Teach · CoacH · Mentor
At A Glance
Design short 15-25 minute mini-lessons instead of long lessons.
- A learning sprint is typically collaborative, short, and fast paced.
- Pacing needs to be managed with learner comfort levels.
Organize information into small steps so complex information is easily digested.
- Chunking is a concept that applies to every aspect of teaching.
- Considering chunking the following:
- Content Activities
Combine written or oral material with illustrations.
Engage visual, verbal, and kinesthetic cues simultaneously in the moment of processing to help learners process, comprehend and encode information.
- The key to effective cues is using the cues together. The integration of the cues increases memory encoding and recall.
- Multi-sensory cues are great for facilitating flash reviews.
Flash Review Stop every 15-20 minutes and conduct a fast-paced REVIEW for the information taught in the PREVIOUS 15-20 minutes of instruction.
- Flash Reviews are a great tool to reorient learners to the topic, the learning goal, or what they should focus on.
- Use multi-sensory cues as an organizational tool to conduct fast-paced reviews.
- Hang cues on the wall. Similar to a vocabulary wall, the image wall is a great organization and review tool.
Periodically stop and change the mental, emotional, or physical energy (attention) in the room.
- Physical state changes like standing, stretching, and changing seats are the most under-utilized state changes.
- Always share the WHY with learners to create buy-in.
- Mental state changes include pair-shares, probing questions, discovery, and drawing.
- The easiest and fastest emotional state change is music.
Continually shift learners into different social groups to reflect, rehearse, and articulate information collaboratively.
- Moving learners in and out of social groups manages social dynamics and coaches learners in active participation.
- Moving students frequently in a classroom space requires strong behavioral management skills. To save time and create strong routines, use visual or auditory cues to signal learner movement.
Frequently stop during a lesson and ask learners to explain the information from the lesson segment in their own words.
- Strategies that induce self-explanation: Think-Pair-Share Minute Papers
- Group Grid for classifying
- Draw a diagram or illustration
- Explained worked examples
How about some resources!
Download the following resources to use in your classroom and to help you remember the information that you learned.