship See relationships frustration, minimizing homework overload and, 298–299 lowering expectations for, 36–37, 363–365 repeated explanations and, 217 underexplaining and learning pairs, 182–184 by understanding stages of development, 363–365 games for content mastery, 214–216 for homework assignments, 297 Getting-to-Know-You Activities, 78–81 Glasser, William, 230–232 goals, communicating clearly, 165 goal setting for self-management, 163–165, 334, 376–377 Going for the Gold, 324–325 Goodness Log, 357–358 grades See also assessment de-emphasizing, 375–376, 380–383 dual grades, 390–391 extra credit work, 376 focusing on learning vs., 380–383 goal agreements, 376–377 group work and, 102 high-achieving students and, 386 for participation, 377 report cards, 389–390 student preoccupation with, 375–376 super-excellent, 386 upgrade option, 375–376 using rubrics, 384–385 Grades, Dual, 390–391 grading plan, 374–377 Grading Practices, Dignifying, 374–377 graphic organizers, 170–172, 171f, 172f Graphic Organizers and Visual Aids, 170–172 Gratitude Journal, 348–349 Group Challenge, 104–105 Grouping Students for Instruction, 102–103 Group Role Sheet, 105–106 groups See also mastery, small-group techniques choosing members of, 98–99 cliques, 99–100 index 7/1/06 470 10:00 PM Page 470 I n s p i r i n g groups (continued) communication skills of, 243–244 creative and cooperative work from, 104–105, 242–245 games for, 215–216 goofing off in, 101 instructional groupings, 102 member roles and responsibilities, 105–106 saying no in, 101 size of, 98 slow learners in, 102 students who are left out, 100–101 student teachers in, 191–192 types of peer support, 67–68 reading, 191–195, 194f, 200–201 task, 242–246 Group Size, Selecting, 98 Groups, Selecting Members for, 98–102 A Guidebook for Cooperative Learning (Dishon & O’Leary), 242 Guided Discovery, 185–187 Guided Practice and Review, 32–33 Hand-Raising Signal, 131–132 Healthy Response to Misbehavior, 361–362 Help, Asking for, 416–417 High-Achievement Comments, 386 high-achieving students See fast learners High Expectations, 318–319 homework See also written work avoiding overload with, 298–299 choice in, 292–293 for content preview and review, 294–295 creativity and games for, 297 credit for completion, 143–144 grading, 143–144 handling methods, 137–144 incomplete, using penalties for, 143–144 long-term projects, 297–298 overlapping lessons using, 294–295 self-correcting of, 139–140 self-management skills with, 292–293, 295–298 student-teacher meetings about, 140–143 variety in, 293–295 Homework Discussions, Responsible, 295–296 Homework Games, 297 Homework Hearing Time, 140–143 Homework in Layers, Not Lumps, 294–295 Homework Self-Correcting, 139–140 Homework Sharing Pairs, 137–139 Homework Unlike Class Work, 293–294 Honest I Appreciates, 271–272, 274 Honest I Statements, 371, 400–403 Hot Teaching, 12 How-Read Discussion, 303–305 A c t i v e L e a r n i n g n d E d i t i o n I’m with You’s, 272–273, 275 Incorrects with Appreciation, 267 Independent Learning Assignments, 89–91 Inspiring Power, Personal, 46–49 Inspiring Statements, 324 Inspiring Stories, 327 Intelligence Call-up, 62–64 Internet, 245 interpersonal skills communication, 242–245 thinking in ordinary conversations, 263–264 involvement, creating high See also cooperation, maximizing action flow lessons, 30–36 classroom structure for, 38–46 student agreements for, 376–377 by student self-evaluation, 319–321, 320f I Say Review, 149–150 I Start, You Finish, 195 Jigsaw, 200–201 Kaufman, Bel, 128 Kindness, Promoting, 339–340, 340f kinesthetic learners, 187–188 Know and Want to Know, 158–160 Language to Advance Thinking, 263–264 Layers, Not Lumps, Homework in, 294–295 Layers, Not Lumps, Teaching in, 36–37 leadership, opportunities for