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How Puzzling Pics Lead To Powerful Learning

10/4/2017

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​Have you played the popular app game 4Pics 1Word? The goal is to guess the common word that connects all four pictures that are shown on the screen. For example, what word do you think connects the four pictures below? 
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While trying to solve the puzzle, you were activating your prior knowledge about the topic, looking for similarities and differences, and summarizing your thinking into one essential word. This process is extremely beneficial for learners of all ages and helps to cement information. (If you guessed "sleep" you are correct!)
 
Tim and Melinda, partners in a co-taught Algebra class at Menasha High School, created their own 4 Pics 1 Word slide to teach the concept of transversal lines. They found four pictures that included the concept of “trans” – transcontinental, etc., and had students puzzle out the key word. Then the teachers presented an image of a transversal line and helped students make the connection to Algebra. All students were engaged and could immediately understand the meaning of the word “transversal.”
 
I tried it this week with students during a lesson on brain plasticity and growth mindset. I presented several 4 Pics puzzles I created, all around the lesson target (see one below.) As an added bonus, I explained to students that when they are puzzling something out, dopamine is released to increase sustained attention. Students were highly engaged and thinking analytically about the content! Thanks Tim and Melinda!

For more simple ideas, check out my newest book, Super Strategies for Everyday Teaching.
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Conversation Cubes

10/2/2017

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Conversation Cubes are a visual, tactile way to encourage students to take turns during small group discussion.
 
  1. Place students in groups of four and provide each of the four with several cubes of a single color.
  2. Show students the following photo (or illustrate it on your board.) Ask them “Which of the two towers represents the best group conversation?”

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3. Discuss their observations, pointing out that Tower Two would mean that one student dominated the conversation, while Tower one would mean that all participated. Discuss variations (“Is it ok to have the same color twice in a row? What might you do if one color is not represented?”)
4. Provide students with a discussion prompt and watch as they build their towers to insure that all are participating.

Thanks to co-teachiers in Littleton Public Schools for sharing this idea with me. It worked out so well! Our end products looked like great!
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    Anne M. Beninghof

    Anne's mission is to improve instruction through collaboration and the sharing of creative, practical ideas for educators.

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