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With Rivkah Dahan
March 2, 2011
Non-Frontal Review Techniques for the
Classroom
© 2011 Hidden Sparks
Our Guest:
Mrs. Rivkah Dahan is the newly appointed Director of Education for Hidden Sparks. A former mainstream and special education teacher, She holds a Master’s Degree in Special Education from City University of New York, is a certified advanced trainer for the Nurtured Heart approach, and has served as a mentor for The Jewish New Teacher Project. She was the founding director of Torah Umesorah’s Brooklyn Educational Resource Center serving teachers and principals nation-wide, as well as Director at the Teacher Center of the Jewish Education Center of Cleveland. She is the co-author of Creating a Learning Environment: The Ultimate Jewish Teacher’s Handbook and is a nationally recognized presenter.
© 2011 Hidden Sparks
Session Goals:
• Review the role of memory in learning
• Understand how games can help teachers reinforce lessons and help students with long term memory storage and retrieval of information
• Develop a tool chest of review games and techniques to enable students to enjoy learning
© 2011 Hidden Sparks
Overview of the Session
• Components of memory and their role in reviewing classroom material
• The benefits of using review activities• Solutions to some common challenges of using
review activities in the classroom• Practical Goals for Activities• Simple non-frontal review techniques &
strategies to help students improve their memory skills.
© 2011 Hidden Sparks
What is Memory?
“STORAGE”
“RETRIEVAL”
LONGTERM MEMORY STORAGE
Storing information for recall at a later time
• Filing information: store it, name it, & be able to get it out when needed.
LONGTERM MEMORY RETRIEVAL
Retrieving facts, skills, and experiences after an extended delay
• Recalling chunks of knowledge on demand
• Recognizing information that you’ve encountered before
© 2011 Hidden Sparks
Long Term Memory Consolidation…
…Storing information for recall at a later time
A student who struggles with long term memory storage might……Struggle to remember daily routines in school …Have difficulty remembering the sounds and names
of letters…Have difficulty learning new terminology, facts, and procedures i.e. Steps in long division…Have particular trouble with cumulative subjects…Struggle to recall information even when given recognition cues (like multiple choice options)
© 2011 Hidden Sparks
Long Term Memory Access…
…Recalling information after an extended delay, including facts, skills, and experiences
…Recognizing material, such as multiple choice option or remembering a face
A student who struggles with long term memory retrieval might……Have difficulty retrieving one half of a pair when given the other half (such as definitions with terms and names with faces)…Be slow to recall facts…Use incorrect procedure for a problem or situation
© 2011 Hidden Sparks
Why Use Games to Review?
How review games benefit you and your students:Games…
foster cooperation among students
individualize the learning process
develop and reinforce learning skills in an interesting manner
are intrinsically motivating get students to actively participate in the learning process free teachers to work with small groups or with individual students who require special help and encouragement
individual games enable students to work at their own pace allow for movement and activity
© 2011 Hidden Sparks
Long Term Memory Strategies
• Use physical movement, activities, role-play and hands-on learning to add a sensory element to cognitive activity.
• Review previous lessons/relevant material to trigger information in students’ long term memory.
• Conduct oral and written reviews daily and weekly, to build & associate learned concepts.
• Play review games that help memory – i.e. Concentration (using numbers, words, symbols),
• Play word games i.e. “Scrabble,” “Password,” and Jeopardy” to increase speed of retrieval.
• Create organizational activities for vocabulary words (organized by prefixes and suffixes), chemical equations (organized by type of reaction), math problems (organized by problem solving method), etc. at varying levels of difficulty.
© 2011 Hidden Sparks
Long Term Memory Strategies
• Have students:• Create flashcards, study guides, & test questions.
• SAFMEDS – Say All Fast Minute Every Day Shuffled
• Work in teams, drilling each other on facts using review activities.
• Write and submit questions they think will be on the test and use them as the basis for a review game.
• Self-test information by using self-checking review activities.
