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4
Level
 4
Level

Author
LaVonna Roth, M.S.Ed.
 Publishing Credits
Robin Erickson, Production Director; Lee Aucoin, Creative Director;
Timothy J. Bradley, Illustration Manager; Emily R. Smith, M.A.Ed., Editorial Director;
Jennifer Wilson, Editor; Evelyn Garcia, M.A.Ed., Editor; Amber Goff, Editorial
Assistant; Grace Alba Le, Designer; Corinne Burton, M.A.Ed., Publisher

Image Credits
All images Shutterstock

Standards
© 2004 Mid-continent Research for Education and Learning (McREL)
© 2007 Teachers of English to Speakers of Other Languages, Inc. (TESOL)
© 2007 Board of Regents of the University of Wisconsin System. World-Class Instructional Design and Assessment (WIDA)
© 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers (CCSS)

Shell Education
5301 Oceanus Drive
Huntington Beach, CA 92649-1030
http://www.shelleducation.com
ISBN 978-1-4258-1181-5
© 2014 Shell Educational Publishing, Inc.

The classroom teacher may reproduce copies of the materials in this book for classroom use only. The reproduction of any
part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or
recorded in any form without written permission from the publisher.

2 #51181—Brain-Powered Lessons to Engage All Learners © Shell Education

 Table of Contents
Introduction
A Letter to You. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
About the Author. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
The Power of the Brain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Strategy Overviews. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Correlation to the Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Standards Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Content Area Correlations Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
That’s a Wrap! Lessons
That’s My Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Exploration and Settlement of the States. . . . . . . . . . . . . . . . . . . . . . . . . 35
Equations, Expressions, and Visual Representations . . . . . . . . . . . . . . . 37
WPH Accordion Lessons
Can You Predict? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Key People in State History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
It’s in the Details. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Matchmaker Lessons
Transitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Phases of the Moon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Read Between the Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Just Say It Lessons
Dialogue and Description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Many Ways to Multiply. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Talking About Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

© Shell Education #51181—Brain-Powered Lessons to Engage All Learners 3

 Table of Contents (cont.)

Kinesthetic Word Webs Lessons

Three Branches of Government. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
The Power of a Place. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Energy Abound. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
In the Know Lessons
Our State’s Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Figures and Attributes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Skills of a Scientist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Poetic Elements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Response Cards Lessons
It’s Your Right!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
All About Changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Nonfiction Text Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Reverse, Reverse! Lessons
Equivalent, Equivalent!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Life Cycle of Plants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Text Support. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Appendices
Appendix A: References Cited. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Appendix B: Contents of the Digital Resource CD. . . . . . . . . . . . . . . . . 152

4 #51181—Brain-Powered Lessons to Engage All Learners © Shell Education

Introduction

A Letter to You

Dear Educator,
I want to take a moment to thank you for the inspirati
are! As more mandates fall upon your shoulders and on that you
made, I admire your drive, passion, and willingness to chan ges are
our students first. Every decision we make as educ keep putting
come down to one simple question: ÒIs this decision ator s shou ld
interest of our students?Ó This reflects not our opin in the best
philosophy, or our own agenda, but simply what is goin ion , our
greatest impact on our students in preparing them g to make the
for life and career.
As you continue to be the best you can be I want
moments each day, look in the mirror, and smile.. Com you to take a few
you can give me a bigger smile than that! Go for thee onÑI know
Cat smile with all teeth showing. Why? Because you big Cheshire
sometimes your greatest cheerleader. Now, take that are
and pass it on to colleagues, students, and parents. same smile
catchingÑso let«s share the one that puts smiles on Atti tude is
You will feel better and your day will be better. others« faces!
Now, tear out this page. Tape it to a place where you
every. . . single. . . day. Yep! Tear it out. Tape it to the will see it
mirror, your dashboard, your deskÑwherever you are bathroom
Recite and do the following every single dayÑno jokesure to see it.
:
I am appreciated!
I am amazing!
I am the difference!
From one educator to another, thank you for all
you do!
 ÑLaVonna Roth
P.S. Be sure to connect with me on social media!
I would love to hear from you on these strategies
and lessons.

