Basic Training

Starting the School Year Right

Lessons by: Brian Thomas
Strategies by: TCI

The beginning of the school year is critical. You are getting to know your
students. They are getting to know you. The students are also learning either
directly or indirectly your procedures and expectations for class.

Take control of the first days of school by getting the students immersed in the
procedures and protocol of hands-on learning. This multi-lesson unit is meant
to get the students engaged and trained to have a successful experience using
TCI lessons.

By no means is this the only way to begin a year or teach these procedures, but
I am happy to offer this as a framework. Please use, manipulate, and make
your own.

The four lessons making up this unit are:

1. Lesson A: Getting Started and Getting to Know Each Other
2. Lesson B: The Interactive Student Notebook
3. Lesson C: Your Learning Styles and Working with Others
4. Lesson D: Automating Classroom Procedures to Save Time
Starting the School Year
LESSON

Getting Started and Getting to A

Know Each Other

Why should you care about how you

learn?

Overview Materials

Students are immersed into the learning procedures, •“Get an Autograph”

theories, and classroom behaviors that will be used for sheet (1 per student)
the coming school year. •Visuals A1-A7
•Master A1: Role
Preview Students meet/greet each other in an autograph Cards
activity •Student access to
desktop publishing
Activity In a Visual Discovery, students will analyze a software
series of images related to the class including OR
expectations and a preview of activities to come. •Plain paper, glue
sticks, and colored
Processing Students will create a notebook cover which pencils.
shares some details about themselves.

Objectives
In the course of this lesson and participating classroom
activity, students will
• analyze the importance of knowing each other in a
collaborative atmosphere
• describe the expectations for behavior in class.
• explain how following directions and having respect for
one another will make for a better class experience.

Basic Training: Starting the School Year Right 1

Procedures

Preview
Suggested time: 10 minutes

1. Greet Students at the Door. Make sure to introduce

yourself to each student as they enter class. Begin
now learning their names and creating an inviting
atmosphere in your class.

2. Have students complete “Get An Autograph.”

Distribute “Get An Autograph” sheet to each student
as they enter into class.

3. Explain the importance of knowing each other.

Tell students that they will be working with each
other throughout the year in various grouping “Get An Autograph”
configurations. It will be important to know each Handout
other well to build trust and mutual respect.

Visual Discovery
Suggested time: 20 minutes

1. Explain the visual discovery to class. Invite the

students to analyze Visual A1 of students engaged in
class. Challenge the students to answer the following
questions:
• What do you see in this image?
• What are the students doing?
• What is the role of the teacher?
• How would you describe the level of attention from
the students?
• What classroom expectations do you think are
present to allow this activity to take place?
Visual A1
2. Introduce the classroom expectations to students.
Have students review your classroom expectations or
rules. Tell the students that the next series of images
in class will depict an activity they will do this year.
Each image will contain a clue to one of the three
classroom expectations that will be highlighted.
Their job is to figure out which classroom expectation
is highlighted.

Basic Training: Starting the School Year Right 2

Procedures

3. Project image of Visual A2: Students Working in

Pairs. Encourage the students to carefully analyze
Visual A2.
• Challenge students to discuss with a neighbor what
students are doing.
• Have students stand up and point (from their seats) to
an example of respect being shown in the image. Visual A2
• Encourage students to discuss in small groups what
might happen next (between the pair with a yellow
dot) if one of the pair were disrespectful. What Image Suggestion
would the next picture look like?
• Project Visual A3 and stress to students how Swap out the images used
important it is that they be respectful of one another in the Slide Share
and you as their teacher. Generous respect will allow document for images of
actual activities you will
for trust to build in class and a greater diversity of do in class. Try to
activities in class. include an image that
would also include you.

4. Project image of Visual A4: Students Teasing at

Table.
• Have students take out a scrap piece of paper and
draw, using stick figures, a rough sketch of this
picture.
• Tell the students to add a speech or thought bubble to
each student in the picture with what they think the
Visual A4
student would be saying or thinking.
• Encourage a few students to share their image;
pointing out examples where the yellow dotted Going Digital
student is saying something related to a put-down or Suggestion
teasing.
• Project Visual A5 and stress to the students how Use polleverywhere.com
important it is that everyone be respectful and to be and have the students
text in what they think is
very careful not to tease in a way that is hurtful.
being thought or said by
• Ask the students for some examples of playful and one of the pictured
okay teasing vs. hurtful comments. What is the students. Choose a few
difference? examples to be
explained.