class leaders, 77–78 in reading groups, 193–195, 194f student teachers, 191–192 learners See students learning discovery method, 44–46, 180–188 maximizing academic board notes, 172–173 boredom, avoiding, 37–38, 139, 145–154, 169–170, 182–184, 217 choral work for, 148–151 concept charts, 173–174 distributed practice for, 41 by engaging multiple senses, 187–188 overhead projectors for, 172–173 peer instruction for, 137–139, 149–150, 230–232 using challenge, 66–68 using real-life issues, 312–317 memorization, 88–89, 148–149 real and lasting big idea lessons, 311–312 concepts and generalizations level, 309, 311–312 dramatic reading for, 200 at personal values level, 309, 312–317 learning (continued) at practical applications level, 309 by talking aloud, 306 routines that maximize, 38–46 self-directed, 39–42, 86–93, 249–254, 386–387 spin-off procedure, 42–43 Learning Centers, 87–88 Learning Challenges, 66–68 Learning Log, 286–287 Learning Log Exchange, 288–289 Learning Map, 225–226, 227f Learning Pairs, 33, 96 Learning Pairs, Underexplain and, 34, 182–184 learning readiness, 69 Learning Sheets, 197–200, 198f learning skills, developing, 303–308, 307f Learning Skills, Teaching Specific, 308 Learning Target, Clear, 163–164 Learning Tips, Charts of, 307, 307f Lecture, Attentive, 31, 34, 166–168 Lectures, Checklist for Effective, 178–179 lectures, techniques of effective ask questions, 167 checklist for, 178–179 graphic organizers, 171–172, 171f, 172f handouts, 168 involve with activities, 168 micro-lectures, 166–167 overview statements, 168 pause strategy, 167, 176–177 questions answered by raised fingers, 176–177 quick review, 167 visual aids for, 170–171 write-share element, 167 Lecture Summary, 35 Lesson Agreement, 134–135 Let Them Be, 69 Like/Might Review, 285–286 Lingering Board Notes, 172–173 listening, improving directed reading for, 195–196 directions, giving, 74–75, 110–111 explanations, repeating, 139, 169–170, 182–184, 217 purposeful, 168–169 by reading aloud, 138 loneliness, assuaging, 94–98 low-ability students See slow learners Make a Prediction, 160–161 Managing Long-Term Projects, 297–298 mastery See also entries beginning with content discovery learning methods, 185–187 individual format categorization, 258–259, 261 independent learning projects, 249–254 index 7/1/06 10:00 PM Page 471 I n d e x mastery (continued) Internet used for, 245 mini-tasks, 223–225, 224f note-taking strategies, 225–226 overlapping lessons for, 36–37 project work for, 249–255 small-group techniques brainstorming, 262–263 cooperative learning, 242–245 debate, 240–242 grouping students for instruction, 221–223 peer instruction, 230–232 peer review with feedback, 226–229 role-play, 230–232 solving complex problems, 247–248 task groups, 242–246 stimulating higher-level thinking for, 256–264 whole-class techniques assessing understanding, 211–212 brainstorming, 213–214 discussion, 206–209 games, 214–216 models and manipulatives, 218–219 questioning strategies, 205–206, 209–210 student speakers, 210–213 Mastery Learning Game, 214–215 mature behavior, advancing self-acceptance practices, 349–354, 350f self-recognition of goodness, 357–358 self-recognition of personal choice, 355–357 showing gratitude, 348–349 teachers as models for, 413–414 using challenge, 346–348, 347f using real-life issues, 312–317 memorization, 88–89, 148–149 Mental Pictures, 287–288 Mindset Switch, 414–416 Mini-celebration, 290–291 Mini-task, 223–225, 224f Misbehavior, Healthy Response to, 361–362 misbehavior, routine See also discipline strategies; misbehavior, serious and chronic apology statements, 413–414 asking other teachers for help with, 416–417 body language for preventing, 111, 114, 115, 126 conciliation statements, 403 conflict-resolution skills in, 403–405, 