© Shell Education #51181—Brain-Powered Lessons to Engage All Learners 5

 Introduction

About the Author

LaVonna Roth, M.S.Ed., is an international author, speaker, and
consultant. She has had the privilege of working with teachers on
three continents, sharing her passion for education and how the brain
learns. Her desire to keep the passion of engaging instructional
delivery is evident in her ideas, presentations, workshops, and books.

LaVonna has the unique ability to teach some of the more

challenging concepts in education and make them simple and doable.
Her goal is for teachers to be reenergized, to experience ideas that
are practical and applicable, and have a great impact on student
achievement because of the effect these strategies have on how the brain learns.

As a full-time teacher, LaVonna taught students at the elementary and secondary levels in
all content areas, students in ELL and gifted programs, and those in the regular classroom.
Her educational degrees include a bachelor’s degree in special education—teaching the
hearing impaired—and two master’s degrees, one in the art of teaching and another in
educational leadership. In addition to other professional organizations, LaVonna serves as a
board member for Florida ASCD and is an affiliate member of the Society for Neuroscience.

As an author, she has written a powerful resource notebook, Brain-Powered Lessons to

Engage All Learners, and is a dynamic and engaging presenter.

When LaVonna isn’t traveling and speaking, she relaxes by spending time with her
family in the Tampa, Florida area. She is dedicated to putting students first and supporting
teachers to be the best they can be.

Acknowledgements
My family
My friends
All educators
Teacher Created Materials staff

I believe we accomplish great things when we surround ourselves with great people and take
action. Thank you for all you do!
 —LaVonna Roth

6 #51181—Brain-Powered Lessons to Engage All Learners © Shell Education

Introduction

The Power of the Brain

“What actually changes in the brain are the strengths of the connections of
neurons that are engaged together, moment by moment, in time.”

 —Dr. Michael Merzenich

The brain is a very powerful organ, one we do not completely understand or know
everything about. Yet science reveals more and more to us each day.

As educators, we have a duty to understand how the brain learns so that we can best
teach our students. If we do not have an understanding of some of the powerful tools that
can help facilitate our teaching and allow us to better target the brain and learning, we lose
a lot of time with our students that could be used to serve them better. Plus, the likelihood of
doing as much reteaching will lessen.

This is where Brain-Powered Lessons to Engage All Learners comes in! The eight
strategies included within the lessons are designed around how the brain learns as a
foundation. In addition, they are meant to be used as a formative assessment, include
higher-order thinking, increase the level of engagement in learning, and support
differentiation. For detailed information on each strategy, see pages 12–19.

What Makes the Brain Learn Best

As you explore the strategies in this book, keep the following key ideas in mind.

The content being taught and learned must:

Ÿ be engaging

Ÿ be relevant

Ÿ make sense

Ÿ make meaning

Ÿ involve movement

Ÿ support memory retention

© Shell Education #51181—Brain-Powered Lessons to Engage All Learners 7

 Introduction

The Power of the Brain (cont.)

Be Engaging
In order for students to pay
attention, we must engage the brain.
This is the overarching theme to “Even simple brain
the rest of the elements. Too often,
exercises such
students are learning complacently.
Just because students are staring at as presenting
the teacher, with pencil in hand and oneself with
taking notes, does not mean they challenging intellectual
are engaged. For example, we know
that they are engaged when they
environments,
answer questions or are interacting interacting in social
with the information independently situations, or getting
with a teacher or another student.
We don’t always know when they
involved in physical
are engaged just by looking at them. activities will boost
Sometimes, it’s a simple question the general growth of
or observation of what they are connections”
doing that helps identify this. Body
language can tell us a lot, but do
not rely on this as the only point of
observation. Many teachers may have not gone into teaching to “entertain,” but entertaining
is one component of being engaging. As neuroscience research has revealed, it was
noted as early as 1762 that the brain does change (neuroplasticity) based on experiences
(Doidge 2007). It rewires itself based upon experiences and new situations, creating new
neural pathways. “Even simple brain exercises such as presenting oneself with challenging
intellectual environments, interacting in social situations, or getting involved in physical
activities will boost the general growth of connections” (HOPES 2010, §2). This is fantastic if
we are creating an environment and lessons that are positive and planned in a way that fires
more neurons that increase accurate learning.

