Spencer+M

Constructivist conversation

1. Hoosier: 2. Goodbye Mr. Chip:
 * Coached 12 years ago in New York, has been in the navy since then as a petty officer
 * town does not trust new coach, they do not like change
 * they want the team to run zone as they always have
 * town feels like they can only win with one player but he left to another team, no respect other players skills
 * town is telling the new coach how to do his job
 * coach is strong but calm, shows no reaction
 * just listens
 * new teacher arrives to school
 * colleagues excited, ready to give him a hard time, shows him the wrong ropes
 * Colleagues scare the new teacher by telling him how hard, mean the headmaster is, how troublemaking the students are, how strict the rules are at the school.
 * students test the limits of teacher and he fails, there is chaos
 * establish boundaries and authority
 * punishment can be to severe

3. Power Teaching Observation Task 1 College - Philosophy class and power teaching (whole brain teaching)  · What tools for engagement do you observe? Micro-lecturing, “its cool”, teach-ok  · What strategy for encoding does he use most? I could not figure this one out. College – Aristotle’s Four Causes · What do you perceive to be one of the essentials of power teaching from observing this clip? Have the students do most of the work so that they teach themselves and their classmates instead of just the teacher High School Math on Slope · Make two more observations about the “essentials of power teaching” Mirroring is a great technique for visual and kinesthetic learners, quiz them right after it seems they understand the subject. 6th Grade Math Class Operations · How long does she talk before she expects the Ss to review? About every 10-15 seconds · What role does positive reinforcement play here? Makes sure everyone is involved and if not all get dexter-credit but if they do well they get to celebrate. They get to see the good and the bad visually. 4/5th Grade Teacher is 11 years old here · How does she outline “expectations” or “standards” for participation? She states her expectation right off the bat so everyone knows, everything is a good answer but the students can debate or disagree which creates an organized discussion · How does she keep the discussion open ended? She lets all the students who want to answer, answer. They can agree or disagree and debate what they think the answer is without the teacher saying anything. No answer is wrong. Critical Thinking Skills in 4th Grade · What impact would this style of teaching make in the schools you have seen? I think it would impact a lot if the students and teachers reacted in right way. I don’t know even if I would get that much involved without maybe feeling stupid. But if everybody were having fun then it would work. I feel that high schools would have thought it to be lame and not really do what the teacher is asking. But it all depends and the class and the students. College instruction on the Basics of Power Teaching · What role do these elements play in this lesson? Everything Humor: makes it fun and lighthearted so it doesn’t really feel like learning Gestures: creates kinesthetic and visual learning all in one, you remember the gestures with the information. Refocusing: creates boundaries, defines moments to teach/talk and listening and reacting, Hands and eyes: all attention on the teacher for important information · What is the most unique thing you see in this clip? How each time he used a new hand motion or way of saying teach which made it fun and interesting to see what he would do next Classroom Rules · Compare and contrast the ways he presents the rules. What do you see? Each way had the same information just in different formats; all were simple and direct, always fun! All of them had to be explained throughout the class so the students remember them so they become natural in the classroom setting. Each example was formatted for a different age group. Some more simple with illustrations and while just words. Smart Board and Mr. Howard · Where can you find one of the boards to learn how to use them? Delta Kappa Gamma educators, I believe. Another lesson on Power Teaching · Variety…. is part of this method’s appeal. What does this method do for his “enthusiasm” and “creativity”? Because the methods are used very often, teachers need to be creative to keep the atmosphere up at all times. Also you can relate certain sounds or motions to certain topics to link concepts throughout the class. Also repeating is teaching and you could go crazy without variety.

4. __**10 Great Motivational Quotes:**__ ===
 * You have to work, and it will be hard, to be successful
 * Everyone comes up against opposition
 * be positive, think positive
 * loved the Henry Ford Quote, total truth
 * "I've failed over and over and over again in my life and that is why I succeed!" Michael Jordan
 * Be the CHANGE!
 * Help others to help yourself!