407 involving students in solving, 120–123 maintaining balance when dealing with, 361–362, 398–400, 412, 414–416 misbehavior, routine (continued) motivating self-control in disruptive students, 109–112, 121–122 not responding to, 411 positive approaches to, 414–416 redirecting the behavior, 410–411 rewards and punishments with, 122, 125–127 misbehavior, serious and chronic See also discipline strategies; misbehavior, routine bullying, 431–433 dangerous situations, 427–431, 434–435 distraction technique with, 428–431 emergency systems for, 434–435 motivations for, 437–438 physical movement for alleviating, 435–437 safety issues, 427–431 Misbehavior, Silent Response to, 411–413 Models and Manipulatives, 218–219 Montessori, Maria, 92 Motivational Question, 158 Music, Background, 92–93 New or Goods, 133–134 Next-Time Feedback, 371–372 Next-Time Message, 400 Nod of Recognition, 212–213 Note-Taking Options, 305–306 note-taking skills, 174–175, 225–226, 305–306 Note-Taking Template, 174–175 O’Leary, Pat Wilson, 242 Once Principle, 74–75 One-Minute Warning, 132 One Say, All Say, 150–151 Option Display, 247–248 Oral Learning Statements, Detailed, 306 Outcome Sentences, 31, 35, 284–285 overactive students See restlessness, reducing and preventing overhead projectors, 172–173 pace, instructional for maintaining involvement, 37–38, 39f, 145–154 methods of maintaining, 219 when to slow down, 38, 217–218 Pace, Quick, 37–38 Paired Reading, 189–190 pairs See also groups debate, 240–242 games for, 215–216 to increase understanding, 182–184 partners, choosing, 96–97, 183 reading aloud, 189–190 reasons for working in, 94–95 role play in, 232 rotating partners, 96–97 types of homework sharing, 137–139 learning, 33, 34, 96, 182–184 471 pairs (continued) practice, 97–98 rotating, 96–97 sharing, 30–31, 32, 35, 94–95 Paper Exchange, 226–228 Parent Aides, 124 Parent Notification, 425–426 parents with grade complaints, 375 involving, 390, 392–393 reaching out to, 85, 392–393 resolving discipline problems with, 425–426 welcoming, 124, 390 Parent Schedule, Positive, 345 parent-teacher meetings, 390 Parking Lot, 219 participation, maximizing acknowledging effort for, 69–70 anxiety reduction for, 56–60, 65 classroom climate supporting, 50–56 developing risk willingness, 61–62 encouragement for, 62–64, 66 in groups, 105–106 in pairs, 94–98 by recognizing readiness, 69 using challenge, 66–68 using choice, 210–211 Partner Restatement, 178 Pass the Q&A, 152–153 pause strategy, 167, 176–177 peace of mind, maintaining, 360–361 peer instruction See also groups; pairs Ask a Friend, 34, 74 class tutors, 236–240 maximizing learning with, 138–139, 149–150, 230–232 reciprocal teaching, 191–192 review with feedback, 226–229, 288–289 for slow learners, 43, 102 underexplaining technique, 182–184 using role-play, 230–232 Peer Mediators, 407 peer relationships See relationships peer support groups, 67–68, 103–104 Personal Inspiring Power, 46–49 Personalized Challenges, 347–348 Personalizing Learning, 317 Personal Model, 326–327 Person-to-Person Dialogue, 418–420 physical activity, classroom opportunities for, 79–80, 116–120, 135–136, 219–220 Physical Movement, 219–220 Pilon, Grace, 55, 59, 61, 62, 74, 75, 91–92, 117, 140–143, 153, 257, 259, 269, 372, 392–393, 429 Plain Corrects, 265–266 Plain Incorrects, 266–267 Plan, Do, Review, 233–235 Portfolios, 378–379 Positive Feedback Notes, 373 Positive Parent Schedule, 345 index 7/1/06 472 10:00 PM Page 472 I n s p i r i n g Practice Pairs, 97–98 Praise and Rewards for All, 267–269 Prediction, Make a, 160–161 Pre-final Exam, 384 Presentation for Task, 168–169 presentations learning from, 205–206 motivating interest in, 161–162 Prize Sprinkle, 343–344 problem solving, 122–123, 247–248, 261–262 Problem Solving, Whole-Class, 