8 #51181—Brain-Powered Lessons to Engage All Learners © Shell Education

Introduction

The Power of the Brain (cont.)

As a reflection for you, think about the following with respect to student engagement:

Ÿ What are the students doing during the lesson? Are they doing something with
the information that shows they are into it? Are they asking questions? Are they
answering?

Ÿ What is their body language showing? Are they slumped, or are they sitting in a
more alert position? Are their eyes glazed and half-closed, or are they bright, alert,
and paying attention to where their focus should be?

Ÿ Who is doing most of the talking and thinking? Move away from being the sage
on the stage! Let the students be the stars. Share your knowledge with them in
increments, but permit them to interact or explore.

Ÿ What could you turn over to students to have them create a way to remember the
content or ask questions they have? What could be done to change up the lessons
so they are interacting or standing? Yes, parts of lessons can be taught by having
students stand for a minute or so. Before they sit, have them stretch or high-five a
few classmates to break up the monotony.

Be Relevant
Why should the brain want to learn and remember something that has no relevance to us?
If we want our students to learn information, it is important that we do what we can to make
the information relevant. An easy way to achieve this is by bringing in some background
knowledge that students have about the topic or making a personal connection. This does
not need to take long.

As you will note, the lessons in this book start out with modeling. Modeling allows
learners to have an understanding of the strategy and it also takes a moment to bring in
what they know and, when possible, to make a personal connection. Consider asking
students what they know about a topic and have them offer ideas. Or ask them to reflect on
a piece of literature that you read or to ponder a question you have provided. For English
language learners, this strategy is particularly effective when they can relate it to something
of which they have a foundational concept and can make a connection to what they are
learning. The language will come.

Make Sense
Is what you are teaching something that makes sense to students? Do they see the
bigger picture or context? If students are making sense of what they are learning, a greater
chance of it moving from working memory to long-term memory will increase. Some
students can be asked if the idea makes sense and if they clearly understand. If they are
able to explain it in their own words, they probably have a good grasp on metacognition and
where they are in their learning. Other students may need to be coached to retell you what
they just learned.

© Shell Education #51181—Brain-Powered Lessons to Engage All Learners 9

 Introduction

The Power of the Brain (cont.)

Make Meaning
Once students have had an opportunity to make sense of what they are learning, provide
an opportunity for them to make meaning. This means that they have a chance to apply
what was learned and actually “play” with the skills or concepts. Are they able to complete
some tasks or provide questions on their own? Are they ready to take the information to
higher levels that demonstrate the depth of understanding? (Refer to Webb’s Depth of
Knowledge for some additional insight into various levels of making meaning on pages
22–23.) For some students, simply asking a few questions related to what is being taught or
having them write a reflection of what was just explained will allow you to check in on their
understanding to see where they are before taking their thinking to a higher or a deeper
level.

Involve Movement
This one is particularly important because of the plethora of research on movement.
Dr. John Ratey wrote the book Spark, which documents how student achievement soars
based on some changes made to students’ physical education program in which students
achieved their target heart-rate zone during their physical education time. Movement,
particularly exercise, increases brain-derived neurotrophic factors (BDNF) that increase
learning and memory (Vaynman, Ying, and Gomez-Pinilla 2004).

Knowing that getting students to achieve their target heart rate zone is not always an
option, do what you can. Have students take some brain breaks that heighten their heart
rate—even if for just a minute.

Movement has strong retention implications in other ways. Students can create a gesture
connected to the lesson concept, or they can stand and move while they make meaning
from what they learned. Movement is multisensory, thus, various regions of the brain
are activated. When multiple brain pathways are stimulated, they are more likely to enter
long‑term potentiation from activating episodic and semantic memories.