===

week 3

 * 1) Remember the Titans
 * its all about respect
 * "they need to know better"
 * They don't respect him but he sees them as equals, he had an appointment so he was there and on time. He made a choice to respect them. He is logical, calm, he doesn't react to their comments, he came to win even if they both want to be there. This is how the district was formed so thats that!
 * "great opportunity for me too" ,focus on the good not the bad
 * 1) Soldier
 * 2) rows of babies, crying babies given "1A" by military man, given to babies who kick off their blankets, are active= drafted into army
 * 3) brainwashed that mercy is weakness, condition them physically and mental, desensitizing them against blood and death
 * 4) tests their IQ and motor skills, what the future might hold with knowledge about DNA, etc
 * 5) nature vs nouture

>> [] >> · He was born in Russia 1896, states that IQ should not only be tested by tests only but also by observations, ages 0-24 is shaped by family, community, social & economic status, &levels of social interaction, learning occurs during play based activities, ZPD is suttle &supportive >> Social Constructivist approach to learning >> [] >> · Just a funny clip about the differences between piaget and vygotsky from a bias vygotsian. >> Theory >> [] >> · Children construct knowledge, learning can lead development, development cannot be separated from its social context, language plays a central role in mental development. Children need to regulate their own internal & external behavior: draw how they feel, talk to others and themselves, write about it >> SCAFFOLDING* >> [] >> · Teacher break down examples of scaffolding, great guitar example in which guy had to see the notes on the violin then hear the notes over time to be able to internalize playing the notes. Scaffolding are crutches which hold you up till you get better then you let them go! >> Differentiation and Scaffolding (secondary) (benefits) >> [] >> · High school English teacher has a wide range of students at different levels and when she differentiated her lessons they all achieved higher skills and grades. >> Primary Grades impact on a lifetime of learning (need for intellectual self-regulation) >> [] >> · We need to support social interaction and guide students so they become self-directed not teacher directed. >> [] (4 min, social constructivism link to Piaget) >> · Learning involves the learners creating their own representation of the new information. >> [] (2 min, define ZPD and scaffolding) >> · Great example of scaffolding about learning to ride a bike: tricycle, training wheels, then parent beside the bike, then all by themselves. >> [] (8 min, amusing) >> · Hilarious and truthful, kids will take a chance, if they don’t know they will take a go at it anyways! Intellences is diverse, dynamic, and dissent! >> · “Move to think” that is me! Story about jillian Lynn! >> [] (6 min, math lesson model on differentiation) >> · 6th grade math class, show students why and what they are learning, whin kids don’t pay attention that means you need to differenate your lessons, involved reading and math, real world examples. >> >> Lawrence Kohlberg >> >> Brief Theory >> [] >> · Post-conventional (develop own ideas, alternatives, principles, college), conventional (teen, conformity, rules upheld, middle school), pre-conventional (self-interest, punishment/obedience) >> >> Theory more in depth >> [] >> · Breaks down stages even more into 6 stages based on post-conventional, conventional, pre-conventional >> · 1) Punishment, award, 2) peer-pressure, law & order, 3)? Morals/principles, universe moral principles >> >> 12 year old moral dilemma >> [] >> · Many different points of view about what the man should do, if his reasoning was reasonable but everyone said that what he did was illegal even though they felt bad for him and his wife. We all have morals at each stage interesting! >> >> Another level, brief and it might introduce new vocabulary >> [] >>  · Bioethics: autonomy, nonmaleficence, beneficence, justice >> · Deontology, communitarianism, consequentialism, character ethics, casuistry, libertarianism lasser himself >> [] >>  · Ch11, teaching choice theory to the world, make mental healthy choices: there are good and bad choices/habits, it is all up to you! >> Reality Therapy >> [] >> · Overview, reality therapy: take responsibility, self-evaluation, and change. Environment and questioning process. Get to know students, stay focused, and never give up! What do you want? What are you doing to get what you want? Is it helping? What else can you do? Commitment to change, commitment to do the plan, commitment to follow the plan >> Needs >> [] >> · Basic psychological needs: power, love and belonging, freedom, and fun with all of those you can enjoy where you are at in life and at your school >> Relates to Student Behavior >> [] >> · You cant make them learn, work with students, establish involvement with student, focus on behavior, student must accept responsibility for their behavior, student should evalute the behavior, develop a plan with student, student must commit to following the plan, follow up and follow through with plan, class meeting, clear rules, have class plans and contracts >> Song for fun >> [] >> · Cute song, they did not give up and kept going and had lots of fun!
 * 1) youtube clips, piaget, montessori, vygotsky, etc
 * 2) [] (Piaget), · All his theories were proven by these AP Psych students. With the hammer/feather exercise it seems like she is just trused the guy and doesn’t make her own decision. Visually, she saw 2 pieces of chocolate so they had the same amount. Interesting that her center of gravity hasn’t developed yet.
 * 3) [] (stages), · The young lady breaks down each stage with audio and visual example of the siren. Great commercial about the stages
 * 4) [] (Montessori), · A male teacher describes his story using the Montessori method while explaining some of the basic methods used. I found it not very informative.
 * 5) [] · Learning is a natural process made up of experiences in certain environments. Learn from world not words. “normalization” Maria was the first woman in Italy to study medicine. She promoted women’s education and pay.
 * 6) [] · Vygotsky ZPD is between the independent performance and assisted performance which is were the teacher need to foucs the most attention on per student. Teaching not just adults but everyone. Teachers must when the best time to intervene to best enhance learning.
 * 7)  BASIC information
 * 1) Glasser himself