122–123 Procedures That Energize, 116–117 Productive Discussion, 30, 31, 34, 35, 206–209 Progress Proclamation, 291 Projects, Managing Long-Term, 297–298 Project Work, 249–254 Promoting Kindness, 339–340, 340f puzzling in discovery learning, 180–181 Question, All Write, 30, 31, 209–210 Question Exchange, 228–229 questioning strategies capturing attention with, 132–134 for content review, 228–230, 232 for mastery, 205–206, 209–210 stimulating thinking using, 205–206, 209–210, 228–231, 257–260 questions See also response/responding for alleviating anxiety, 34, 56–60 with deferred answers, 219 Questions, Clarifying, 205–206 Questions, Cushioning, 34, 56–60 Quick Feedback, 387–388 Quick Pace, 37–38 readiness, 69, 136 reading aloud, 189–196, 200 directed, 195–196 dramatic, 200 in groups, 191–195, 194f, 200–201 guided, 197–200 with high engagement, 197–200 motivating interest in, 161–162 in pairs, 189–190 poor readers, helping, 195–196 with purpose, 190–191 skills development, 303–305 timed, 196–197 whole-class involvement, 195 Reading, Dramatic, 200 Reading for Task, 190–191 Reading, Timed, 196–197 Reality-Acceptance Monologue, 360–361 Reciprocal Teaching, 191–192 recognition celebrations for, 290–291 of effort, 69–70, 325–326, 390–391 of non-academic talent, 338–339 of progress, 291 self-recognition of goodness, 357–358 surprise personal notes, 392 A c t i v e L e a r n i n g n d E d i t i o n Recognition for Everyone, 338–339 Redirecting Student Energy, 410–411 relationships activities for promoting positive, 78–81 Ask a Friend, 34, 74 cliques, discouraging, 99–100 developing interdependence, 96 peer support groups, 67–68, 103–104 promoting positive, 339–340, 340f saying no in, 101 students who are left out, 100–101 Relaxation Exercise, 135–136 Report Card Comments, Supportive, 391–392 Report Card Plan, 389–390 report cards, 390–393 See also grades Respecting Our Own Stage, 363–365 response/responding with appreciation, 271–272 with attention, 277–279 with caring, 277–278 cautions regarding, 276 to correct answers, 265–266 with empathy, 272–273 encouragement without dependency, 277–278 to incorrect answers, 266–267, 269–270 to inspire, 273–275 maintaining student dignity, 270–271, 279 no response option, 269–270 praise or rewards, 267–269 saying no, 101, 279 silent, 269–270, 411–413 spontaneous delight, 276–277 to work not done, 369–371 Response to Undone Work, 369–371 Responsibilities, Shared and Personal, 333 Responsible Homework Discussions, 295–296 restlessness, reducing and preventing, 79–80, 116–120, 135–136, 169–170, 219–220 Reteach Review, 153–154 Retest Offer, 383–384 Reverse Report Card, 392–393 review of material See content review Review Test, 33, 145–147 Rewards and Praise for All, 267–269 rewards and punishments, 108–109, 122, 125–127, 267–269, 334–335, 343–344 Rights, Responsibilities, Rewards, 334–335 Risk Language, 61–62 risk taking, encouraging, 50–56, 61–62, 214–216, 342–343 Risk Taking, Sensible, 342–343 role-play, 193–195, 232, 431–433 Role-Play, Teacher, 230–231 Rosenshine, Barak, 36 Rotating Pairs, 96–97 Rowe, Mary Budd, 209 Rubrics, 384–385 rubrics, written, 165, 165f, 235 Safety Drill, 435–437 saying no, 101 Saying No Slowly, 279 Selecting Group Size, 98 Selecting Members for Groups, 98–102 Self-Acceptance Monologue, 359–360 Self-Discipline Lesson, 121–122 self-esteem, building See confidence building Self-Examination, Student, 235 Self-Management Contract, 421–425 Self-Management Goals, 334 self-management skills DESCA scale for rating, 10f, 11f Rights, Responsibilities, Rewards, 334–335 strategies for agreements, 376–377 choice, 210–211, 292–293 constructive responses to undone work, 369–371 in disruptive students, 109–112, 121–122, 405–406 by encouraging common sense, 332–333 giving directions