• Point out the importance of organizational structures for learning/understanding and studying/remembering.
• Organize words and concepts in categories in a game format.
© 2011 Hidden Sparks
What are Some Challenges of Using Classroom Review Games?
• “I don’t have time”• “I’m not creative”• “What about the student that can’t follow
directions?• What about students who don’t remember the
information?”• “I’m concerned about students becoming unruly”• “I have 35 students – how can I play games?”
© 2011 Hidden Sparks
Overcoming Stumbling Blocks
If you're concerned
about...
…games taking too much time away from learning
Then Think About...
…creating games with measurable goals that meet your learning objective.
…playing games with large classes and students getting unruly when they have to wait their turn for too long
…playing games in pairs or small groups.
…not knowing how to use games to assess student learning.
…making games self-checking. Have students record their answers.
…students getting frustrated with the rules or games requiring too much teacher intervention.
…test-driving the game before giving to students. Providing clear oral & written instructions. Making sure games are age appropriate – challenging but not too complex.
…games creating unhealthy competition among students.
…making game rules fair & allowing ample opportunities for all students to succeed.
…games being heavy to schlep and too large to store.
…creating games out of paper or store games in a movable bin that can be stored outside the classroom.
…not being creative enough. …listening to the rest of this webinar!
© 2011 Hidden Sparks
Types of Games
Card Games Board GamesRunning/Moving
GamesOther
Uno Candy land Hopscotch Connect the Dots
Headbandz Chutes and Ladders Fruit Basket
Go Fish Sorry Twister
Memory/Concentration Trouble Relay Races
War Trivial Pursuit Across the Sea
Old Maid Checkers Baseball
Skip Bo Payday Basketball
Bingo Charades
Connect Four Duck-Duck-Goose
Tic-Tac-Toe Bean Bag Toss
Bananagrams Bowling
© 2011 Hidden Sparks
Matching
Skills
skill \’skil\ :proficiency, facility, or dexterity that is acquired or developed through training or experience
Sorting/Classifying/Grouping
Automaticity w/Sequencing
שמש
Comparing/ Contrasting
IdentifyingRecalling
Facts
© 2011 Hidden Sparks
General Studies Activity Ideas - Samples
Identifying Matching SortingGrouping
Classifying
Sequencing Recalling Facts ComparingContrasting
Locate parts of the body on a
picture
Match the word to the picture that has the initial sound
Sort objects by color/shape
Sequence the stages of tree
growth
Count from 1-10, sing the
ABC's
B's and D's & other commonly confused letters
Identify parts of a cell
Match the word to its definition.
Classify animals by habitat
Sequence the lifecycle of a
butterfly
List the 7 continents
Compare and contrast the
properties of a rectangle and a
square.
Identify the problems and solutions in a
current or historical event.
Match part of cell to its function
Sort food pictures by proteins &
carbohydrates
Sequence the US Presidents
List the character traits of one of the personalities
studied
Compare life in Jamestown during the
1600’s to life in Jamestown during the
1900’s.
© 2011 Hidden Sparks
Judaic Studies Activity Ideas - Samples
Identifying Matching SortingGrouping
Classifying
Sequencing Recalling Facts ComparingContrasting
Identify sound that object begins with
Match the food to its bracha
Sort symbols by yom tov
Sequence the alef-bet letters
List the things plants need to
grow
What's the same and
what's different:Rachtza/Urchatz
Identify in Hebrew what one wears in
different types of weather
Match picture to pasuk/phrase it
represents
Sort pesukim by who said them
Sequence this week's ketiva
words alphabetically
List the Parshiot in order
Hebrew Reading: Same sound/different
sound
Identify which shevet each
bracha in birchot yaakov was given to.
Match the 39 melachot w/av
melacha or toldah
Sort mitzvot by those relevant in Israel and
outside of Israel
Sequence the events in the
megillah/parsha
List the things that are
forbidden to a nazir
Compare and contrast the 10
dibrot in Parashat Yisro
and Va’eschanan.