If you come across a model lesson in this book in which not much movement is shared,
or you find your students have been sitting longer than you may wish (you will know because
their body language will tell you—unfortunately, we should have had them moving before
this point), my challenge to you is to think of what movement you can add to the lesson. It
could involve a gesture, a manipulative, or physically getting up and moving. If you are
concerned about them calming back down, set your expectations and stick to them. Keep
in mind that often when students “go crazy” when permitted to move, it’s probably because
they finally get to move. Try simple techniques to bring students back into focus. “Part of the
process of assisting children in developing necessary skills is getting to the root of why they
behave as they do” (Harris and Goldberg 2012, xiv).

10 #51181—Brain-Powered Lessons to Engage All Learners © Shell Education

Introduction

The Power of the Brain (cont.)

Support Memory Retention

If we want our students to retain what we teach them, then it is important that we keep in
mind what causes our brains to retain that information.

Key Elements to Memory Retention Why

Emotions We can create an episodic memory when
we connect emotions to our learning.
Repetition Repetition increases memory as long as
there is engagement involved. Worksheets
and drill and kill do not serve long-term
memory well.
Patterns/Organization When our brains take in messages, they
begin to file the information by organizing it
into categories.
Personal connection Linking learning to one’s self is a powerful
brain tool for memory. This, too, can be
tied to emotion, making an even stronger
connection.
Linking new and prior knowledge Taking in new information automatically
results in connecting past knowledge to
what is new.
 (Roth 2012)

As you explore the strategies and lessons throughout this book, note how many of them
incorporate the keys to memory retention and what engages our students’ brains. As you
begin to explore the use of these strategies on your own, be sure to keep the framework of
those important components.

The bottom line—explore, have fun, and ask your students how they feel about lessons
taught. They will tell you if they found the lesson interesting, engaging, and relevant. So get
in there, dig in, and have some fun with your students while trying out these strategies and
lessons!

© Shell Education #51181—Brain-Powered Lessons to Engage All Learners 11

 Introduction

That’s a Wrap!
Strategy Overview

It is important to teach students how to study. Studying can be boring, primarily

because it involves repetition. But repetition is one of the keys to memory, as it makes
the connections in our brains stronger (Jensen 2005). Willis (2008) further developed
this idea by stating that when a greater number of neural connections are activated by
the stimulation of practice, an increased number of dendrites grow to strengthen the
connections between the neurons.

Strategy Insight
That’s a Wrap! is a strategy that helps students learn how to study and how to mix
up the repetition with a little fun. Students pull important information, put it into the
form of a question, and then write an interview in the form of a script. The interview
can be performed in front of the class or other classes, or students can practice at
home, using different voices.

Be sure to model. It takes guidance and practice to whittle down information

to the key facts or questions. Walk students through the steps to define what is
important instead of what is simply a fun fact. Do the facts directly help to answer the
essential questions?

As this strategy progresses, encourage students to think about and write questions
that are more open-ended than closed-ended. Ainsworth (2003) states that
open‑ended means more than one answer or solution. Closed-ended is one answer
or solution, often a yes/no response. Open-ended takes more time and more thinking
because several factors are taken into consideration; it is not just one simple answer.

If the teacher wants to know if students have moved the learning from working
memory to long-term memory, quiz them after 24 hours. If students can recall the
information or idea with no advance notification, then the content is making its way into
long-term storage. On the same note, this “pop quiz” can be used to check what they
remember, and it should not be graded. It is a formative assessment for students to
determine what they still need to study.

Teacher Notes
Ÿ Remember, emotions are a key to increasing memory, along with repetition. As
students write the script and rework it, they are repeatedly seeing the information.

Ÿ Model the cue often used by teachers: Pause when something key is about to be
presented. State, “This is important” or “This will be on the test.” If information is
written on the board, change colors when writing the important fact.

12 #51181—Brain-Powered Lessons to Engage All Learners © Shell Education

Introduction

WPH Accordion
Strategy Overview

Think of a mystery story. Who or what is involved? What do you predict will
happen? What does happen? These questions make up the WPH Accordion
strategy. Each of these components plays a key part in motivation, engagement,
and memory.

Asking who or what is involved (W ) prepares our brains to think about the topic.
Who or what could be involved in the story, event, experiment, or solution? This
question piques our brain’s interest because we want to know. The brain likes to learn
(Willis 2008).