once, 74–75, 110–111 goal setting, 163–165, 334, 376 intelligent self-reliance, 62–64, 184 self-assessment, 233–235, 378–379 self-directed learning, 39–42, 86–93, 249–254, 307–308, 307f, 386–387 self-discipline, 405–406, 421–425 self-selection of group members, 98–99 stimulators, 142–143 using challenge, 329 using homework, 139–143, 233–235, 292–293, 295–298 teacher effectiveness strategies, 332–335 self-reliance, intelligent, 62–64, 184 Self-Selected Learning Reports, 386–387 Sensible Risk Taking, 342–343 Service Projects, 255 Set of Speakers, 211 Setting Procedures and Expectations, 107–109 settling down See restlessness, reducing and preventing Shared Responsibilities, Personal Responsibilities, 333 Sharing Pairs, 30–31, 32, 35, 94–95 shy students encouraging, 210–211 reviewing subject matter, 153–154 Siccone, Frank, 219 Signal for the Big Picture, 175–176 Silent Response to Errors, 269–270 index 7/1/06 10:00 PM Page 473 I n d e x Silent Response to Misbehavior, 411–413 Silverstein, Shel, 80–81 Sketching to Review, 151 slow learners clarifying explanations with, 169–170, 182–184 encouragement statements, 66 ensuring dignity by allowing time to think, 209–210, 217–218 peer instruction, 43, 102 reviewing subject matter for, 153–154 spin-off procedure, 42–43 Solving a Problem, 261–262 Sorting the Items, 258–259 Special Energizing Activities, 118–120 Specific Levels of Excellence, 165 spin-off procedure, 42–43 Spontaneous Delights, 276–277 Star of the Day, 344 Strength-Building Challenges, 346–347, 347f Student Motivations, Diagnosing, 437–438 Student Procedure Mastery, 71–73 Student Question Writing, 229–230 students See also entries beginning with peer abilities inherent in, 6–8 high-achieving See fast learners key methods of inspiring, 3–15 low-achieving See slow learners motivations of, 3–4, 437–438 responding to See response/ responding writing questions for content review, 228–230 student self-assessment of active learning, 11f, 12f of engagement for excellence, 319–321, 320f of learning reports, 386–387 methods for, 235 process, 378–379 by a show of hands, 33 testing strategies for, 387–388 Student Self-Examination, 235 student speakers, 210–213 student-teacher meetings to discipline misbehavior, 418–420 individual homework reviews, 140–143 making time for, 232–233 reducing anxiety in, 141 about report cards, 390 Study Cards, 88–89 subject matter See content review; mastery success providing opportunities for, 377 testing with, 377, 385–386 Summarizing, 35, 260 Support Groups, 103–104 Supportive Report Card Comments, 391–392 Surprise Personal Notes, 392 TABS skills, 17–25, 20f, 25f Task Group, Share Group, 245–246 Task Group with Communication Practice, 242–245 Task Workshop, 91–92 Teacher Role-Play, 230–231 teachers authority skills of, 109–116, 360–362, 397–398 clarifying priorities for balance, 362–363 inspirational, 4–6, 9, 12, 13f, 46–49 maintaining and regaining balance, 23–24, 49, 359–363 as models of communication skills, 400–403 of mature behavior, 413–414 of the thinking process, 33, 185–186, 263–264 saying no, 363 self-acceptance, importance of, 359–361 skills of self-guided, 17–25, 20f, 25f stress levels, monitoring for balance, 49 Teaching in Layers, Not Lumps, 36–37 Teaching Specific Learning Skills, 308 teamwork, encouraging, 214–216, 242–245 Temporary Removal, 433–434 test anxiety, 145–147, 373, 385–386 tests See also assessment with choice, 377 grading, 373 improving outcomes, 377, 385–386 minimizing the number given, 375 pre-final exams, 384 quick feedback from, 387–388 retesting, 383–384 to review and reinforce, 33, 145–147 self-assessment methods, 235, 386–388 self-selected learning reports vs., 386–387 Tests with Choice, 377 Think Aloud, 33, 184–185 thinking cause-and-effect, 259–260 