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Powerful Teaching

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Scavenger Hunt

Working independently, check off your responses on the Scavenger Hunt Worksheet as you watch. The facilitator will project the video onto the large screen.

Video Clip

Le Tour de France
Grade: 12
School: Dubuque Senior High School, Dubuque, Iowa
(8:55 min)

What evidence did you observe that students were engaged in their learning?

Eight Components of Powerful Teaching

Your facilitator will guide you through the eight componets of Powerful Teaching:

  1. Student-centered learning environment
  2. Knowledge-centered learning environment
  3. Standards-based curriculum and high expectations
  4. Active participation, exploration, research
  5. Collaborative, trusting environment
  6. Relevant, real-world connections
  7. Opportunities for reflection (metacognition)
  8. Performance-based assessments

Research to Practice

Directions

Working independently, answer the following questions.

  1. Is this form of technology something you would use as a teacher. Why or why not?
  2. Referring back to the video example and the Powerful Teaching components, explain how the design of the lesson and use of technology in the Tour de France lesson contributed to the improvement of student learning.

Chalk Talk

Directions

This debriefing protocol is a silent reflection led by the facilitator that allows the group to reflect on learning and generate ideas.

Using the Chalk Talk Protocol to Debrief

You will answer the question "What are the essential elements of the learning activity?" using a marker and working silently in a group. Respond to the question on chart paper or the board. Write your responses to the questions in silence. You can add to other responses by:

  • Circling existing text (from someone else) that you find interesting or compelling. You may want to write a note that expands on why you find it interesting.
  • Connecting two ideas that seem related by drawing a line between them. If you think ideas might be related, but you aren't sure, link them with a line and then put a question mark on the line.
  • Circling some text you have a question about and then writing the question next to that idea.

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