Week 4: · Seabiscuit: Smith knew that Seabiscuit had his problems. He was nurtured to believe that he was not worth it because nature created him smaller and lazier then other horses. He was bitter and angry with humans but Red and Smith nurtured him back to health which lead to the success that he became! Nurture completely won over nature because of Seabiscuit’s heart and will!

Week 5: Carol Gulligan(Chris’s Presentation) o She studied Piaget and Kohlberg o Stages of the ethics of Care § Pre-conventional: survival § Conventional: self-sacrifice § Post-conventional: non-violence of other and self o Studied women because never before had their been psychological studies of education and growth with women participants. o Transitions: fueled by changes in self, not capability, based on Freud’s ego development (ego, id, superego) combination of Piaget’s and Freud’s work

Montessori video · in Montessori schools, the children get to decide what they want to do and learn but they must follow the procedures in which they choose one activity, do the activity, then clean up and put the activity before they can move onto the next activity. · the little girl first played with locks which were different sizes. She placed them by size then tried different keys. · the little girl made a bouquet of flowers in which she followed the procedure · she painted a picture while a little boy watched by he waited his turn to paint

2: Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development. 3. Diverse Learners - The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 4. Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.

Skits: Ryan, Jen, Nick · free play behaviors o Unoccupied: wandering, no engagement, aimless activities, alone o Onlooker behavior: child watches as other children play wishing to be a part of it but does nothing to get involved o Cooperative play: children play together

2: Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development. 3. Diverse Learners - The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 4. Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.

**__Searching for Bobby Fisher__** · How to build trust · Boys hiding form someone, waiting for a long time, they are starting to get bored, dad comes up behind them and scares them, they all run expect the little boy · The boy finds a cool rock/chess like piece, stares at it, he is quiet and curious about the chess game of old men, he is fascinated by the moves · It starts to rain and he doesn’t even move because he is that interested · Boy turns around and there is a tall man standing there holding out a baseball which he want to exchange for the chess piece, they both don’t say a word and don’t invade each others space · Dad teaches his son how to oil his glove which he got for his 7th birthday: dad did, son did, they do together · Dad forgot to buy the son a baseball for the glove, gets upset but the son thinks outside the box and finds a globe · He is more curious about the rock than his glove · Mom asks: “ do you want to get some pizza?” son:” lets go watch the men in the park” she doesn’t trust the idea but is curious about the situation, they go to check it out, she is very uncomfortable and doesn’t want to be there but sees how curious he is, he has tunnel vision while watching the men play · He makes his own board out of his legos: industry · Mom understands how fascinated her son is, so they go back to the park and she pays $5 for him to play an old Russian who wins but the boys does well, mom is shocked at how well he did for never having played before · They go and see dad at the baseball field, dad doesn’t believe her because he thinks the boy wants to play baseball cause that is what he wants him to do   · Dad finds a chess board and want to play but the son doesn’t want to because he knows it will be too easy and he doesn’t want to beat his dad. They play but the boy doesn’t try at all and makes it go fast because he was to go to town · Dad is frustrated that he threw the game, they play again and says to not go easy on him. He really focuses. The boy plays other games, takes a bath, etc while the dad is trying to figure out his next move. Boy moves pieces without, it seems, even thinking. It’s a long game and the son wins, dad is in shock · SES, gangs, culture difference, gender differences · South central 1984 kids walking to school talking about their homework and the shooting they heard that night a boys says that he was scared because his momma says “bullets don’t have a name on them” so he is always careful · They visit a crime scene, see blood the kid says it turns yellow when it separate from the plasma, boy is street and book smart, girl: book smart, always does her homework, other book: street smart · Teacher doesn’t’ care about teaching or students, no motivation, no/low expectations of all students · Comedian in class is the smart boy from before: teacher gets in a debate with him and says that if he knows more than she does then he should teach the class, he does but says something which upsets another student, they fight, the teacher didn’t do anything · The teacher doesn’t think before she speaks, she is racist, bias, and stereotypes the students
 * __ Boyz in the Hood __**