maximizing participation by providing time for, 209, 217–218 modeling the process of, 33, 184–185, 263–264 in ordinary conversation, 264 for problem solving, 261–262 stimulating brainstorming for, 213–214 constructive, 285–286 creative, 262 curiosity for, 158 debate for, 240–242 higher-level skills, 256–264 473 thinking (continued) making predictions for, 160–161 open-minded, 213–214, 240–242, 262–263, 285–286 questioning strategies for, 205–206, 209–210, 228–231, 257–260 Thinking, Language to Advance, 263–264 Think Time, 217–218 Think Time Sheet, 120–121 Thought/Feel Cards, 289–290 three-ring circus technique, 43 Timed Reading, 196–197 Truth Signs, 50–56 Tutor Training, 236–240 Underexplain and Learning Pairs, 34, 182–184 Up the Down Staircase (Kaufman), 128 Using Subject Matter to Learn About Life, 312–317, 315f VAK Attack, 187–188 Validations, 337–338 validations for confidence-building, 337–338, 344–345 Visitor’s Chair, 408–409 visual aids, 170–171 Visual Aids and Graphic Organizers, 170–172 visual learners, 172–174, 187–188, 287–288 Voting Questions, 33, 132–133 Voting Questions to Assess Understanding, 211–212 Waiting Place, 409–410 Wenger, Win, 307 What-I-Like-About-You Reports, 341–342 What Might Explain?, 259–260 “What’s in the Sack?” (Silverstein), 80–81 What’s the Difference?, 257 What’s the Same?, 258 Whip Around, Concluding, 287 Whip Around, Pass Option, 31–32, 35, 210–211 Whole-Class Problem Solving, 122–123 Whole-Self Lesson, 349–354, 350f Workshop Way (Pilon), 62 written materials for new content, 189–201 written work See also homework checking, options for, 372–373 discarding without evaluating, 372–373 feedback for improving, 226–228, 371–373 grading, options for, 372–373 improving, using specific comments, 371–372 inspiring completion of, 369–371, 373 returning, options for, 372–373 undone, 143–144, 369–371 index 7/1/06 10:00 PM Page 474 index 7/1/06 10:00 PM Page 475 475 About the Authors Merrill Harmin currently directs the Inspiring Strategy Institute, which specializes in practical ways of making schooling richer for students, more satisfying for teachers He also teaches for the nonprofit American Meditation Society, which specializes in providing individualized meditation practices to adults Earlier he spent 40 years as a professor of education at Rutgers University and Southern Illinois University He’s written several books and articles, received several research grants, and has several degrees, most notably a PhD in curriculum and instruction from New York University Yet he is still searching because, he claims, “I can’t remember where I left my favorite putter.” He can often be contacted at 44 Midchester Avenue, White Plains, NY 10606 Phone: 914-946-5334 E-mail: mtharmin@optonline.net Melanie Toth began her career as a 4th grade teacher and is currently pursuing her doctorate in educational psychology at the City University of New York She also works at the Inspiring Strategy Institute Her focus is on developing ways to support teachers, particularly those new to the profession In addition, she keeps busy writing, tutoring, doing yoga, and helping Merrill remember all the things he keeps forgetting This is her first book She can be contacted at 23-12 21st Avenue, Astoria, NY 11105 E-mail: mel_toth@yahoo.com For schools wishing assistance with inservice training programs, please contact Merrill He would be happy to provide experienced trainers or recommendations for a self-directed training program For more information about the Inspiring Strategy Institute, see www.inspiringonline.net index 7/1/06 10:00 PM Page 476 Related ASCD Resources: Motivation and Classroom Management At the time of publication, the following ASCD resources were available; for the most up-to-date information about ASCD