What do you predict (P) will happen? Our brains love to predict and to get it right.
When our predictions are right, dopamine receptors are activated and our brain
experiences that as pleasurable, which increases our reward response (Rock 2009).
Emotions come into play, which is important for long-term memory (Jensen 2005).
When our predictions are wrong, dopamine levels reduce and the brain works to
remember it correctly so it can have the pleasure from dopamine rising (Willis 2008).

What actually happens (H)? The brain receives the message whether the
prediction is right or not. Our brains use this information for future predictions. Did
what we think was going to happen occur?

Strategy Insight
When working with students, it is important to create a culture in which it is okay to
be wrong. Often, predictions are wrong; it is how we react that makes a difference.
What matters is what we do with that information. If students pull what they know from
background knowledge to figure out a mystery component and if they ask questions
based on what they know, then that is a start to making good predictions. Teachers
should empower students to become aware of what they know and what they are
thinking, and that being wrong tells their brains to pay attention to the correct way
(Flavell 1979; Willis 2008; Baker 2009).

Students work with topics that have a twist or an unexpected outcome. This allows
us to think logically about a solution and also pulls information from the creative side
of our brains. Teachers need to encourage students to do their own thinking, ask
questions, and work to figure out the result.

Teacher Notes
Ÿ Provide students the option to draw or write in order to meet the differentiation
needs of learners.

Ÿ You may need more than two sets of the WPH Accordion. If more than two sets
are needed, accordion-fold the other half-sheet of paper and tape it to the end of
the first accordion. This gives you four sets of W-P-H sections.

© Shell Education #51181—Brain-Powered Lessons to Engage All Learners 13

 Introduction

Matchmaker
Strategy Overview

The importance of movement and having students get up out of their seats cannot
be emphasized enough. Thus, here is another strategy that allows our students to do
so. Matchmaker also provides students an opportunity to get repeated practice in
an environment in which the repetition is guided and correct. This means that when
students practice repeatedly, the likelihood of recall increases. A key factor here is
that it must be correct practice. When students do this activity with one another, they
are getting a chance to see repeated practice with automatic feedback provided
about whether they are correct or not.

Strategy Insight
Every student is given an address label to wear. Each label is a vocabulary word,
a concept, a formula, etc. On index cards are the matching definitions, illustrations,
examples, synonyms, etc.

Students wear the address labels and stand in a circle with the index cards on the
floor in the middle. Students hold hands and bend down to pick up an index card
with their connected hands. Without letting go, they have to get the card they picked
up to the correct person, according to his or her address label. This strategy can be
repeated as many times as you wish to help students practice.

Teacher Notes
Ÿ An alternative to this is for students to not hold hands when they pick up a card.
However, energy and engagement increase with the added challenge of holding
hands and not letting go.

Ÿ Be sure to listen in and encourage students to discuss disagreements or to have

them respond to a reason why a particular card goes with another card.

14 #51181—Brain-Powered Lessons to Engage All Learners © Shell Education

Introduction

Just Say It
Strategy Overview

Working together and hearing thoughts and language are beneficial to all learners,
but these things can be especially beneficial to English language learners. Just Say
It permits students not only to use what they have read, written, or heard but to have a
chance to use listening skills for the content as well. A challenge layer to this strategy
is having students hold back on a response for a period of time. This allows the one
student to say what he or she needs to say before the partner inflicts his or her opinion
or factual information upon him or her. It teaches the skill of patience, listening, and
being open to others’ thoughts at the same time.

Strategy Insight
Students are to respond to their partners, providing feedback and information on a
given topic (e.g., a writing prompt, thoughts, an idea). Have students sit facing their
partners (sitting at desks is preferable). Identify Partner A as the person closest to
the front of the room and Partner B as the person closest to the back of room. Have
Partner A start. Partner A shares his or her thinking with Partner B as Partner B only
listens for 30 seconds. After 30 seconds, Partner B responds to Partner A. They then
switch roles—Partner B shares while A listens. Then A provides insight or feedback.
Students should record (during or at the end) what their partners say for further
consideration and use that to write about the topic.

Teacher Notes
Ÿ You may wish to shorten or lengthen the time each partner has, depending upon
the topic and age.