2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development. 3. Diverse Learners - The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 10. School and Community Involvement - The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

__Week 7__ 2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.

Billy Elliot: · Takes lessons to get better · He doesn’t want to be notices, is sneaky and embarrassed so he practices alone in his room and bathroom · He has interest, wants to learn more · He stole ballet book to learn more but only high schoolers can read it. · Practices on his own · Teacher doesn’t encourage him when he finally gets a double turn, but does give him a little wink. He is so excited that he explodes with glee and dances around town. · He finally has a good image of himself because he could finally do it after all that practice! John Watson: · Father of behavioral psychology · Worked at john Hopkins: association, stimulus/condition response · Classical conditioning: baby Albert o Conditioning through fear: sounds · Created sex advertising · Child care: not touch, love, or caring=no trust/ time control, Freud: · Brain: o Conscious: thinking now this very minute o Preconscious: past memories, images, etc o Subconscious: things we are not thinking about on purpose · Id: baby, toddlers, teenagers: pleasure, want, desires · Superego: pleasure is bad, follow rules, be good, morals · Ego: reason, what if? Control Adler: · Will to power, seek to be supreme/have control Carl Jung: · Archetypes, collective unconscious · Joseph Campbell · Everyone is both male and female, extravert/introvert · Learning styles inventory Karen Horney: · Theory of Neurotic needs · Feminine psychology, different from Freud · Self theory: o Healthy: likes themselves, has a good self image o Unhealthy: bad self image · Neurotic needs and coping: due to childhood abuse or neglect o Compliance: approval from others, need a partner, simplify life o Aggression: power/control, exploit others, social recognition, bullying o Withdrawal: independence, need for perfection, loner · Neurosis: way of coping Thornalike: · Interest, practice, and reinforcement o We learn when we are interested o We learn more when we practice o We learn when we are reinforced by others

