20 interactive teaching activities for in the interactive classroom
The PowerPoint comes complete with a great opening video clip and my detailed notes for how to facilitate each slide. Following the discussion simply hand each student a packet containing the 40 value cards.
Instruct them to clear their desks and lay the cards out in front of them face up so they can see each of them. Remind them that there may be one or more "blank" cards that are to be used as "Wild Cards". The Wild Cards can represent a word or "value" that they feel is important to them but may not be represented among the 36 other values. If you wish, allow them to write their own values on one or more of these blank cards.
Ask them to study the cards for several minutes and try to identify a meaning that pertains to them.Encouraging values in the classroom
If you are using the set of cards that contain definitions, remind them that the definitions are subjective and somewhat arbitrary and they do not have to agree with or accept the stated definition. These are provided simply to provide some context for the word.
They can use any definition or meaning they like for any of the words. Once they have had some time to reflect on the words, challenge them to identify the five values that best represent them as an individual. Instruct them to gather all the other cards face down in a pile and to end up with only those five "Core Values" face up in front of them. This may take a bit of time for some students and others will identify their values very quickly.
Be patient and allow plenty of time for everyone to select their five. Listen to the discussion as students struggle to whittle it down to only five. Once everyone has only their five face up on the desk in front of them.
Ask if they are comfortable with allowing others to see what they have chosen. If everyone is okay with this then encourage the students to move about the room and see what others have chosen. Discuss any surprises and ask students why they may have chosen a particular value. Allow students who may not feel comfortable sharing their values to turn them face down if they wish.
While I have not had this happen, it is nice for students to know they have the option. Once the discussion has calmed down, ask everyone to return to their seats and challenge them to divide their five values into those that would be considered "Ethical" values and those that would be considered "Non Ethical" values.
Have them place the ethical values on the left and the non ethical values on the right. Listen and watch as they make their distinctions. You may have to explain what is meant by ethical and non-ethical values.
For instance, the desire for wealth or the desire for health are not ethical values. Integrity and honesty on the other hand ARE ethical values. For the most part, students end up with a balance of both ethical and non ethical values. Next I ask students to select the value that they feel needs the most work, the one that they could improve upon the most and share it with someone sitting next to them. Ask them to share with the same person why they feel it is the weakest of their values.
Once that discussion is over I then ask them to select the card that represents their strongest value, the value that they feel the most possess at this time.
Again I ask them to share this with a different person sitting next to them. Have the explain why it is the strongest of their values. The final step here is to ask everyone to narrow their list down to just one card that represents their most important "Core Value".
Give them plenty of time for this as it may be as challenging as the first selection. If everyone is comfortable, ask each person to hold up their card and state the value out loud to the entire class. Go around the room until everyone has stated their value. If anyone is too uncomfortable doing this, allow them to simply say "Pass" when it is their turn. I usually end the activity with a discussion around questions, "Would five random people from their lives identify the same core value as each person selected?
Do you walk the talk when it comes to your value and the way that you live your life?She told them she was joining them for the school launch in Johannesburg. And with the right values internalized, students will achieve as a result of their strength of character, not develop character as an afterthought when time allows in the final weeks before school ends each summer. Core values are so integral to the identity of SPARK that its name is actually an acronym of the five core values the school focuses on teaching students:.
They participate in meaningful service projects, including cleaning up local parks, collecting and distributing water during the drought, and volunteering at local orphanages. They assist struggling classmates. They learn about and commit to bettering South African society. This, we believe, is the key to achievement. Our blended learning model, in which we integrate technology into traditional teaching, employs software that emphasizes failing a certain amount of times before succeeding.
Our educators are recruited on their track record of persistence through challenge, both personally and professionally. Each year, we celebrate Youth Day as University Day in our schools, and our students spend that day visualizing their path to tertiary education and careers of their choice and hearing from community members about the unique and exciting jobs they have chosen.
Our students also have great examples in our staff members who are selected from thousands of applicants annually and who work unbelievably hard to drive student achievement. Imagine a generation of students who had promised each morning of their school career to be responsible for their actions and who were encouraged to hold themselves, their peers, and their teachers to account on that point.