Basic Training: Starting the School Year Right 3

Procedures

5. Project image of Visual A6: Students Engaged in

Group Activity.
• Conduct an Act-it-Out with the students by having
some volunteers “step into” the image and assume the
role of an individual pictured.
• Pass out role cards to participating students. Have
students review their role card carefully and if
necessary, use it as their script when selected to Visual A6
“come to life” by the teacher.
• Explain to the rest of the class that the actors in front
will become a talking statue when touched by you.
The characters will come to life and share a thought,
suggestion, or reaction to something that just
happened.
• Make sure that the student actors understand that they
are to follow the directions on Act-it-Out Role Cards
when they are tapped by you. One by one, tap each
student with a role card. Start with the student who Master A1: Role Cards
has Role Card A, and progress in order from there.
Move quickly through the students so the scene
unfolds naturally as it would in class.
• After the act-it-out, ask the class to identify where the
group activity started to go wrong. What was the
point of disruption? What would be the
consequences? How would it be different if the
person dotted in yellow reacted differently? Project
Visual A7 and review.

6. Summarize the Rules for Class. Have the students

get into a large circle. Have each student use a word
to describe something they think of when they think
about the classroom expectations based on today.

Basic Training: Starting the School Year Right 4
Procedures

Processing
Suggested time: 10 minutes to start in class; homework

1. Pass out materials for notebook coversheet.

Explain that in the next lesson, students will learn
about the Interactive Student Notebook (or ISN).
They will learn the procedures as well as do the initial
set-up.

2. Show students a sample cover sheet. Using a

previous student or your own, show the students a
sample notebook including a custom cover.

3. Challenge the students to create a cover for their

own notebook. Using the materials you’ve brought
or alternately using tech resources, have the students
create a custom cover for their notebook that includes
the following information:
• Their name prominently sized
• Bell or Period
• School Appropriate images that would highlight 2-3
interests or hobbies.

Sample Notebook
Covers

Going Digital
Suggestion
Have students use digital
publishing tools to create
their notebook cover.
PowerPoint, Photoshop,
or others are excellent
resources.

Basic Training: Starting the School Year Right 5
 Get the Autograph of Someone Who...
For each of the 35 categories below, find someone in the class who fits the description. Before you get
his or her autograph, you must shake the person’s hand and introduce yourself (“Hello, my name is . . . ”)
and ask one question about the item the person is signing. For example, for the first category about leaving
the state, you might ask, “Where did you go?” You are allowed only two signatures from the same person.
You will have to circulate throughout the classroom.

1. Has left the state over the summer_______________________________________________________

2. Has the same shoe size as you __________________________________________________________
3. Likes to watch football _______________________________________________________________
4. Likes to draw _______________________________________________________________________
5. Plays a musical instrument ______________________ ______________________________________
6. Has been to a play ___________________________________________________________________
7. Has had braces ______________________________________________________________________
8. Is wearing jeans _____________________________________________________________________
9. Is in another class with you ____________________________________________________________
10. Is new to this school _________________________________________________________________
11. Is from a different ethnic group than you _________________________________________________
12. Has traveled to another country ________________________________________________________
13. Has the same color eyes as you ________________________________________________________
14. Likes to read in bed _________________________________________________________________
15. Was born outside the United States _____________________________________________________
16. Likes to dance ______________________________________________________________________
17. Has a hair style different from yours ____________________________________________________
18. Is much taller than you _______________________________________________________________
19. You have never spoken to before _______________________________________________________
20. Loves history _______________________________________________________________________
21. Dislikes history _____________________________________________________________________
22. Has been surfing or ice skating _________________________________________________________
23. Likes the outdoors ___________________________________________________________________
24. Has more than two brothers and sisters ___________________________________________________
25. Is an only child _____________________________________________________________________
26. Likes to sing ________________________________________________________________________
27. Speaks another language ______________________________________________________________
28. Likes the same TV show as you_________________________________________________________
29. Likes to swim _______________________________________________________________________
30. Was born in the same month as you _____________________________________________________
31. Has ridden a bike over 25 miles in one day _ ______________________________________________
32. Knows how to sew ___________________________________________________________________
33. Chews gum ________________________________________________________________________
34. Likes broccoli _______________________________________________________________________
35. Plays on a sports team ________________________________________________________________

140 Bring Learning Alive!

Visual A1
Visual A2: Students Working in Pairs
 Visual A3

Everyone, including
the teacher, will be
treated with respect.
Visual A4: Students Teasing at Table
 Visual A5

Put-downs or
purposely hurtful
comments or actions
will not be tolerated.
Visual A6: Students Engaged in Group Activity
 Visual A7

No one will be
allowed to disrupt
the learning process
of others.