Week 8

Bryan: Alfred Binet · Law degree 1878 · Studied science · Self taught psychologist · Influenced by Stewart mill and his law of association · Influenced Piget · Development theory · Commissioned work to find a different way of testing mentally challenged children · Simon scale: abilities for each age, tasks on measuring intelligence Eric: LL Thurstone · Psychomatrician: created tests that measure abilities, intelligence · Studied under Edison, influenced Gardner · Theory of primary mental abilities o 7 factors: § Word fluency § Verbal comprehension § Spatial visualization § Number facility § Associative memory § Reasoning § Perceptual speed · Intelligence: mental trait, capacity of abstraction Gwen: Sir Francis Galton · 1822-1911  · Self taught psychologist · Selective breeding ugenitics o Weeding out the weak humans · Cousin of Darwin, influenced by him · Heredity · Success=better traits · Coined ugenitics, explained the negative and positive traits of eugenics · Explained that blacks or other races were notches below whites · Twins= nature vs. nurture, coined that term · Pushed IQ tests, defines success based on that test results · Father of eugenics “forced sterilization” racial purity Nick: Florence Goodenough · American psychologist mid 20th century · Draw-a-man (woman) test o Alternative IQ test, preschool to 13 years old o How much detail do they add to their drawing. Ryan: Dr. Robert J. Sternberg · Influenced by Piaget · BA: Yale, PH.D: Stanford · Author of over 1000 articles and books · Intelligence: skills needed to succeed in your environment (socio-context) even with weaknesses · Started in low class, low IQ  · 4th grade teacher push/influenced him to be better, dedicated a book to her · Developed IQ test in the 7th grade, like Binet’s test for a science project “STOMA”, got suspended for it  · His theory o 3 skills/abilities: analytical, creative, and practical need to succeed o Use the strongest skill to strengthen the weakest Jen: Lewis Turman · Created with Binet the first IQ tests · Formula of measuring IQ  o Mental age/chron age x 100= IQ   · Studied genius and stupidity o What characteristics of both § Geniuses were healthier, happier, and more successful o Turman termites Chris: Carol S. Dweck · BA: Columbia, PH.D: Yale · Researched how knowledge of your IQ impacts your behavior · Entity: people thought their IQ would not change, intelligence is fixe, worried about success, hard work meant low IQ  · Incremental: intelligence can be improved with hard work, like to be challenged · ?: Praise is harmful, emotions go up and down, praise hard work: no change in behavior

Amporn: Howard Gardner · Intelligence theory o 7 intelligences § Linguistic § Math § Spatial § Musical § Kinestintic § Interpersonal § Intrapersonal o Use materials special for each intelligence o People are good at some but not all · Her strengths were that she was very prepared and organized. Her weakness was she need to slow down and explain a little bit more Laura: Henry Herbert Goddard · Influenced by Galton · Created in 1911 1st law mandating special education · 1908-1918 translated the Binet test for special education students · Against breeding of fibel minded, sterilization would solve the problem · Ellis Island screening process, law 1882 that did not allow fibel minded people to cross the border, screened them out · 2 step process 1912, 2 assistants separated them from the masses and pulled them aside, many immigrants were not allowed to crossover Marva Collins · Fired from a public school for demanding to much of her students · Created her own charter school, largest in the mid west · Offer the position of secretary of education but turned it down because she was not finished yet in the classroom, she needed to prove her point · No breaks, no teacher desk, packed classroom · Very high standards, kids reading literature in elementary · Seen as too good to be true · 34 4th graders, 33/34 there for reunion o High success rate, lawyers, teachers, soldier o They believed what Marva said the sky is the limit · All students must say a creed to graduate · “I have the right to fail but not to bring down others with me” Robert: Arthur Jensen · BA Berkley psychology · MA San Diego psychology · PHD Maryland clinical psychology · G: general · IQ tests only test “g” · African Americans score lower · Some students are just better at taking IQ tests · No bias just whites and Asians are better at them then blacks and Indians but this has nothing to do with real life · They might just have an advantage · “g” factor is based only on test knowledge · everyone’s “g” is different Insights/strategies presentations · Eric: o Children are blank slates o Don’t let them fall away from learning, you must bring them back o Jig saw: different articles for each group then teach 5 points to the other groups · Ryan: o Always have a plan B  o Be accountable o Assignment book: where to look for all hw/notes, etc o Great examples and visuals o Yay for the naught sombrero · Jen o Moral development is just as important as academic development o Creative, professional and fun o Loved how she did a skit for each one · Laura o All students have the capacity to learn o Be flexible and be calm o Must watch a movie 3 times to really understand it  · Gwen o Pass or play o Increase vocab skills even in math o Great visuals just needed more examples o Find genius then find was to advance it  · Bryan o 90 sec review of the class before, over the weekend, etc o peer teaching o professional, organized o great usage of visuals and examples · Chris o Put a happy face on and suck it up no matter what o Be consistent o Create a comfortable, welcoming classroom o Praise the effort not the outcome o Great, cute song!!!