© 2011 Hidden Sparks
Game Idea #1 – Egg Carton/Muffin Tin Toss
Players: 1-2 players.
Materials needed: Empty egg carton or muffin tin, 1 coin, 2 manipulatives, pen/marker
Setup: Write numbers in the bottom of egg carton. Put two manipulatives in the egg carton.
Gameplay:
• The student closes the lid, shakes the egg carton, opens the
lid and notices where the manipulatives landed.
• The student multiplies the 2 #’s together & solves the problem.
• Students take turns playing for 5 minutes scoring 1 point for each equation solved.
© 2011 Hidden Sparks
Game Idea #2 – Memory/Concentration
Players: 1 to 6 players. Deck: Up to 52-card deck.
Object of Game: To collect the most pairs of cards.
Setup: Shuffle the cards and lay them on the table (or for larger cards lay on floor), face down, in a pattern (e.g. 4 cards x 13 cards).
Gameplay: • Youngest player goes first. Play proceeds clockwise.
• On each turn, a player turns over two cards (one at a time) and keeps them if they match. If player successfully matches a pair, that player gets to take another turn.
• When a player turns over two cards that do not
match, those cards are turned face down again and
it becomes the next player’s turn.
© 2011 Hidden Sparks
Game Idea #3 - Graffiti Review
Players: Individual students or groups of 2-3 students
Materials needed: Chart pack paper & markers
Object of game: Write everything you know about a topic in a limited amount of time.
Setup: Spread out or post chart paper at stations around the room (wall, desks, floor). Each piece of chart paper is given a title/topic.
Gameplay:
• Each group starts at a different piece of chart paper• Students write everything they know about topic at that station.• After 30 second or 1 minute interval – students rotate to next
station• After students have gone through all topics, gather papers• Read results as a class• Correct and complete information on pages
© 2011 Hidden Sparks
Game Idea #4 – First Things First
Players: 2 Deck: 8 cards
Materials needed: 3x5” index cards, answer key
Object of game: Be the first team to discard the 2 cards containing events that are not relevant to the topic and then arrange the remaining cards in chronological order.
To Prepare Cards: Create for each pair of students 1 set of 6 cards containing events that occurred during a particular historical time period and 2 cards that contain random historical events.
Gameplay:
• On the “go” signal, each pair places cards face up on table/floor in front of them. Students remove non-relevant cards & putt remaining cards in chronological order.
• Once all cards are sequenced, students use the answer key to check for accuracy.
© 2011 Hidden Sparks
Game Idea #5 – Simply Kosher
Players: 2-4 players
Object of Game: Sort items by category
Materials needed: 2 shoeboxes (1 labeled “Kosher” the other labeled “Non-Kosher”), 2 bags containing plastic animals or flashcards with photographs of animals
Gameplay: • Students take turns choosing items from their bags
and placing them in the correct shoebox.
© 2011 Hidden Sparks
Game Idea #6 – Duck, Duck, Goose
Players: 4 to 6 players or Whole class.
Materials needed: Lists of categories
Object of Game: Help students review
Setup: Students sit on the floor/chairs in circle facing inward. 1 student in each group is “it”.
Gameplay: • Kids sit in a circle facing each other.
• One person is "it" and walks around the circle tapping people's heads and saying whether they are a "duck" or a "goose".
• The "goose" gets up and chases "it" around the circle.
• The goal is to tap that person before they are able sit down in the "goose's" spot.
• If the goose is not able to do this, they become "it" for the next round and play continues.
• If they do tap the "it" person, the person tagged has to sit in the center of the circle. Then the goose become “it” for the next round. The person in the middle can't leave until another person is tagged and they are replaced.
© 2011 Hidden Sparks
Game Idea #7 – Human Board Game
Players: 2-6 players Deck: 12-24 cards
Materials needed: construction paper/card stock, marker, cube-shaped box covered contact paper. Glue black circles or numbers to box to resemble a large die
Cards: Create the game board using posterboard or construction paper size numbers for the students to stand on. This is the game board.
