Projects for Non-Computer Classes

Introductions

Jenny Craig Terri Freeny Melinda Briscoe

Frayer Model

WhatA system for learning new vocabulary

WhenAt the beginning of a new unit when

vocabulary is being introduced

Frayer Model

HowEach student gets 3-5 words from the

listFill in as much as possibleStudents share their results

ModificationsOriginal uses non-examples, my

students add a graphic element

Define

Non Examples Examples

Characteristics

Jigsaw

WhatSystem for having students gather

new material—chapter, current events, cases, etc.

WhenAfter vocabulary introduction, but near

the beginning

Jigsaw

HowDivide the reading into sectionsDivide the class into groupsEach person in the group reads a

different section and writes down the top three main points

Jigsaw

The groups then split up and each section reader meets as a group

This group narrows down the top three points from each member into the top three points for the group

The section group then goes back into its original group

Jigsaw

Each member in the original group then shares the top points

At the end of this project, each member of the class will have heard and written down the top three points from every section

Chapter 1, section 1 Chapter 1, section 2

Chapter 1, section 3 Chapter 1, section 4

Reflection

Ah Ha Moments

Give an example

Sequencing

WhatSystem for ordering important

information When

May be used anytime within the lesson

Sequencing

HowBegin by making a list of your items in

orderMake class copies of your listCut individual copy into strips and

place each set into an envelope labeled what the unit/topic is

SequencingGroup/partner your studentsGive each group:

• Envelope with strips• Glue stick• Paper or poster to glue onto

Have a place prepared for them to hang up their sequences when they are finished

Check their sequences as they are hung upAllow time to review the proper sequence

Carousal Sharing

WhatSystem for getting the students up and

actively discussing with a partner/group their knowledge of a subject

WhenMay be used anytime during the learning

process (beginning to assess prior knowledge or at the end to assess learning from a unit)

Carousal Sharing

HowGather either poster boards, easels, or

bulletin board paperWrite/type out as many questions or

situations dealing with the unit you are covering as you have posters boards

Place the questions on the postersTape the posters throughout the classroom

Carousal Sharing

Partner/group your students (have as many groups as you have posters)

Give each group a pen and some sticky notesPlace one team at each posterThe team will read the situation on the posterThe team will answer the question posed to

them on that posterAllow 2 to 3 minutes per poster, then rotate to

the right

Reflections

Is this helpful? How would you use it? Any ideas? Would you like to share?

Conclusion

jcraig@fortsmithschools.org tfreeny@fortsmithschools.org mbriscoe@fortsmithschools.org