· Nick o Creative and fun song with choreography o Memorable o Enthusiastic · Amporn o Organized, enthusiastic o She made us do all of the work! o Great examples o I am very thankful for her sharing of her poem · Robert o Great fulfilling song o Thought provoking o Call your students ladies and gentlemen o Do not give up on the difficult students · More Marva Collins o Teachers inspired by Marva o “Speak up, honey, you are brilliant” o Teaches eye-contact, they are great speakers, they can articulate, no accent, very professional o Use their notes for later classes in high school and college. Not useful o Kids with difficulties or couldn’t learn she got them to read Shakespeare, etc o They know Hamlet in the 4th grade o You have a brain, you can do it on your own o They are all special and teachable o If they can learn rap songs then they can learn literature o Students believe in her work, what she did for them o Focus on clear conversation o Kindergartners know what “quadrilateral” means o “I will” is more important than your “IQ” o China style: stand up when an adult enters the room or asks a question or to answer a question o High energy o Work in synonyms o No excuses! Your responsibility!!

Stand by me · Walking down the train tracks · Searching for the dead body · Knew how to moke from brother · “Am I weird?” “Everyone is weird” · they separate each other, smart and dumb, future and no future, college classes vs shop classes · superman vs mighty mouse they think they are both real · kid in white shirt is very smart and realistic, thoughtful and mature · the power of friendship is very strong · train represents that pubrity is coming and there is no turning back Pistle Pete · kid wants to live up to his dad’s expectations, successes · memorabilia covers walls · kid is determined no matter what, even the rain · he is “in the flow” doing what he loves to do  · dad arrives by car, he is happy and they start to play together

Dweck Video clips 1. praise the process not the student · Encourage growth mindset: they become enthusiastic learners and responsible too · They need to believe their intelligence can grow · Fixed o Born gifted o Have natural gifts o Set in stone o Nature · Growth o Success comes from effort, practice, and handwork: nurture · Smart people work hard because there are going to be times when things do not come easily to them so they normally give up and say they are stupid if it is difficult which is not true · Growth mindset promotes love of learning, embraces challenges, and confidence and happiness · Fixed: joyless achievement · Praise in specific ways · Effort is the experience 2. 5th graders given puzzles, easier to harder, some praised for intelligence and others for effort · Intelligence wanted to go easier puzzles again, difficulty means stupid, they feel that they have to look smart · Effort wanted to do harder ones, difficulty made them feel smart, opportunity 3. Children base their activities on their intelligence · 8 section workshop at middle school · ½ growth mindset lesson · ½ study skills lesson: did not work, not motivating · Told that the brain is like a muscle and it gets stronger with very use 4. Lady’s daughter only draws one flower · Looks amazing but will not draw anything else because everyone is praising the flower · She doesn’t want to loser her status as a good artist 5. Focus on mindsets · Don’t label because they will try to prove them, they don’t want to lose that label · They don’t try because if it is hard that means they are stupid · They don’t want to lose control of their situation

Dr. Comer(1934) · child development · BA: IU 1956, MD Howard univ 1960, MPD Michigan 1964, Postdoc Yale 64-67 · 50 yrs career · joined military · job at Yale in child studies · low class students · education reform · comer method: development of social skills and self-esteem · parent involvement is important · children’s experiences at home and in school deeply affect their psychological development which shapes their academic achievement Bruner (NY 1915) · Duke BA  · Harvard PhD · Cognitive revolution of 1960s · Constructivist-build on what you already know · Categorize · Instructor facilitates · Students discover principles on their own · Instructor translate info into format appropriate for learners · Spiral manner · Learn to think on their own · Father of discovery learning Teacher questions · Model questions · Types o Information, requests for specific answers o Analytical, reflect and compare § Explanation: how § Discovery: what § Causation: why o Imaginative § Hypothesis § Creative o Follow-up § Clarify § Refocusing § Redirecting: feedback § Rephrase o Opinion o Conversational § Prompts to continue conversation Lectures · Guided notes · When to use a lecture o When you feel you are the expert o When time is limited o When information is needed to complete an activity o Change of pace o Guest lecturer · Use visuals, keep them simple · Plan ahead · Don’t draw during, do before · Maintain eye contact · Big print o 18 transparency o 24 PowerPoint · keep to 3-5 main points · build 1 point at a time · questions and answers: encourage them to do so during · wait time! · Give question sheets: they write their own to give back to you · Tell them when they are asking good questions, reward · Know your topic but admit if you don’t · Minute paper, checklist, summary