Prerequisite: Knowledge of multiplication/addition facts.
Object of game: Be the first player to reach the end of the “board”/ Review multiplication/addition facts
Setup: Lay cards face up on floor in front of each team .
Gameplay:• Players line up in front of “board”.
• Players take turns rolling the die, and walking # of spaces on die.
• Players must complete the math equation (either multiply, add, or subtract) created by the number they stand on and the number they rolled on the dice. i.e. 5 (number spun on die) multiplied by 8 (8 is on the square). If player lands on occupied space, player on space moves back 3 spaces.
• Incorrect answers move back one space. (Rules can be added or deleted depending on your class)
• Winner is the first player to reach the end of the game board.
© 2011 Hidden Sparks
Sample Activity Ideas – Judaic StudiesDo this on your own:• Choose a subject. • Think of one activity for
each skill that you can incorporate into a game for your class.
Learning Objective:Students will sort
pictures of objects onto
the day they were
created.
SORTING
Learning Objective:
Students will identifyWhat was created
on Day #6.
IDENTIFYING
Learning Objective:
Students will listwhat G-d created on
each day.
RECALLING FACTS
Learning Objective:
Students will sequence
pictures in the order in
which they were created.
SEQUENCING
Learning Objective:Students will match
a picture of a creation to
the # of the day on which
it was created.
MATCHING
Learning Objective:
Students will comparewhat G-d said after the
first day to what G-d said
after the 3rd day.
COMPARING
Subject:
בריאת
העולם
Creation of
the World
© 2011 Hidden Sparks
Additional Game Resources
• www.Chinuch.org Chinuch.org is a website on which Jewish educators can share curricula, instructional ideas and best practices. The site also has a forum that provides an opportunity for teachers of students with special needs to discuss current issues in the field, get advice from other professionals and network with other teachers andparents in similar situations to theirs.
• Dr. Sivasailam Thiagarajan (Thiagi, for short) is a well known expert in the area of learning games. http://www.thiagi.com/games.html provides 100’s of free games and activities that engage participants & keep them interacting with each other and with the content.
• SAFMEDS Instructions can be found at Indiana Designs Equitable Access for Learning’s website www.idealindiana.com/mods.asp?id=85§ionID=138
© 2011 Hidden Sparks
Think of one game/activity that you can play with your class tomorrow that will
reinforce one skill.
Some Final Thoughts – Activity Ideas for YOUR Class
© 2011 Hidden Sparks
Upcoming Hidden Sparks Without Walls Sessions
For more information visit: www.hiddensparks.org
Tuesday, May 17, 2011
Assessment and Differentiated Instruction, with Dr. Jane Gertler
© 2011 Hidden Sparks
Contacting Hidden Sparks
Contact Rivkah Dahan:
Contact Hidden Sparks:
www.hiddensparks.org
(212) 767-7707
© 2011 Hidden Sparks
About Hidden Sparks
Hidden Sparks is a non-profit fund whose purpose is to help children with learning differences reach their full potential in school and life. Hidden Sparks develops and supports professional development programs for Jewish day schools to help increase understanding and support for teaching to diverse learners.
Guided by a philosophy that by helping schools meet the needs of children with learning and behavioral differences, ultimately all students will benefit. Hidden Sparks’ programs combine professional development in learning and positive behavioral support, guided classroom observation and one on one coaching. The Hidden Sparks model and program is currently in 21 Jewish Day Schools/Yeshivot in New York and 7 in Boston, through a partnership with Gateways: Access to Jewish Education.
© 2011 Hidden Sparks
Comic Relief - Memory
© 2011 Hidden Sparks
Brainstorming
Get those gaming juices flowing! How many games can you think of in each of these categories?
