LEARNING TEAM 2

Querida Dolphin, Sonia Cadogan, Sabrina Samuel, Kellyann Campo

Gabriela Velasquez-George

HUMORBeyond the fun factor, humor can be an effective way to engage students and activate learning. When teachers share a laugh or a smile with students, they help students feel more comfortable and open to learning. Using humor brings enthusiasm, positive feelings, and optimism to the classroom. “Humor must be used in the classroom,” says Pamela Matway, a sixth-grade social studies teacher at Sedgwick Middle School, in West Hartford, Connecticut. “Joke, laugh, dance, sing, shout. I do it all; I think every teacher should. It helps kids stay focused on the lesson, and sometimes it even helps them remember ideas and motivates them. So stand up on that desk and tap dance while you give instructions, talk in an English accent, or sing the answers to a homework assignment.”Teachers can use humor to bring content to life— through games, parody, or comical voices (or wigs or hats). Students respond to their teacher’s playfulness and appreciate the effort he or she puts into making a lesson fun.

WHY IS THE STRATEGY IMPOTANT

We, as teachers, can make a difference in our students' lives, especially building their self esteem and self confidence during the whole school year. Adding humor in the classroom, is a nice change and relieves any stress.The humor strategy is important in the classroom. Humor is a powerful force. It can encourage an atmosphere of openness, develop students’ divergent thinking, improve their retention of the presented materials, and garner respect for the teacher. But like most things in life, it needs to be used in moderation. Too much humor can result in a loss of respect and inappropriate jokes or jokes at the students’ expense can create a hostile classroom environment. It is important to keep this in mind when teaching. Laughter isn’t just the best medicine; it’s a valuable teaching tool as well.

Humor builds a learning relationship through the joyful confluence of head and heart." He points to a growing literature on how humor reduces stress and tension in the classroom, improves retention of information, and promotes creative understanding.

"But most of all, it brings a sense of pleasure and appreciation and creates a common, positive emotional experience that the students share with each other and the teacher.

WHICH THEORY SUPPORTS THIS STRATEGY?One theoretical explanation for humor – learning relationship is based on thye attention-gaining and holding of humor (Ziv,1979) . the theory holds that, similar to teacher immediacy 9Kelly & Gorham,1988), humor is arousing, which is related to memory, which in turn is related to learning outcomes. The attention – gaining model advanced initially by Ziv (1979) has been the main theory used to explain the humor – learning relationship in the classroom ( Wazner & Frymier, 1999, Ziegler ,1998).

HUMOR CONT’D Ways in which this strategy can be used:

a. Self-directed humor – It is best not to use students as the subject of humor. Instead, teachers should use themselves. For example, in discussing a previous decade, a teacher might bring in photos of herself with big hair. b. Funny headlines or quotes – Students or teachers can bring in funny headlines or quotes connected to the content. For example, a science teacher could borrow a headline from the Tonight Show, such as: “Total Lunar Eclipse Will Be Broadcast on Norwoods Public Radio.” c. Movie clips and media entertainment – While it might be too time consuming to show an entire movie, a movie clip to illustrate a point in class can energize students. d. Class symbols – Another way to incorporate humor is to create a class symbol – such as a fictitious character – to serve as the object of humor. This prevents the teacher or the students from being the subject of jokes.

MANIPULATIVES,EXPERIMENTS, LABS AND MODELS

What it is: Definition This strategy refers to the use of real life objects, practical hands-on experience

and models to assist in teaching abstract concepts.

Why use the strategy: Theological Framework Teachers should provide students with manipulatives and have students engaged

in hold and molding clay or other objects. (Jensen, 2008) Students understanding of mathematical ideas is broadened when concrete

representations are used. (Coggins, Kravin, Coates & Carrol, 2007) Manipulatives are valuable resources for assisting even high school students in

accelerating their mathematics ability. (Curtain-Phillips, 2008) Manipulatives provide a strong foundation for students mastering concepts in

measurement, decimals, percentages, probability, statistics and number relations. (Access Center, 2004)

Students in the early grades should be allowed to use manipulatives for as long as the students feel they are needed. (Checkley, 1999)

Lesson Plans

Class: Standard 1

Subject: Mathematics

Topic: 3D Shapes

Objectives: After being placed given models of different 3D shapes to observe, students should be able to:

-Identify the different types of 3D shapes by stating the names of the shapes.