Role Card A – Yellow Dotted Student
You are watching another group present
to the rest of the class. One of the
students is your best friend. When
tapped by the teacher, say the following:
“I told my friend _____ , in the middle of
their presentation, that she looked crazy.”
Role Card C – Another Group
Member Presenting
During the middle of your group’s
presentation, a classmate interrupted.
When tapped by the teacher share the
following: “Just wait until their group
goes, I’ll do the same thing to them. See
how they like that!”
Master A1
Role Card B – Friend of Yellow Dotted
Student
During the middle of your group’s
presentation, your friend interrupted.
When tapped by the teacher laugh
hysterically and exaggerated until you
are tapped again and stop abruptly.
Role Card D – Another Group
Member Presenting
During the middle of your group’s
presentation, a classmate interrupted.
When tapped by the teacher share the
following: “This is embarrassing, I’m not
doing this anymore! I’d rather read a long
chapter and do a worksheet.”
Starting the School Year Right
LESSON

The Interactive Student B

Notebook

How will the ISN make you a better

student?

Overview Materials
•Copies of the Student
In a social studies skill builder, students analyze placards Handout B1: Buddy Clock
depicting portions of the interactive student notebook (1 per student)
(ISN) and begin working on putting theirs together. •Copies of Student
Handout B2: ISN Matrix (1
Preview Students complete a “buddy clock” activity to per student)
•Copies of Student
be used in paired activities for this lesson and future Handout B3: ISN
lessons. Guidelines & Expectations
•12 or more folders with
Activity In a Social Studies Skill Builder, pairs study six copies of Placards B1-B6
important components to the interactive student inside.
•Colored Pencils
notebook. Where appropriate, students will begin setting •Glue Sticks
up their own notebook. •Scissors
OR
Processing Students will create a simple editorial •Materials consistent with
cartoon on the topic of the lesson essential question . how you want students to
put together their notebook.

Objectives
In the course of this lesson and participating classroom
activity, students will
• analyze the importance of working in pairs as a way to
learn content.
• describe the expectations for setting up a successful
interactive student notebook in your class.
• explain how maintaining a good notebook will allow
them to deepen their understanding of content.

Basic Training: Starting the School Year Right 1

Procedures

Preview
Suggested time: 10 minutes

1. Greet Students at the Door. Distribute a copy of

Student Handout B1: Buddy Clock to each student as
they enter the room.

2. Explain the reason for the Buddy Clock Activity.

Tell the students that from time to time, they will be
doing activities in class that require pairs to work
together. Completing this Buddy Clock activity will
allow the students to move quickly into pairs and
allow them the opportunity to work with different
people throughout the year.
Student Handout B1
3. Go over the rules for the Buddy Clock activity. Buddy Clock
Instruct the students to read the directions quietly
while you read them aloud.
• Using a projected Buddy Clock, digital, doc-cam, or
transparency, walk the students through each of the
three scenarios at the bottom of their handout.

4. Give students 5 minutes to get as many signatures

as possible. Consider ringing a bell or announcing to
the class any time a student completes their clock and
brings it to you.

5. At the end of time, have all the students who still

have an opening for an hour to come to the middle of
the room. Pair these students quickly by finding out
what hours people have open, and if students have not
signed previously, signing them up. For those that
remain, use your professional judgement to allow Alternate to
pairs to work a second hour together or to have a Clock Suggestion
group of three in some circumstances. (note: if you
Instead of a clock,
have absent students, either fill one in for them consider a map with
yourself or have another student fill one in for them.) selected locations for
students to sign. Instead
6. Model how the Buddy Clock is used. Ask students of calling them clock
to review their clock. Have them point, from their buddies, they would be
travel companions.
seats, to their 7 o’clock buddy. Ask them to move
together and work together for the lesson. Explain
Basic Training: Starting the School Year Right 2
Procedures

that for future lessons where students are to be

paired, you will use the buddy clock to pair them up
quickly. Over time, they will have the opportunity to
work with everyone in the class.

Social Studies Skill Builder

Suggested Time: 30 minutes

1. Explain the purpose of the activity. Tell the

students in the next activity, they will learn about the
interactive student notebook (or ISN) and how it will
be used in class and at home.

2. Create 12+ Manila Folders with copies of Placards Placards B1-B6

B1-B6. Pass out a folder to each pair of students to
use as they complete each step in the process.

3. Pass out Student Handout B2: Matrix for ISN.

Have the students look at each feature on their matrix.
Pairs are to complete each column in their matrix,
Student Handout B2:
including the last column which must be initialed by Matrix for ISN
their teacher.