resources, go to www.ascd.org ASCD stock numbers are noted in parentheses Audio Motivating the Hopeless, Disinterested, and Uninvolved Learner by Richard Curwin and Allen Mendler (CD #505276) Motivation: Improving Negative Student Attitudes Toward School and Learning by Robert Bowman and Susan C Bowman (CD #505302) Student Motivation:What Do We Know? What Do We Need to Do? by Bea McGarvey (Audiotape #204074; CD #504108) Reaching the Reluctant Learner by Jacquelyn Conti, Andrea Malafeew, and Elizabeth Walton (CD #505264) Multimedia Classroom Management Professional Inquiry Kit by Robert Hanson (8 Activity Folders and Videotape #998059) Networks Visit the ASCD Web site (www.ascd.org) and click on About ASCD Go to the section on Networks for information about professional educators who have formed groups around topics such as “Teaching Thinking” and “Character Education.” Look in the Network Directory for current facilitators’ addresses and phone numbers Online Courses Visit the ASCD Web site (www.ascd.org) for the following professional development opportunities: Classroom Management: Building Relationships for Better Learning by Marilyn Gootman (#PD00OC11) Managing Challenging Behavior by Diane L Jackson (#PD05OC46) Print Products Awakening Genius in the Classroom by Thomas Armstrong (#198033) The Classroom of Choice: Giving Students What They Need and Getting What You Want by Jonathan C Erwin (#104020) Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement by Robert J Marzano, Debra J Pickering, and Jane E Pollock (#101010) Connecting with Students by Allen Mendler (#101236) Educational Leadership: Do Students Care About Learning? (Entire Issue #102305) Educational Leadership: Building Classroom Relationships (Entire Issue #103385) The Key Elements of Classroom Management: Managing Time and Space, Student Behavior, and Instructional Strategies by Joyce McLeod, Jan Fisher, and Ginny Hoover (#103008) Motivating Students and Teachers in an Era of Standards by Richard Sagor (#103009) Teaching Tips: 105 Ways to Increase Motivation and Learning by Spence Rogers (#301282) Totally Positive Teaching: A Five-Stage Approach to Energizing Students and Teachers by Joseph Ciaccio (#104016) Winning Strategies for Classroom Management by Carol Cummings (#100052) Video Classroom Management That Works Video Series: Sharing Rules and Procedures, Developing Relationships, and Fostering Student SelfManagement (3 Videotapes and Facilitator’s Guide #404038; DVD and Facilitator’s Guide #604038) Motivation: The Key to Success in Teaching and Learning Video Series: Motivationally Anchored Instruction, Motivationally Anchored Classrooms, and Motivationally Anchored Schools (3 Videotapes and Facilitator’s Guide #403344) A Visit to a Motivated Classroom (Videotape and Viewer’s Guide #403384) For more information, visit us on the World Wide Web (www.ascd.org), send an e-mail message to member@ ascd.org, call the ASCD Service Center (1-800-933ASCD or 703-578-9600, then press 2), send a fax to 703575-5400, or write to Information Services, ASCD, 1703 N Beauregard St., Alexandria, VA 22311-1714 USA index 7/1/06 10:00 PM Page 474 index 7/1/06 10:00 PM Page 474 BookMmbrAd/7.875x9.875 10/6/04 03:11 PM Page If you like this book, you’ll LOVE the membership! 