More notes from Carol Gaab

I found my original notes from Carol's session Monday. I thought I would post them, because there are some really good things here...

Make sure that you display vocabulary through meanings or pictures. Pictures, props, gestures are more effective because we are visual creatures.

This is what Carol suggests saying when administrators ask "How do you differentiate": I tier my lesson based on cognitive ability…in other words, I have my core words for the day that EVERY student should internalize and then we have enrichment words (spontaneous) for the top half of the class.

Have some interesting dialogue in every story. Dialogue of the day (Do you want to go? Sure, I want to go!) Great time to use “advanced” dialogue that it high-frequency. Phrase of the week. I will have a lot more about how to embed dialogue into a story from a session on Tuesday.

Put question posters near appropriate items ("where" by map, "what time is it" by clock…) I really like this idea because it eliminates me looking around to point at the appropriate question word...

Partner work is not necessarily for production, it’s for teacher breaks, brain breaks, or a chance for them to think on their own. I do not do nearly enough of this because I'm always afraid that they will use the time to talk to their friend. I think if I give them a set amount of time and time it, they will be more likely to do what I want them to do. Also, it gives me a chance to hear them produce in a non-threatening way.

Use props sparingly and strategically…choose several for the week and then put them away. Emotional engagement increases because the props are always new! Favorite props (cereal boxes, hats, abnormal body parts, glasses, blow-up props, fake foods, empty containers, famous faces) Print off face on card stock and get popsicle sticks. I love the idea of famous faces. I can imagine how my kids would love to see a head of Snooki with her HUGE hair!

One individual question for every 4 group questions….say their name, pause, and then ask the question…offer a choice if they are stuck. This goes against the "old way" for teachers. Usually we are trying to "catch" our students to encourage them to pay attention. But that increases the affective filter. If we say their name, pause, and then ask the question, there is little chance they won't be able to answer. ESPECIALLY if we ask the question very slowly and point.