4. Have pairs begin work on the first feature. Have

pairs begin with the first feature, ISN Setup, and
complete all three columns of their matrix. Remind
students that before moving onto a next feature in
sequence, they must check in with you and be signed
off. Pairs will repeat this process until they have Student Handout B3:
ISN Guidelines &
completed all six features on their matrix. Once pairs
Expectations
complete the fifth feature, give each student in a pair
a copy of Student Handout B3: ISN Guidelines &
Expectations.

5. Debrief all six features quickly. Explain to the

students that it will be necessary to bring their
notebook to class every day unless they are told
differently.

Basic Training: Starting the School Year Right 3
Procedures

Processing
Suggested Time: 10 minutes; complete for homework “Going Digital”
Suggestion
1. Challenge students to create an editorial cartoon.
Have students turn to page 4 of their interactive Have students use a web
tool that allows them to
student notebook. Tell them that you would like to create their cartoon and
challenge them to create an editorial cartoon. share it. One possibility
is www.toondoo.com .
2. The subject of the cartoon should be on the ISN.
Tell the students to use the interactive student
notebook as the subject of their cartoon. The cartoon
should include things that would explain features the
features and benefits of the notebook. “What if”
Suggestion
3. Challenge students to use appropriate materials.
What if you don’t want
Students can draw their cartoon and color it, or use your students to create
other means to create their cartoon. their own notebook using
a spiral? What if you
have a consumable
notebook instead? What
if you’d like your
students to include other
features not listed as part
of this activity? Teaching
is a private practice. This
way to set up the
notebook may differ from
what you like. Adjust
your matrix and materials
as needed. It is also
suggested to review the
Social Studies Alive (for
elementary) or Bring
Learning Alive (for
secondary) methods
books as a whole section
in both is devoted to
various configurations of
the interactive student
notebook.

Basic Training: Starting the School Year Right 4
 Student Handout B1: Buddy Clock

Directions: When your teacher

asks you to, circulate the room
and get a different student to
PRINT their first, last name by
each hour on the clock. Here
are a five rules to complete this
task.
Print Your  1. Print your name in the middle of
Name Here 2.
your clock on the line provided.
You may only get another
students name on your clock
ONCE.
3. When asking someone to sign a
particular hour on your clock,
you BOTH have to blanks by that
hour.
4. If you are having trouble finding
someone that has an opening for
a particular hour on the clock,
ask aloud, “Does anyone have an
opening for __ o’clock?”
5. Take your completed clock to
your teacher when all twelve
hours are filled.

Can you also

Want to be I’m open at 10
sign my 6
my 2 o’clock I’ve already Are we o’clock, are
o’clock Let me look.
appointment? got someone allowed to you?
appointment? No one has
there, can we sign more
signed my 10.
do that? than once?
NO NO YES!
 Student Handout B2: ISN Matrix

Notebook Feature Two words to Why is this feature To Do List for You
describe feature important?
Create a Table of Contents
Notebook Setup (TOC) inside the front cover
like the example.
Number the TOC page 1

Create a bag with a glue

Materials Used stick, pack of colored pencils,
and a pair of scissors from the
supply area.

Cut out the Buddy Clock

Previews Glue it onto page 2
Add the title to your TOC

Fold this matrix in half

Reading Notes Glue it onto page 3
Add the title to your TOC.

On page 4 of the ISN, create

Process Pages a large rectangle on the top
half of the page.
Add the title, “Cartoon
About ISN” at the top and TOC.
Glue the “Notebook
Notebook Expectations and Guidelines”
Assessments to the inside-back cover of the
ISN.
Student Handout B3: ISN Guidelines & Expectations

