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Great teachers have a keen understanding of their professional craft. They know the techniques and behaviors that are most effective, how to replicate them, and why they are good to use in particular contexts.

//This is an ever-growing list of techniques and teacher behaviors. When possible, we've included documents, presentation slides, and videos to help you use them. If you would like a blank form to record those that you want to collect, use the//. A __**video demonstration**__ is available for craft knowledge that are in blue. =**Base Groups**= toc =**Clock Partners**= =**Choral Response**= =**Collective Wisdom-Roundtable**= =**Exit Ticket**= =Find Someone Who= = Flash Card Plus = = Folder Classification Activity = =Homework Alternatives= =Collective Wisdom-Roundtable= =Inside-Outside Circle= =Interaction Sequence (APL)= =Jeopardy= = Linear Arrays = =Morphemic Analysis= =Musical Cards= = Name that Concept Password, Talk a Mile a Minute = =Numbered Heads Together= =Primacy Recency= = Processing Time 10-2 or 5-1 = = Quick Draw = =Run the Tournament= = Spin and Walk Away = =**State Changes, Brain Breaks, or Synapses**= = Think-Ink-Link or Tell-Help-Check = =Yes-No-Why=
 * Craft Knowledge Techniques **
 * Base Group Video Base group strategies get students into groups and ways to regroup. Engaging students through state changes, movement and student interaction.
 * Clock Partners Video --active engagement with flexible grouping. One student sets up appointments with another student by writing each other names on the face of a clock. To begin student interaction the teacher says "meet with your ten o'clock partner and discuss ... " Assign 12 o'clock as homework partner. This person is responsible for getting the homework assignment and any handouts. Teacher can also match students ahead of time by like learning styles or common interest.
 * This word document is a template of the clock graphic and places for students to fill in their names: [[file:esu6craftknowledge/Clock Partners.doc|Clock Partners.doc]].
 * Table Families (small group of 4-8, teacher-selected or random, we don't always get to choose our family)
 * Close Partners (a partner close in proximity, but not at the table group)
 * Elbow Partners (a person sitting near you)
 * Across the Room Partners (a partner from the other side of the room, encourages movement)
 * Partners A & B (a nearby partnership; one person designated as "A", and the other as "B", can have two "B"s)
 * **Choral Response**--a better way to elicit student response when answers are short and the same. Engage multiple parts of the brain to remember better. A person who speaks remembers.
 * Video with Jen
 * Video with Lenny
 * **Collective Wisdom-Roundtable**--Students fold a piece of paper to create quadrants and are prompted to recall previously learned information in each quadrant regarding specific topics/applications. In small groups, students pass their papers clockwise, choose one quadrant to add detail, questions, or comments. Repeat. This is beneficial because students are enhancing their notes and using those notes for review and elaboration. (MRL Academy 2011-12, 9.20.11)
 * **Exit Ticket:** Prompt students to answer a question directly related to the new content. They hand it to you as they exit, which provides you feedback about learning.
 * Find Someone Who Video- -Cooperative learning activity to review knowledge that has already been taught.
 * Sample document for "Find Someone Who" [[file:esu6craftknowledge/Find Someone Who.doc|Find Someone Who.doc]]
 * **Flash Card Plus--**a spreadsheet to help build flashcards and Find Someone Who cards.
 * [[file:whsengage/Flash Card Plus Ideas.doc|Flash Card Plus Ideas.doc]]
 * [[file:whsengage/Flash Card Instruction.xls|Flash Card Instruction.xls]]
 * [[file:whsengage/Flash Cards Template.xls|Flash Cards Template.xls]]
 * **Folder Classification Activity**--Prepare manila folders with previously learned concepts on sticky notes within it. Ask students to classify the concepts according to certain categories and/or ask students to establish their own categories. Be sure to prompt students to provide reasoning behind their classification. (MRL Academy 9.20.11)
 * Homework Alternative Web Site Are your students are getting tired of the same old types of homework assignments? A variety of alternative homework strategies are shared that will engage students and keep them interested in learning. Many of the activities have video demonstrations.
 * **Collective Wisdom-Roundtable**--Students fold a piece of paper to create quadrants and are prompted to recall previously learned information in each quadrant regarding specific topics/applications. In small groups, students pass their papers clockwise, choose one quadrant to add detail, questions, or comments. Repeat. This is beneficial because students are enhancing their notes and using those notes for review and elaboration. (MRL Academy 2011-12, 9.20.11)
