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edean

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Reply with quote  #31 
This spring, my grade level was given the task of reviewing our weak reading TEKS in an intensive 10 days worth of engaging lessons prior to the STAAR test. Our lessons and activities were well thought out, but I knew I needed to target their attitudes as soon as I got them. We regrouped our kiddos and switched up their teachers based on their needs. Many were excited. Some were nervous. I needed them to want to be with me as they all loved their own homeroom teachers! Each time we switched I played "entry music". Students couldn't help but break into huge smiles and spontaneous dance. They didn't know what to expect, so this was surprising and fun. It set the tone and mood for unexpected fun, rather than "review". In addition, I started each mini lesson with different music genre to call them together to the carpet. This made time for quick and interesting discussion of these catchy tunes to their ears. With everyone in a great mood they were ready and willing to get started.
mannpowers

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Reply with quote  #32 

I used positioning after my class listened to an author.  We decided to become authors and write a story to be read aloud at our "coffee shop".  Students were put into groups to work collaboratively on their ideas.  These groups also helped each other with editing and publishing.  Additionally, students could use technology to assist in the writing process. It was a great success and the students loved what they created.

As a pull out, small group instructor, many students do not want to come to the class.  I try to use reframing in order to create excitement.  We often act as CSI (coding sentence Inspectors) for the grade level at our school.  We use the curriculum from the ELAR, Math, Science and Social Studies to investigate and code sentences.  The students get to pick what they want to code. Many pick from their favorite subject and some opt to broaden their scope and try something new.  It is very exciting to watch them take ownership of their learning.


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sandymo

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Reply with quote  #33 

I teach students with many differing disabilities.  Therefore positioning the lesson so that they may be able to apply it to their world is very important.  I try to take their "likes" and connect my lesson content to them.  This helps them understand the material better, keep their attention on the lesson, and they are able to apply it to themselves in many different ways.  This in turn will lead to reframing the material that we teach.  If we are able to apply it to the students interests it in turn takes away the negative associations that students may have with learning and make it enjoyable and fun for them.  It also gives them a reference point when recalling the material taught as they will remember the "fun" they had when learning.  Going outside the box and teaching students in a different way than the conventional will help with recall and understanding while having fun.


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Sandra 
Swimmer

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Reply with quote  #34 
I have used reframing in my math class by saying that I am going to be teaching them the illegal way or quick-and-dirty way of working problems. This always gets a giggle and increased interest.
Hamst

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Posts: 12
Reply with quote  #35 
Positioning and Reframing.

In an online environment working with student whom are learning a new language, requires starting off with small bits of knowledge, like phonics. From phonics students learn words that begin with the letter being studied. Within a lesson a student is introduced to the letters a, b, c, and the phonemic sound each letter makes. You can end the lesson there or you can extend or reframe the lesson to include words that begin with the letters a, b, c, moreover, have pictures so the student can see the word, and even more moreover, TPR of what the picture is about and have student TPR as well.

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asyphus

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Posts: 6
Reply with quote  #36 
I use positioning on an almost daily basis in my classroom. Since I teach World Geography, I can easily give students reasons for why the content is important for them to know. I bring in current events and can appeal to their sense of compassion as we study about problems that are confronting different regions of the world.
kcunningham

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Posts: 6
Reply with quote  #37 
To teach my English students the importance of correct grammar, I had students write a "text message" to send to a friend about something at school that bugged them. Then they were to write an informal letter to an adult friend about the same complaint. Next students wrote a formal letter to school administration about the problem. By reframing the context in which students expressed their view of a perceived problem, students could see the relevance of learning correct grAmmatical structure.
lorelai86

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Posts: 14
Reply with quote  #38 

Give an example of how have you used either positioning or reframing in your classroom (pgs. 60-63)?

I use try to use positioning and reframing in my classroom everyday. I make my lessons easy to digest and show students how this is relevant to them. I try to show enthusiasm with what I am teaching so that students will "buy in to" the content. We have to teach students in different ways to spark interest. I encourage creative expression when they are showing what they know.