INTERACTIVE STUDENT NOTEBOOK GUIDELINES

What is the purpose of the notebook?
The purpose of the interactive notebook is to enable the student to be a creative, independent thinker and writer. Interactive
notebooks will be used for class notes as well as other activities where students will be asked to express their own ideas and
process the information presented by this class.
What materials will the student need?
*Spiral Notebook:
Spiral bound, College bound preferable
70 sheets to 100
11 x 8 ½ in.
Three holed punched
*Highlighters
*Blue or Black Pens, Pencil, Colored Pencils or Crayons
*Glue-sticks
How should the notebook be organized?
Students will get detailed instructions in class the first week of school, but what follows is the basic premise. The notebook
will be organized into a left side and a right side.
What goes on the Right Side of the Interactive Student Notebook?
The right side of the ISN is for class and reading notes. As students take notes, they will structure them so that key ideas are
clear and supported by examples from class instruction, discussions, or reading assignments.
What goes on the Left Side of the Interactive Student Notebook?
The left side of the ISN will be used for a variety of different activities, including homework. This side should be the place
where all of the creative and artistic inklings come busting out! Left side activities will ask the student to demonstrate
understanding of new ideas. The kinds of new activities for the left side are listed as follows:
“PREVIEW”: is an activity where the student will be asked to preview new material that will tie into the content of the
lesson. This activity relies on students’ prior knowledge and is meant to be something that EVERY student can answer.
“PROCESS”: an activity in which the student will be asked to present new ideas they learned from the lesson in a way that is
meaningful. For example, a student my show their understanding of new ideas by writing a poem or a story, drawing pictures,
making diagrams, drawing political cartoons, or writing a eulogy.
How will it be possible to earn an “A” on the Interactive Student Notebook?
A student who expects to receive an A- or higher grade on their notebook will be one who has taken the time to consistently
include thorough, neat, accurate, and colorful work.
How will the Interactive Student Notebook be graded?
Notebooks will be checked quarterly for neatness, accuracy, and completeness. All class notes and notebook assignments
should be included, even for days in which the student is absent. Students are personally responsible to check the MASTER
ISN I keep or MYSELF for work. Students can expect to have their notebooks checked twice first quarter and once a quarter
thereafter.
Where will the ISN be kept?
For the most part, the ISN will never leave the classroom. Only on days where there is an extended Process activity for
homework. A box to hold ISN’s for each period of American History will be left in the classroom.
What happens when the 70 page notebook runs out of paper?
Students will use one notebook per quarter. This eliminates the cumulative damage from day to day use over time.
 Placard B1: Notebook Setup

Setting up the Interactive Notebook is extremely important. It’s also important to be

consistent. Notice that the Table of Contents allows the student to find their place
quickly. What other features in the set up of these notebooks allow students to find
and know what is on the pages?
 Placard B2: Notebook Materials

The materials used to maintain the Interactive Student Notebook are critical. Look
at the following pages. What did the student use to create a good looking notebook?
Some of the pages look like handouts. What tools will be needed to get handouts
inside the notebook?
 Placard B3: Notebook Previews

The first part of every lesson will begin with a preview. This part of the lesson is
usually 5 to 10 minutes. Sometimes students recall previous information.
Sometimes students share a thought on a possible scenario. When you hear the
word “preview,” what role do you think this plays in the lesson? Why would it be an
important part of the notebook?
 Placard B4: Reading Notes

When the class moves into learning new content from an activity, textbook, lecture,
or other source of information, students take their notes around graphic organizers.
Note how both words and images are used to help the student to remember the key
information. Remember that this portion of the notebook is testable.
 Placard B5: Notebook Processing

The class will engage in processing assignments at the end of each lesson. This is
the students opportunity to show what they know. Look at these examples of
process assignments, what are some characteristics? Would a student just be able
to memorize facts and complete these assignments? Why will these assignments
make you a better tester?
 Placard B6: Notebook Assessment

From time to time, notebooks will be collected and assessed. The expectations and
guidelines for keeping your notebook will help you to be ready for these
assessments. While every page in your notebook may not be reviewed, all are fair
game.
Starting the School Year Right
LESSON

Your Learning Styles and C

Working with Others

How could your learning style(s)

impact your work and others?

Overview Materials
• Multiple Intelligence
In a Problem-Solving Groupwork activity, students create Test(1 per student)
a 60-second commercial touting the importance of • Student Handout C1 (1
working together. copy per group)
• Flip Video Cameras or
Preview Students take a multiple-intelligence video recording
equipment and editing
assessment to learn their dominant learning styles. software.
OR
Activity Students are placed into heterogeneous groups • Materials for groups to
based on learning styles. Groups are challenged to create create a live commercial.
a 60-second commercial which would tout the advantages
to cooperative learning.

Processing Students add a virtual sticky note to a web

tool stating their preferred learning style and a personal
example of their strength.

Objectives
In the course of this lesson and participating classroom
activity, students will
• describe how their learning style can positively affect
their ability to understand content.
• explain the expectations and responsibilities while
working within a group.
• create a commercial using audio-visual equipment.

Basic Training: Starting the School Year Right 1
Procedures

Preview
Suggested time: 10-15 minutes

1. Greet Students at the Door. Make sure to introduce

yourself to each student as they enter class. Begin
now learning their names and creating an inviting
atmosphere in your class.

2. Distribute copies of the Multiple Intelligence

Assessment. Explain to students that once they are in
their seat, they are to take five minutes to complete
the 35 question survey. Encourage the students to
move quickly and not spend a lot of time wavering
between answers.