Card Games Board GamesRunning/Moving
GamesOther
© 2011 Hidden Sparks
Classroom Games Cheat Sheet
Preparation for games is imperative to their success. A teacher should be thoroughly familiar with a game before presenting it to a group. In conducting
games, remember the following key words:
Motivation is the key to success, and the teacher/facilitator is the key to motivation. S/he must always present the games enthusiastically and intelligently.
ORGANIZEthe players before the game begins.
STATEhow the game is played.
ASKif there are any questions.
PLAYwith a minimum of interruptions
STOPthe game when the students
are still having fun.
?
...instructions
© 2011 Hidden Sparks
Sample Activity Ideas Planning Sheet
Learning Objective:Students will sort
SORTING
Learning Objective:
Students will identify
IDENTIFYING
Learning Objective:Students will recall
RECALLING FACTS
Learning Objective:
Students will sequence
SEQUENCING
Learning Objective:Students will match
MATCHING
Learning Objective:
Students will compare
COMPARING
Subject:
Do this on your own:• Choose a subject. • Think of one activity
for each skill that you can incorporate into a game for your class.
© 2011 Hidden Sparks
What is Memory?
Briefly registering new information
• Only lasts for seconds• A very small space to hold
information• You need to decide quickly “save or
delete”
Mentally juggling information while using it in some way
• Actively using the information• Memory for keeping things together in your mind while it
is being used.• Being able to hold different pieces of information and use
them at the same time.• Can be seconds, minutes, or hours• The process of taking information coming in and filing it
in long term is active working memory.
Storing information for recall at a later time
• Filing information: store it, name it, (& be able to get it out when needed).
Retrieving facts, skills, and experiences after an extended delay
• Recalling chunks of knowledge on demand
• Recognizing information that you’ve encountered before
“STORAGE”
“RETRIEVAL”
© 2011 Hidden Sparks
Game Idea #1 – Egg Carton/Muffin Tin Toss
Players: 1-2 players.
Materials needed: Empty egg carton or muffin tin, 1 coin, 2 manipulatives, pen/marker
Setup: Write numbers in the bottom of egg carton. Put two manipulatives in the egg carton.
Gameplay:
• The student closes the lid, shakes the egg carton, opens the lid and notices where the manipulatives landed.
• The student multiplies the 2 #’s together & solves the problem.
• Students take turns playing for 5 minutes scoring 1 point for each equation solved.
Variation: 1. Write vocabulary words in egg carton/muffin tin. Player 1 tosses coin into egg carton/muffin
tin & observes where coin has landed. Conjugate the 2 words listed. Give yourself a point for every correct answer.
2. Play continues with players taking turns tossing coins and conjugating words.
Judaic Studies Variations:Early Childhood: alef bet, Lower Elementary: holiday dates, biblical dates, months of year, identify rashi letters, beurei milimUpper Elementary:
General Studies Variations: Early Childhood: numbers, colors, abc, shapes, symbolsLower Elementary : math facts, contractions, Upper Elementary: history dates, vocabulary words, science terms
© 2011 Hidden Sparks
Game Idea #2 – Memory/Concentration
Judaic Studies Ideas:Early Childhood: pictures/words, alef bet letters Lower Elementary: chumash words/translations, prefix-suffix/definitions, holidays/dates, print/script, yachid/rabim, beginning of tefilla/end of tefilla Upper Elementary: words/definitions, word/shoresh, General Studies Variations: Early Childhood: upper case to lowercase letters, picture to initial consonant, numbers, patterns, shapesLower Elementary: states/capitals, print/script, math facts, questions/answersUpper Elementary: explorer/discovery, historical event/date, body system/organs
Players: 1 to 6 players. Deck: Up to 52-card deck.
Object of Game: To collect the most pairs of cards.
Setup: Shuffle the cards and lay them on the table (or for larger cards lay on floor), face down, in a pattern (e.g. 4 cards x 13 cards).
Gameplay: • Youngest player goes first. Play proceeds clockwise.
• On each turn, a player turns over two cards (one at a time) and keeps them if they match. If player successfully matches a pair, that player gets to take another turn.
