Be GLAD Hip Pocket Tools

10/2 Discussions

These are times for students to discuss, negotiate, or relate to any newly presented material. By making sure we as teachers only provide direct instruction for less than 10 minutes, our students will be able to attend to the lesson with more focus. Short and sweet then time for students to process.

Color Coding & Shape coding

Connect ideas by color coding them to show categories and relationships. Shapes can be used in the same way. It'll help your students build better connections. And as cognitive psychologists have found connections create intelligence.

Citing Source

We focus on process so with any student response we'll ask them to talk through their thought process on how they arrived at their response. It moves away from recall, restate responses to responses that focus on their metacognition.

"Say it with me." & "Read it with me."

With any new language, vocabulary, or challenging concept, we'll have students repeat the language with us. This facilitated oral practice increases their engagement and provides critical opportunities to learn pronunciation and encourages taking a risk using new academic language.

Visuals & Sketches

When we present new academic language, vocabulary, and challenging concepts, we'll add a quick sketch or visual to represent the idea. It targets another form of intelligence, improves memory, and increases comprehension. Sketches should be quick and easy (e.g. stick figures are great).

Hand Gestures

ASL (American Sign Language), TPR (Total Physical Response), Hand gesture - As with Tool 2, we will add a gesture to visually represent key vocabulary and academic language. It helps with memory and helps get the fidgets out in a productive way.

Co-Construct

By co-constructing or co-creating an input chart or direct instruction with and in front of students, you are taking advantage of Neurological Imprinting. This will help keep the new information being presented in long-term memory.