3. Score the Multiple Intelligence together. Project

the MI Assessment and Key in side by side fashion.
Using your interactive whiteboard tools, show the
students how to quickly score their assessment.
Multiple Intelligence
Assessment
4. Have students record their top two learning styles.
Once students have scored their assessment,
encourage students to review their key. Have students
come to the front of the room.

Problem-Solving Groupwork
Suggested time: 60-90 minutes

1. Divide the class into heterogeneous groups of four.

Using the results from the multiple intelligence
assessment, divide the class into groups of four. Try
to divide the class so that there is a strong visual
learner, strong interpersonal, and strong linguistic
learner in each group.

2. Move students into their groups. Move students

into their groups and challenge them to complete a
quick team-builder activity. Have them finish this
sentence within their group, “My favorite commercial
is ____ because ___.”

Basic Training: Starting the School Year Right 2
Procedures

3. Introduce the Project. Explain to the students that

they will now work together within their group to
create a commercial that touts the importance of
working together.
• Play the following YouTube link as an example for
what you are looking for:
http://www.youtube.com/watch?v=lDzZTX_t5uo
• Pass out Student Handout C1: Directions for
Completing Teamwork Commercial. Make sure that
each person within the group has a copy.
• Walk the students through each step in the Student Handout C1
commercial development process stopping at the end
of each step to reinforce that groups must have your
initials at the completion of a step before moving to
the next step.
• Have the groups complete the first step: role
assignments and begin work.
YouTube
4. Facilitate the work on the commercials. Blocked?
• Encourage the groups to work on their project
•At home, go to 
independent of your help unless absolutely necessary.
www.youtube.com and 
• Make sure to stay engaged while the students are locate the video that 
working. Having the students checking in with you at you want. 
the end of each step will help, but there may be •Copy the URL of that 
stretches where students are immersed in their work. particular video. 
•Go to 
This is the time to wander around the room and visit
www.keepvid.com. In 
groups. the blank, paste the URL 
• Project or post the completion time. If possible keep of the YouTube video 
a timer visible to students at all times. This will help that you want. 
the groups stay on task and keep the time for this •Click the Download 
button at the end of the 
activity from spilling over unnecessarily.
URL bar. 
•A choice of formats will 
appear. Right‐click on 
the one you want and 
select Save As. Give the 
video a name that you'll 
recognize and save it to 
your Desktop. 
•Once the video is 
downloaded, copy it to a 
flash drive to take to 
school the next day. 

Basic Training: Starting the School Year Right 3
Procedures

5. Play each group’s commercial.

• Have the students provide the link or upload the video
so that it can be projected to the entire class.
• Create a fun way for students to consume the
commercials and reflect on the importance of the
topic. One suggestion would be to turn the class into
an awards committee. Tell the students they will need
to pass out several awards: best commercial, best
actor/actress, best special effects, etc. When groups
vote, they are allowed to vote for any group or
individual provided it is NOT themselves or their
group.
• Play each video and allow groups to jot down notes
they think are important surrounding the commercial.
• After the videos have been aired, challenge the
students to reflect personally on the topic through the
process activity.

Processing
Suggested time: 5 minutes to start in class; homework

1. Project a class Wallwisher for the students. Using

www.wallwisher.com, post the essential question for
the lesson.

2. Encourage the students to respond at home. Tell

the students that you’d like each of them to respond
with a quick answer. Bonus points can be awarded
New to You?
for students that include videos or links to support
their answer. If websites like
wallwisher or others are
new to you, visit TCI’s
blog to download a
Starters Guide to Free
Web 2.0 sites. You can
find the guide here:
http://blog.teachtci.com/
starters-guide-to-free-
web-tools The page
that refers to wallwisher
from this document is
provided.

Basic Training: Starting the School Year Right 4
 Identifying Your Multiple Intelligences: Survey 1
This survey will help you identify your areas of strongest intelligence. Read each statement.
If it expresses some characteristic of yours and sounds true for the most part, write T.
If it doesn’t, write F. If the statement is sometimes true and sometimes false, leave it blank.
Everyone will have different answers. Think about what is true for you.