 * Inside-Outside Circle Video This activity is a great way to review vocabulary or practice concepts.
 * Steps for Inside-Outside circle. [[file:Inside outside circle steps.docx]]
 * **I** nteraction Sequence Video (APL) (Start video at 5:40) This is a way to provide opportunities to partner and process before answering a question in individual turns.
 * Steps for Interaction Sequence. [[file:Interaction Sequence Steps.docx]]
 * **Jeopardy**--PPT Template: [[file:esu6principals/Jeopardy Game Board.ppt|Jeopardy Game Board.ppt]]
 * **Linear Arrays--**A vocabulary strategy in which students sort related words on a continuum. See @http://teachthemhowtoread.blogspot.com/2011/01/linear-arrays-vocabulary-activity.html or http://esu3vocab.wikispaces.com/Tech+%26+Vocab)
 * **Morphemic Analysis**--When introducing vocabulary and/or new concepts, identify common morphemes (roots, bases, prefixes, suffixes.) Describe the meaning of the morpheme, provide examples, and ask students to identify or generate other examples.
 * Musical Cards Video- -Students walk around and randomly trade cards until the music stops. Get students moving and analyzing information. Also a way to mix up cards for "match game."
 * Name that Concept Video **or Password or Talk a Mile a Minute--**students in groups of 2 or 3 provide hints to get their partner to say the words presented on the screen.
 * PPT Explanation & Examples: [[file:esu6principals/Talk a mile a minute.pptx|Talk a mile a minute.pptx]]
 * PPT for [[file:esu6principals/Name that category.pptx|Name that category.pptx]]
 * **Numbered Heads Together** (Kagan, 1989, 1992) --This cooperative learning strategy helps ensure that all students are thinking, saying, doing. See Archer & Hughes (2011, p. 149), and this video explanation as well as this example in a second grade classroom.
 * Primacy Recency Video --Brain based concept, what you remember most come first and second most what comes last.
 * Processing Time Video --Brain based concept--students' can only remember so much. Use it or you lose it. Opportunities must be provided to help them move concepts to long term memory
 * **Quick Draw**--When introducing vocabulary and/or concepts, ask students to create 30 second sketches that help them understand/remember the word. Then, they must explain the connection between their picture and the concept.
 * Run the Tournament Video --This activity can be used to introduce concepts to students.
 * **Spin & Walk Away**--When a student says "I don't know, but really means, "I don't care" kindly remind him that the answer is important, prompt the student to answer the question in a specified amount of time, offer sincere support at an appropriate time, **spin and walk away.**
 * State Changes, Brain Breaks, or Synapses Video- -Brain based concepts. "As the brain gets nummer you get <span class="GINGER_SOFTWARE_mark">dummer ." "Your brain can only endure what <span class="GINGER_SOFTWARE_mark">your but can endure.
 * Ideas for state changes [[file:esu6craftknowledge/Resources Brain + State Changes.doc|Resources Brain + State Changes.doc]], [[file:whsengage/Change of States.ppt|Change of States.ppt]] (includes information about <span class="GINGER_SOFTWARE_mark">strategies including Lineups, Rally Partners, Inside -Outside Circle, Choral Response, I Have<span class="GINGER_SOFTWARE_mark">... Who Has, Give One Take One, Vocabulary Clock Partners, Think Pair Share, Write Pair Share, Running the Tournament, Musical Cards, Ball Toss Review)
 * More brain resources at http://lenny-brainbased.wikispaces.com/
 * **T** hink-Ink-Link and Tell-Help-Check Video: These strategies combined make up a simple, yet powerful way to review previously learned content:
 * **Yes - No - Why<span class="GINGER_SOFTWARE_mark">? -**-This is a structure for prompting students to consider a question or statement, develop an idea, and justify it. It can be a powerful exercise in critical thinking because students must consider different perspectives, apply what they know, and defend an answer. The strategy is especially effective for previewing new content and practicing and deepening previously taught content. Download this document to see one in-depth application: [[file:esu6craftknowledge/Yes-No-Why.docx|Yes-No-Why]]<span class="GINGER_SOFTWARE_mark">[[file:esu6craftknowledge/Yes-No-Why.docx|.docx]].

=NAML Resources=
 * Name that Concept or Password or Talk a Mile a Minute--**students in groups of 2 or 3 provide hints to get their partner to say the words presented on the screen. []
 * PPT Explanation & Examples: [[file:esu6principals/Talk a mile a minute.pptx|Talk a mile a minute.pptx]]
 * PPT for [[file:esu6principals/Name that category.pptx|Name that category.pptx]]

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