Ÿ Using a timer, a train whistle, or a bell is a great way to help partners know when
to switch, since conversations may get lively or partners may tune out other
nearby sounds.

© Shell Education #51181—Brain-Powered Lessons to Engage All Learners 15

 Introduction

Kinesthetic Word Webs

Strategy Overview

Movement is crucial to learning. We must move because the “sit-and-get” method

is overused and not as effective as when we have the chance to increase our oxygen
intake and shift the activity. Although there is no exact science as to the number of
minutes that elapse before we should move or change direction, no more than 20
minutes is an adequate amount of time for learning to occur before we do something
with what was learned (Schenck 2005). Our working memory can only hold so much
information before it becomes fatigued or bored (Sousa 2006). Thus, implementing
the suggested 20-minute time frame into teaching should help teachers to remember
the importance of chunking material and allowing time for the brain to process
material being learned.

We know what a web is on paper, but what is a Kinesthetic Word Web? It is a

strategy that gets students up and moving with the content of the lessons. Picture
a word web on paper. Now, turn the outer ovals on the word web into students
and imagine their arms touching the person’s shoulder in the center oval. That is a
Kinesthetic Word Web.

Strategy Insight
The Kinesthetic Word Webs strategy is designed to take a paper-and-pencil activity
and add movement and challenge to raise the level of engagement. As Wolfe and
Brandt (1998) state, “The brain likes a challenge!” It seeks patterns. Patterns are
required during this strategy in order to be successful.

Teacher Notes
Ÿ Be sure every student has a card. Do not worry about every student fitting into a
word web. If a student cannot be a part of a Kinesthetic Word Web because his
or her word has already appeared in the web or because there was not an exact
number of students for each set, they can explain where they would go and why.

Ÿ Caution: Some students do not like to be touched, so knowing students and their
backgrounds is very important. As an alternative, they can each place a fist on
a hip and connect elbow to elbow; they can extend a leg and touch foot to foot;
or you can provide 15 inches of string to each student, with the center student
holding one end of all the strings.

16 #51181—Brain-Powered Lessons to Engage All Learners © Shell Education

Introduction

In the Know
Strategy Overview

The In the Know strategy allows for students to be involved in the process of
self-assessing their own learning. It helps take their learning to a metacognitive
level, where students are thinking about thinking (Siegel 2007). As students work
with content, they position labeled sticky notes that reflect their knowledge. When
students’ understanding increases, they move their sticky notes to another column to
show further growth. This should increase intrinsic motivation as they see how their
hard work pays off.

When students evaluate themselves and demonstrate achievement, teachers

should ask students to explain to them how their learning has grown. When teachers
use this strategy as a formative assessment, it helps to guide the next phase of
instruction.

Strategy Insight
In the Know helps students understand the importance of being cognitively aware
of what they are learning and what causes them to struggle. During this strategy,
students use a three-column graphic organizer to capture their current understanding
of content. Students label each sticky note with a vocabulary word, concept, skill, etc.
As they reflect on what they know about each label, they determine where to place
the sticky note. The far-left column represents labels they are not sure of and are not
competent enough to use accurately in their work. The middle column indicates when
they begin to gain an understanding or familiarity of what the label means, yet they
cannot use it appropriately in their work. The third column marks when students have
achieved a level of accomplishment or mastery in understanding the label.

It is important for students to take the time to celebrate their learning. When
students move their sticky notes to the next column to validate that their learning
has increased, they can pat themselves on the back for their achievements or
tell someone how they worked hard to understand the concept. This may occur
throughout the lesson, or toward the end of the study. This emotional attachment will
provide a boost of memory (Willingham 2009).

Teacher Notes
Ÿ Sticky notes are a novelty at first, and students will most likely play with them.
The good news is that the novelty will taper off. For younger students, it may be
better to keep their three-column chart in a folder until it is time to reassess their
learning.

Ÿ Ask students to justify each sticky note’s placement.

Ÿ Modify this strategy for younger students or students with disabilities by writing
sentences or designing a skit for the words that they have not mastered.