1. ____ I’d rather draw a map than give someone verbal directions.
2. ____ If I am angry or happy, I usually know why.
3. ____ I can play (or used to play) a musical instrument.
4. ____ I compose songs or raps and perform them.
5. ____ I can add or multiply quickly in my head.
6. ____ I help friends deal with feelings because I deal with my own feelings well.
7. ____ I like to work with calculators and computers.
8. ____ I pick up new dance steps quickly.
9. ____ It’s easy for me to say what I think in an argument or debate.
10. ____ I enjoy a good lecture, speech, or sermon.
11. ____ I always know north from south no matter where I am.
12. ____ I like to gather together groups of people for parties or special events.
13. ____ I listen to music for much of the day, on the radio, CDs, or other media.
14. ____ I always understand the drawings that come with new gadgets or appliances.
15. ____ I like to work puzzles and play games.
16. ____ Learning to ride a bike (or to skate) was easy.
17. ____ I am irritated when I hear an argument or statement that sounds illogical.
18. ____ I can convince other people to follow my plans.
19. ____ My sense of balance and coordination is good.
20. ____ I often see patterns and relationships between numbers faster than other people.
21. ____ I enjoy building models (or sculpting).
22. ____ I like word games and puns.
23. ____ I can look at an object one way and see it turned backward just as easily.
24. ____ I can identify when there is a key change in a song.
25. ____ I like to work with numbers and figures.
26. ____ I like to sit quietly and reflect on my feelings.
27. ____ Just looking at the shapes of buildings and structures is pleasurable to me.
28. ____ I like to hum, whistle, and sing in the shower or when I’m alone.
29. ____ I’m good at athletics.
30. ____ I enjoy writing detailed letters to friends.
31. ____ I’m usually aware of the expression on my face.
32. ____ I’m sensitive to the expressions on other people’s faces.
33. ____ I stay in touch with my moods. I have no trouble identifying them.
34. ____ I am sensitive to the moods of others.
35. ____ I have a good sense of what others think of me.

Creating a Cooperative, Tolerant Classroom 149

 Scoring Your Multiple Intelligences: Survey 1
The numbers in the boxes below correspond to the numbered statements in the survey. Put an X in the
box for each item you marked T. For example: The first box in row A is for statement 9. If you marked 9
with a T, put an X in that box. If you marked it F, leave the box empty. When you have finished, add up the
Xs in each row. A total of four Xs in any row indicates strong ability. (Your teacher will tell you which
intelligence to write for each row.)

A 9 10 17 22 30 = _________ intelligence

B 5 7 15 20 25 = _________ intelligence

C 1 11 14 23 27 = _________ intelligence

D 8 16 19 21 29 = _________ intelligence

E 3 4 13 24 28 = _________ intelligence

F 2 6 26 31 33 = _________ intelligence

G 12 18 32 34 35 = _________ intelligence

Teacher Answer Key: Do not reveal to students until after they have scored their tests.
A = verbal-linguistic E = musical-rhythmic
B = logical-mathematical F = intrapersonal
C = visual-spatial G = interpersonal
D = body-kinesthetic

150 Bring Learning Alive!

Student Handout C1

Directions: Use these directions to complete the creation of a commercial that touts
the importance of teamwork. Your commercial must include the following design
elements:
•The commercial must be no longer than 60 seconds.
•The commercial must be entirely made by the group members.
•The commercial should be creative and appealing to teenagers.

Steps for Creating the Commercial

Step 1: Assign Group Roles: Place your initials by the role you will assume.

___ Writer Responsible for writing the commercial

___ Producer Responsible for editing the commercial video

___ Director Responsible for directing the shooting of the video

___ Designer Responsible for getting/creating any needed props or art

_____ Teacher’s Initials

Step 2: Conduct a commercial conception meeting. The writer is responsible for

leading the team in a brainstorming session on ideas for a commercial. The writer
will keep notes on possible ideas as they are discussed and be prepared to share
them with the teacher. The writer will be responsible for providing a rough outline
of the commercial to the teacher before moving to step three.
_____ Teacher’s Initials

Step 3: Create and gather the needed items/props for the commercial. The designer is
responsible for coming up with the items that will be needed during the filming of
the commercial. Other group members should assist the designer in this process
where appropriate. When ready, the group will showcase their prop list to the
teacher prior to moving onto step four.
_____ Teacher’s Initials

Basic Training: Starting the School Year Right 5

Student Handout C1

Step 4: Rehearse and then film the commercial. The director is responsible for getting
the group to rehearse and then film the commercial. Rough footage will be shown
to the teacher before the group can move to step five.
_____ Teacher’s Initials

Step 5: Edit and finalize the commercial. The producer is responsible for taking the
rough footage for the commercial and editing it for time. The other group members
should assist in this process. The group will have completed it’s work when a
completed video is uploaded for and/or given to the teacher.
_____ Teacher’s Initials

Sample Commercial Link:

http://www.youtube.com/watch?v=lDzZTX_t5uo

Basic Training: Starting the School Year Right 6

    FREE WEB 2.0 TOOLS FOR TEACHERS 
 

Wallwisher 
What is it? 