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F ounded in 1943, the Association for Supervision and Curriculum Development (ASCD) is a worldwide, nonpartisan, not-for-profit education association dedicated to the success of each learner ASCD provides many services to educators—kindergarten through grade 12— as well as others in the education community, including administrators, school board members, university professors, and parents ASCD membership is a convenient, low-cost way to stay current on the best new ideas for K–College educators ASCD member benefits include the following: ◆ Educational Leadership magazine—Eight issues of our flagship publication, read by more than a quarter-million educators worldwide ◆ Education Update newsletter—Twelve issues of the newsletter that keeps you up-to-date on news and trends in education, as well as ASCD activities and events ◆ Newly published member books on topics critical to K– College educators, delivered to you throughout the year ◆ Low member prices on resources and meetings, saving you a bundle throughout the year on your professional development resources and activities ◆ Around-the-clock online access to major ASCD publications, including searchable back issues of Educational Leadership and Education Update and a vast archive of other educational resources ◆ Access to ASCD Networks and Affiliates—special groups which offer learning opportunities and networking with colleagues JOIN TODAY! BECOMING AN ASCD MEMBER IS QUICK AND EASY! Check out our membership area on the Internet: www.ascd.org/joinascd or Call (toll-free in the United States and Canada): 800-933-ASCD (2723) or 703-578-9600 ® AS S O C I AT I O N F O R S U P E RV I S I O N A N D C U R R I C U L U M D E V E L O P M E N T 1703 North Beauregard Street Alexandria, VA 22311-1714 USA InspireActiveLearn Cvr 6/30/06 9:32 AM Page Education INSPIRING ACTIVE LEARNING How can we structure class time efficiently? How can we explain and lecture effectively? How can we help students master content? How can we make learning more real and lasting? Association for Supervision and Curriculum Development Alexandria, Virginia USA $34.95 U.S HARMIN With its detailed classroom examples and more than 250 practical strategies, Inspiring Active Learning is a comprehensive reference for solving almost any teaching problem • • Perform routine teaching tasks more easily • Discover a higher level of teaching success and personal satisfaction • Establish a class climate of full participation and cooperation • Prepare engaging lessons that keep students productively involved • Encourage students to work energetically, willingly, and intelligently each day • Inspire all students, even the most challenging, to strive for excellence BROWSE EXCERPTS FROM ASCD BOOKS: http://www.ascd.org/books EXPANDED 2ND EDITION Regardless of our level of experience or the grade or subject we teach, the active-learning approach helps us • In this revised and greatly expanded 2nd edition of Inspiring Active Learning, educators Merrill Harmin and Melanie Toth provide answers to our fundamental teaching questions and show us how to transform our classrooms into communities of active, responsible learners The authors present an array of researchbased, teacher-tested strategies for managing our everyday responsibilities—from beginning a class to grading homework, from instructing large groups to promoting diligent seatwork, from motivating slackers to handling disrupters These strategies focus on mutual respect, not bossiness; collaboration, not isolation; commitment to learning, not fear of failure; and the dignity of all, not praise or rewards for a few ... Cataloging-in-Publication Data Harmin, Merrill Inspiring active learning : a complete handbook for today s teachers / Merrill Harmin with Melanie Toth — Expanded 2nd ed p cm Includes bibliographical... provides an overview of an approach that increases active learning It also offers you an efficient way to test the approach yourself The language we use as we handle our teaching tasks makes a difference... over an extended time period A Is for Awareness Finally, all students are aware beings They have the ability to be alert, wakeful, observant, attentive And they have an innate longing to be aware