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Laura Niehues
Veronica

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Posts: 38
Reply with quote  #39 

I reframe on many days in my classroom, when students are reluctant or slow about standing for the Pledge of Allegiance, I tell them that it is a command such as when the police yells "Halt!", it is to be obeyed immediately.

mewisl

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Posts: 148
Reply with quote  #40 
Many of my students need extra assistance in revising and editing sentences and paragraphs. I have taken the old "DOL" warm-ups and reframed them has a "What's my grade?" activity.  In this activity, I am given 30 seconds to write 1 sentence and to give 3 I used statements.  For example, I used a comma in  a series.  Of.  course, I already know what I am going to write.  Then students are given three minutes to prove my sentence correct or use rules to correct my mistakes and to make sure I did my "I used" statements correctly.  They may add to my list if they observe any rules that I did not list under I used.  After three minutes, I post a 5 minute.  Students work together as a relay team to show what they know.  Then they count how many rules were in the sentences and get my grade from calculating the number of rules used correctly over the number of rules in the sentence.  Students love this activity because 1. they are playing a game and 2. they love proving the teacher wrong.
Amancillas

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Posts: 37
Reply with quote  #41 
Last year, I reframed the way I introduced my course (math) by showing a short video about growth mindset vs fixed mindset.  I talked to the students about how making mistakes in math is just as important as getting answers correct because making mistakes helps your mind grow.  I emphasized that everyone can learn math no matter how they have felt about it in the past, no matter what others have told them about their ability to learn math.  

This summer I have been helping a student prepare to go from homeschool to public school.  She is pretty far behind in math and has a lot of gaps.  Rather than giving her worksheet after worksheet of integers and integer operations, I have assigned games for her to play with her parents and brother at home and we start or end with the game on the days I work with her. I told her I'm not grading anything, just trying to help her with the topics I think will help her most to be successful in 8th grade math next year.  My goal was to position integers as something with a real-life application (using money, diving, temperature to explain the concepts) rather than just harder problems with rules to memorize and as something that is going to help her be successful rather than one more thing on the list of topics she needs to learn.  I positioned it as what I believe to be the one thing that will help her the most to be successful.   


Nachagriffin

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Posts: 6
Reply with quote  #42 
Positioning-This was a hard one for me to answer because generally I don't have to work too hard to get Elementary age students to buy into my PE class. But what I know they love I use-competing against each other in games, opportunities to be creative and show off (creative dance unit), video gaming with the Wii. Reframing-So last year I made health lesson quizzes for each of our health lessons we viewed. We watched the videos four days in a row unfortunately to allow all the kids in our school to view the material. Boring for me and my students. This year I figured out a way to show the videos only once to each set of classes; totally 6 all together. In between the time for viewing the material and taking the quizzes they will engage in health lesson activities/games I made up for them to do to reinforce their learning. I am hoping this new way of doing our health lessons and quizzes will get my kiddos excited about their health component.
rodeowidow64

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Posts: 6
Reply with quote  #43 
As the technology applications teacher, the kids already love coming to my class. However, there are many things students should learn/know before moving on to the next level. When working with office programs, we start with word processing to learn the basics: font, size, bold, underline, color, special effects, etc. I always give them time to "play" with changing each of these. I have found that if I don't, they're going to do it anyway! We call it "exploring" the program. Then, after they have done a little research project, they create a presentation using these elements of the program to make it more pleasing to their audience. Over the ears, I have seen several students who would rather create a presentation just for fun than play games on my chosen sites.
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ElizabethRose41

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Reply with quote  #44 

I tutor high schoolers in math and science during the school year.  A couple of years ago my students were taking a Chemistry class that was exceptionally bad about explaining the math.  There’s so much math in Chemistry.  It made them not enjoy the class, so I had to re-explain everything, find practice problems (there were none), and come at it from a positive angle they hadn’t been exposed to.  One of the first sections in the book dealt with calorimetry problems.  Steps weren’t explained in the book or in class.  The book skipped steps and didn’t explain reasoning.   I just told them to forget everything their book said.  It wasn’t wrong, but it wasn’t explaining it well.  They really weren’t hard problems.  All they had to do was make a chart every time they had that type of problem.  Fill the chart in, fill in the blank spots, and you’d have an answer – every time.  It made the problems seem like simple fill in the blank puzzles, instead of big intimidating and confusing Chemistry problems of doom.  

Robinschea

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Posts: 11
Reply with quote  #45 
I use positioning when introducing a new unit or concept in literature, especially when it is "old, boring stuff." I relate it to current event and even current pop culture. For instance, when I introduced Frankenstein to my classes, I used clips and references in pop culture to show the students that we still find it important even today. I also stress that it's really a deeper story than the Hollywood image so many people are familiar with. I lead the students to see that the creature is misunderstood and that the true "monster" is unbridled ambition.

I am constantly reframing lessons and concepts in my high school English classes. I teach English IV which is heavy on British lit., so it seems unimportant to my students. I point out that so much of this literature is the basis for modern songs and movies with which they are familiar. I tell them that if they get the allusions, then they will be the smartest person in the room.


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