• When a player turns over two cards that do not
match, those cards are turned face down again and
it becomes the next player’s turn.
© 2011 Hidden Sparks
Game Idea #3 - Graffiti Review
Players: Individual students or groups of 2-3 students
Materials needed: Chart pack paper & markers
Object of game: Write everything you know about a topic in a limited amount of time.
Setup: Spread out or post chart paper at stations around the room (wall, desks, floor). Each piece of chart paper is given a title/topic.
Gameplay:
• Each group starts at a different piece of chart paper• Students write everything they know about topic at that station.• After 30 second or 1 minute interval – students rotate to next
station• After students have gone through all topics, gather papers• Read results as a class• Correct and complete information on pages
© 2011 Hidden Sparks
Game Idea #4 – First Things First
Judaic Studies Variations:Early Childhood: alef bet, 10 makkot, order of passover seder, Lower Elementary: parshiot in each sefer, parts of tefilla, 12 shevatim, months of the year Upper Elementary: Kings of Yisrael, Kings of Yehuda, 39 melachot, timeline of Jewish History
General Studies Variations: Early Childhood: Abc’s, daily schedule, seasons, days of week, months of year, Human AlphabetLower Elementary: lifecycle of a butterfly, US presidentsUpper Elementary: government chain of command, food chain, states that joined the union
Players: 2 Deck: 8 cards
Materials needed: 3x5” index cards, answer key
Object of game: Be the first team to discard the 2 cards containing events that are not relevant to the topic and then arrange the remaining cards in chronological order.
To Prepare Cards: Create for each pair of students 1 set of 6 cards containing events that occurred during a particular historical time period and 2 cards that contain random historical events.
Gameplay:
• On the “go” signal, each pair places cards face up on table/floor in front of them. Students remove non-relevant cards & putt remaining cards in chronological order.
• Once all cards are sequenced, students use the answer key to check for accuracy.
© 2011 Hidden Sparks
Judaic Studies Variations:Early Childhood: holidays, colors, shapes, letters, seasons, Lower Elementary: fathers/sons, families, Hebrew grammar rules, brachot, ,זכר-נקבה, יעקב-עשו, שבטים-אמהות עבר-הווהUpper Elementary: 10 commandments listed parshat yitro & v’etchanan
General Studies Variations: Early Childhood: colors, shapes, numbers, texture, pictures, seasons, clothing, fruits/vegetables, magnetic/non-magneticLower Elementary : mammals/amphibians, customs/countryUpper Elementary: geographic regions, climate, pros & cons of being in North/South during Civil War, monarchy/democracy
Game Idea #5 – Simply Kosher
Players: 2-4 players
Object of Game: Sort items by category
Materials needed: 2 shoeboxes (1 labeled “Kosher” the other labeled “Non-Kosher”), 2 bags containing plastic animals or flashcards with photographs of animals
Gameplay:
• Students take turns choosing items from their bags and placing them in the correct shoebox.
© 2011 Hidden Sparks
Game Idea #6 – Duck, Duck, Goose
Variations: Rhyming words (cat, bat, mat, CAKE), Yom Tov articles (shofar, machzor, honey, SUKKAH), dikduk words (rotzah, rotzah, rotzah, rotzeh), Initial consonant words (bat, ball, bill, CAT)
Players: 4 to 6 players or Whole class.
Materials needed: Lists of categories
Object of Game: Help students review
Setup: Students sit on the floor/chairs in circle facing inward. 1 student in each group is “it”.
Gameplay: • Kids sit in a circle facing each other.
• One person is "it" and walks around the circle tapping people's heads and saying whether they are a "duck" or a "goose".•
• The "goose" gets up and chases "it" around the circle.
• The goal is to tap that person before they are able sit down in the "goose's"
spot.
• If the goose is not able to do this, they become "it" for the next round and play continues.
• If they do tap the "it" person, the person tagged has to sit in the center of the circle. Then the goose become “it” for the next round. The person in the middle can't leave until another person is tagged and they are replaced.