Our students are well-versed in tools for conflict resolution and are as capable of using their words to speak their mind as they are in using their words to apologize. They treat all their peers with respect and dignity.
They believe in the worth of their peers, no matter their socioeconomic background or the color of their skin. Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update. Save my name, email, and website in this browser for the next time I comment.
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Phone Fax Contact us: info gettingsmart. Services Speaking Engagements Partners Interested in working with us?Paul grew up on a farm where moral virtues such as hard work and honesty were cherished. As a teacher, each class had a moral lesson. In a previous hub titled "Teaching Moral Values in School: A Necessary Part of the Curriculum," I mentioned that it was just as important for students to learn moral values in school as it was for them to learn the three Rs.
The moral values referred to in that hub included unconditional love and kindness, honesty, hard work, respect for others, co-operation, compassion, and forgiveness. In this hub, I will go one step further and suggest five useful classroom activities as ways of imparting moral values to students. While helping students develop their four basic skills of listening, speaking, reading, and writing, I created lessons that not only addressed needed language skills but also imparted moral values.
Basically, I employed five different classroom activities to reach my goal. They are as follow:. All children, especially younger kids, enjoy reading folktales, fairy tales, and stories where animals are the main characters. This is shown by the great success of Mickey Mouse and other Disney characters. One of the best sources of stories about moral values can be found in Aesop's Fables. These short stories which mostly involve animal characters are simple in expression, and they convey the truth of human life.
In the fable Androcles and the Lion, students will learn that gratitude and compassion are the signs of a noble soul. The moral lesson from The Wind and the Sun is that kindness has more of an effect on people than severity. The fable Mercury and the Woodman will teach students that honesty is the best quality. Never Cry Wolf teaches children that it is bad to tell a lie. Most children love learning and singing songs. Adolescents and adults also like songs and singing, especially if they can identify with the music.
One of the most successful songs I used to impart the moral value of love is an old folk song originally sung by Peter, Paul, and Mary in the 60s titled "If I Had a Hammer. By examining the lyrics, we see that in addition to practicing the second conditional, "If I had a hammer, I'd hammer in the morning," the students are observing and singing the importance of love in the world. In addition to singing the song, I have the students make believe they have a hammer and bell, and I have them demonstrate the actions of hammering and ringing.Though traditionally teaching values and social skills has been left to parents, it is increasingly becoming incumbent on teachers to teach these skills.
The stories on this site will give you many opportunities to discuss and teach children important social skills and values which will help children in your classroom get along better and become better human beings. Here are some tips for using the stories in your classroom.
It is unrealistic to expect your students to achieve all of the behaviors in the stories at the same time.
Though you can certainly read all the stories to the children, pick a few stories that embody the skills your class needs to work on. The stories on this site are ideal for teaching social skills to children. First, decide which skill you believe your class needs to work on.
Then select a character or a story to use to introduce this skill. Ramon Stand up for Himself is ideal if there is bullying going on in your classroom. Silly Lilly Remembers her Manners teaches children good manners. All of the stories on the site have something valuable to teach children, and it is up to you to decide which ones to use for your group of children.
Introduce the character or the story, and discuss the message in the story. Use the discussion questions and activities associated with each story to help the children understand the message of the story. Once you have introduced the character and skill you want the children to learn, give them opportunities over time to practice the skill. Make posters using the character you want the children to learn you can print the stories for use in your classroom.
When situations develop that are similar to the ones in the story, ask the children what the character would do. Then ask what they should do, and explain what your expectations are. Children will develop a common vocabulary in the classroom, and ultimately will develop the skills you are working on. As needed, revisit the skills you have taught and the children have practiced. Model conflict resolution skills. Use situations that happen to children often in your classroom or that appear in the stories.
For instance, if a girl calls a boy a name, have the boy state how he feels, and ask him to say what he wants the girl to do.KLA-based lesson plans with a values focus approximately 50 minutes in length for primary and secondary students are available for downloading as PDF files.
Each lesson includes teaching and learning strategies with getting started, discovering and bringing it together activities. For teaching and learning units designed to assist schools and teachers to integrate values within key learning areas of the school curriculum see Building Values Across the Whole School. Follow the links below for your area of interest for the lesson plans and co-curricular activities.