-Describe the characteristics of each 3D shape.

-Identify real life objects that are identical to the 3D shapes.

Materials: Chart showing the different 3D shapes, models of 3D shapes, toilet paper, medicine box, bop spray, cup, bottle of cheese, balls.

Activities: Place students in groups and give each group a 3D shape model to observe and discuss among themselves. Each group will be given a chance to observe each 3D shape model. The teacher will engage the students in a discussion about the 3D shapes, outlining the characteristics of each shape, such as number of sides, edges and faces. The teacher will give each group different real life objects and the groups will discuss among themselves which 3D shapes the real objects resemble. Each group will present what they discussed and use a chart about 3D shapes to judge the presentation.

METAPHORS, ANALOGIES AND SIMILIES

This strategy focuses on helping students understand new and complicated concepts by comparing it to those they already know.

It is an important strategy as it takes into consideration how the brain works, “Metaphors uses something familiar to explain something unfamiliar” (Jones, 2008)

METAPHORS, ANALOGIES AND SIMILIES CONT’D

Ways in which this strategy can be used:

Example 1 - Class – Std 1 Subject - mathematics Topic – Multiplication Tell students that multiplication is repeated addition, so

instead of adding 5, 4 times, we multiply 5 by 4 Example 2 Class – Std 1

Subject – Composition Topic- Essay writing Tell students that a good story is just like a sandwich, it has a

foundation (the bun on the bottom), the extra trimmings(lettuce, cheese, onions etc) and the end (which is d bun on top)

Example 3 - Class –Std 5 Subject – Music Topic – Notes Tell students that the notes make up a whole just as fractions

make up a whole, for instance, a quarter note would take up only 1 beat as it represents only ¼ of the entire/ whole note

MNEMONIC DEVICES

Mastropieri and Scruggs (1998) define mnemonics as a systematic procedure for enhancing memory.

Mnemonics are exciting memory strategies that reinvent boring information so that it can be easily remembered.

Mnemonics are important because:• They serve as a tool to improve memory and

promotes retention• It adds interest to studying and makes it easier on

both the teacher and student.• It pushes learners to be active and enjoy learning.

Mnemonics can be used to teach almost every topic. For example, if a teacher wants to reinforce appropriate classroom behaviour during a teaching session, he/she can use this mnemonic: SLANTS= Sit upL= Lean forwardA= Ask QuestionsN= Nod your headT= Track the teacher

Information Video Information Video

MOVEMENT

Movement is exploratory and can shift a classroom climate from controlled to more open-ended. This can feel risky at times. With the proper management, however, movement can stimulate greater creativity, communication, and ease in learning.

WHY IS MOVING IMPORTANT IN THE CLASSROOM

1. Our bodies are designed to move.

2. Some people think best when they are moving.

3. To engage diverse types of learners fully – kinesthetic learners or

sleepy ones! 4. To deepen understanding.

5. To experience a subject from a new perspective, using kinesthetic

intelligence. 6. To develop creativity.

7. To foster community.

8. To rest, recuperate and refocus.

9. To invigorate the body – exercise for health.

10. To have fun!

Learning can be both fun and physical. Group Games and Structured Movement Activities promote both fun and learning for the student as well as promote a positive environment for the classroom. Group games are a great way for an educator to bring movement into the classroom without having prior experience in movement or dance. As an educator, your choices in movement activities can match your comfort level regarding movement skill and management of your classroom (meaning some games are more controlled and quiet while others stir excitement as well as bigger and faster movements). As your own skill set strengthens in this area, as an educator you can have fun in how you use movement and tie learning and moving together.Benefits of Fun and Laughter: • Boosts immune system • Exercises muscles • Releases tension • Stimulates creativityGroup Games can be categorized into some of the following (note these are just a few examples and there is also crossover between the categories): • Circle games • Rhythm games • Chasing games • Sensing games • Mental games • Strength games • Games to break awkward silences