© Shell Education #51181—Brain-Powered Lessons to Engage All Learners 17

 Introduction

Response Cards
Strategy Overview

This strategy allows the teacher to receive a response from each student within a
short time frame, and it provides the feedback you need to drive instruction. Once
students have responded, they discuss their thinking with partners. This is the
teacher’s opportunity to listen in on their conversations. If they got the answer right,
was it for the right reason? If it was wrong, where did their thinking go astray?

Post higher-order thinking question stems around the room. Teach students how
to use these stems to ask questions. If teachers want to raise the level of inquiry and
understanding, students need the resources to do so, which includes modeling how
to ask a question that taps into thinking and then allowing them to question (Hunter
1993). By doing this, students become more metacognitively aware by figuring
out the connections they made (Baker 2009). What did they know beforehand that
helped them connect the question asked to their response? If they were struggling
between two answers, what were they thinking that caused them to choose one
answer? Another great technique to encourage depth of thinking is to ask open-
ended questions, such as “Why?” or “How do you know?” (Sprenger 1999; Willis
2006). When students provide answers followed up by why or how do you know, their
initial reaction may be that they are wrong, which sends them into a thinking mode to
figure out where they went wrong. Share with students that they may not be wrong;
encourage them to think their answers through.

Strategy Insight
Response Cards are an alternate way to formatively assess students’ thinking
without using whiteboards. Since our brain’s attention piques with novelty, Response
Cards allow students to give teachers feedback in a different way. Students think
independently, respond, and then show their answers. Students receive premade
Response Cards that have answers on them, or older students can write the answers
themselves. Answers on the response cards should be written in the same location
so they can quickly be seen and checked for accuracy.

When students share their answers, it is important they justify their thinking. This
allows them to make connections and take the strategy to a higher level. The teacher
should listen to students as they talk with others to see if their thinking is correct.
This gives teachers an insight into their thinking. Plus, knowing teachers hold them
accountable helps with classroom management.

Teacher Notes
Ÿ When students share their thinking with partners, it is important to listen in to see if
there are any misconceptions or to find out who is struggling with the concept.

Ÿ Encourage students to know it is acceptable to question authority in a respectful

manner. Just because something is said by an authority figure does not mean it is
always right.

18 #51181—Brain-Powered Lessons to Engage All Learners © Shell Education

Introduction

Reverse, Reverse!
Strategy Overview

Reverse, Reverse! is meant to be a challenging strategy. When students are

under stress, there will often be not only a chemical but a physical change in the
brain. Students must learn the skills to deal with stress, but in a safe and friendly
environment. In this strategy, students will practice the speed and fluency of facts,
but they will do so under pressure—a pressure that you can adjust or increase,
depending upon the topic and age level of your students.

Strategy Insight
Students sit or stand in a circle. They are given a topic and asked to brainstorm
what they know about that topic. One student begins by sharing a fact about the
topic. Going clockwise, the next student must quickly say another fact related to the
one just stated. If the student pauses more than five seconds or states an incorrect
fact, the student who just finished must state the next fact (reversing the direction
of participation). One student sits out to judge the facts and make sure rules are
followed. Continue until participation stalls. For example, a math activity using this
strategy can include counting by threes. The first student says, “3;” the next student
says, “6;” the next says, “9.” If the following student says, “13,” the rotation reverses
to the previous student, who must say, “Reverse,” and must also say the correct
answer, “12.” The responses are now going counterclockwise. An example of using
this strategy in social studies can include the three branches of government. The
first student might say, “Legislative branch;” the second says, “Makes the laws;” the
third student says, “Congress;” and the fourth says, “Checks and balances.” The
judge (student sitting out) can halt the flow to ask how the response relates to a
previously said fact. If justified, the round continues. Reverse, Reverse! continues
until a predetermined amount of clock time or number of times around the circle has
been met.

Teacher Notes
Ÿ It is important to set the stage for students to feel safe when using this strategy.
You may wish to take out the reverse portion at first and work on just the speed.
Add the extra layer of difficulty for novelty and time-pressured practice.

Ÿ For younger students, you may choose to not have the next student say,
“Reverse,” but instead state the correct fact.

© Shell Education #51181—Brain-Powered Lessons to Engage All Learners 19

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