7 Effective Teaching Strategies For The Classroom
Early Years. Middle Childhood. Early Adolescence. Later Adolescence. Co-curricular activities include ideas, information and suggestions about how schools are implementing the National Framework outside the formal classroom context. Written by school-based practitioners of values education they contain practical activities for teachers to use or adapt in their communities. Lesson plans and activities Lesson plans KLA-based lesson plans with a values focus approximately 50 minutes in length for primary and secondary students are available for downloading as PDF files.
Early Years Middle Childhood Early Adolescence Later Adolescence Co-curricular activities Co-curricular activities include ideas, information and suggestions about how schools are implementing the National Framework outside the formal classroom context.Tim Truzy is a rehabilitation counselor, educator, and former dispatcher from North Carolina.
Culture is a part of who we are and everything we do. We cross cultures frequently without being aware of doing so. Some of the cultures we interact with on a daily basis include: neighborhoods, businesses, and religious groups. The numerous cultures we belong to are extensive.
Our relationship with culture is mind-boggling and undeniable. Perhaps one of the biggest cultures we are aware of is the school environment. Quite simply: culture can be defined as the way things are done around this place, and schools have their own traditions, values, and expectations, just like anyplace else where humans gather. Furthermore, schools have groups which represent narrow subcultures of the general culture of the educational environment.
Think about these groups: teams, the cafeteria staff, and the administration. How they interact with each other and the students can be vastly different from school to school. For example the culture of one school may be like this:.
Although educating students is the main goal of the school, teachers may have different variations on how to accomplish that goal. Yet, culture influences how lessons are presented and how instruction proceeds. It impacts how students learn. With the student population projected to be mostly of nonwhite children by the year in America, Culture has crucial ramifications for educators and the field of teaching.
As a rehabilitation counselor with training in the teaching profession, I found these steps useful when delivering instruction to my students:. An often overlooked aspect of culture is how intelligence is perceived by students and teachers. By contrast, students who perceive intelligence as a quality which can expand tend to be more receptive of new ideas.
For this reason, teachers must scrutinize their values about intelligence. Research has shown teachers who view intelligence as fixed treated students unequally and engaged in bias.
Such beliefs can have important ramifications for different student populations, particularly minorities and females. However, teachers who viewed intelligence as malleable demonstrated less bias and treated students more equally.
In conclusion, to engage in best practices, teachers should encourage administrators to make cultural responsive training a part of ongoing professional growth and be willing to implement techniques which are evidence-based in the classroom.
Ironically, culturally responsive teaching as a norm must be integrated into the culture of the school. Chartock, R. Strategies and lessons for culturally responsive teaching: A primer for k teachers.
Boston: Pearson. Gay, G. Culturally responsive teaching: Theory, research, and practice. Hollie, S.
These 22 Place Value Activities Make Math Learning Fun
Culturally and Linguistically Responsive Teaching and Learning responsive teaching and learning; classroom practices for student success. Huntington Beach: Shell Education.
To comment on this article, you must sign in or sign up and post using a HubPages Network account.Here are some ways to prevent that from happening. Your values are your personal inventory of what you consider most important in life. Here are some guidelines for identifying what you value. Oftentimes we find ourselves in situations where we have to make a choice between two values that are in conflict with each other.
At times like this we must be ready to distinguish between our higher values and our lower values. If you are using the video, ask the first two questions before viewing. Is it always easy to be yourself, or can it sometimes be difficult?
Give examples. How do you do it? Is that true here? What do you have to do to fit in here? Does fitting in ever make it hard to be yourself? Are there groups here in school? Gangs What are they? Why do these groups exist? What do they do for the people in them? Does being in a group sometimes make it harder to be yourself? In what way? Are there pressures to fit into these groups?
If so, describe the pressures. Do you agree? Can you give examples? Is that good? Do all the kids in a group have the same values? What do values have to do with making choices? Do you think that sometimes people make choices that conflict with their values? Can you give an example? In the hypothetical situation about the group wanting you to help steal a tape, what values are in conflict? What would you do? What do you think she meant by that? Do you agree or disagree?
Can you give a personal example? How do you know what your values are? Do you think we are born with values or we learn them?