Wallwisher is a free application that acts as a virtual bulletin board. Students can easily comment on a 
topic posted by the teacher (and they don’t have to set up an account). 

How do I get started? 

Go to www.wallwisher.com and click “build a wall.” Insert a title and subtitle, choose a background 
color, and decide whether your wall is public or private. You can create a wall as a guest or, if you want 
to save walls for future use, simply create a password for your account.  

How can I use it with my students? 

• Use with TCI’s Response Group strategy. Post a thought provoking question (such as your unit 
Essential Question) for students to discuss or debate. 

• Find out students’ prior knowledge of a topic—a tech version of a KWL chart. 

• During a TCI Problem Solving Groupwork activity, encourage students to use Wallwisher to 
divide up tasks, post progress, and discuss ideas. 

• Have students create a wall, post a link to a project or presentation, and solicit feedback from 
their peers and community. 

• Review this collaborative presentation that gives 17+ ideas about how to use Wallwisher:  
http://sharein.com/shares/157317‐15‐interesting‐ways‐to‐use‐wallwisher‐in‐the‐classroom. 

INTEGRATING TECHNOLOGY WITH THE TCI APPROACH 
 
 
Starting the School Year Right
LESSON

Automating Classroom D
Procedures to Save Time

How can I play a role in saving

instructional time in class?

Overview Materials

Students participate in a series of activities that will assist •Hotel Room Key
the class into saving instructional time and minimize Cards (1 per student)
disruption. •Downloaded
countdown from
Preview Students clumsily try to group themselves for a “Minute to Win It”
game show only to find that their grouping cuts into the Gameshow
amount of time they have for the game. •Projected copy of
Desk Olympics
Activity In an Experiential Exercise, students will
participate in a game where they are challenged with
activities that will help the class reduce disruption and
save instructional time.

Processing Students will respond to the essential

question as an exit slip to class.

Objectives
In the course of this lesson and participating classroom
activity, students will
• experience the difficulty in placing themselves in
groups and arranging their materials quickly.
• move quickly as they enter class to “check in” and get
to their seat.
• learn the importance of moving quickly, quietly, and
correctly into place for paired, triad, and quad
cooperative activities.

Basic Training: Starting the School Year Right 1
Procedures

Preview
Suggested time: 10 minutes

1. Start Timer and Conduct attendance. Using a

stopwatch or timer function, begin at the tardy bell.
Call out the names of student in a methodical manner.

2. Clumsily group students into pairs.

• Tell students that they are about to play a game. It
will be important to get into groups quickly for this
activity. Students will need to get into groups of four,
including their desks, and have all their belongings in
place, and be ready.
• Ask them if they understand the directions and then
have them try to move into groups.

3. Once students are finally in groups: Explain to the

students that you were timing how long it took to get
into doing an activity today from the start of class to
when groups were ready. Show them their time. Ask
the students:
• Why do you think it took so long to get into the
activity?
• What could we do to save time in class?

4. Explain the purpose for the rest of class. Ask the

students to rearrange themselves to how the class
originally looked. Project the essential question for
the lesson and tell the students that they will play a
game today as they learn how to help save
instructional time with a couple of class procedures
they will use throughout the year.

Experiential Exercise
Suggested time: 30 minutes

1. Distribute blank hotel key cards. Give each student

a blank hotel key card. Have students use a marker to
print their first initial and last name on the hotel key.

Basic Training: Starting the School Year Right 2
Procedures

2. Phase 1: Attendance Procedure

• Collect all the hotel keys from the students.
Alternate
• Have the students gather their belongings and step Suggestion
into the hall.
Substitute the hotel key
• While students move into the hall, place the hotel key cards with novelty dog-
cards in a prominent location along with an index tags. Have the students
card box close by. grab them and wear them
• Once in the hall, quietly tell the students that at your around their neck during
class. Depositing them in
direction, they will enter the room, find their key
a box as they leave for the
card, drop it in the box, and then have a seat. next day.
• Tell the students that this will be the daily attendance
procedure. Once the tardy bell rings, any key cards
left out will indicate who is tardy or absent.
• Ring a bell and have the students practice the
procedure.

3. Phase 2: Desk Olympics

• Tell the students that they will now compete as a class
against all your other classes in a timed activity
similar to a gameshow.
• Explain that when in your class, they will be moving
into groups many times during the year and that the
groups will vary in makeup and size. To maximize
instructional time, you have created a procedure that
will allow students to move quickly, quietly, and
correctly.
• Project Desk Olympics master and timer. Desk Olympics
• Tell students that their first event is side by side pairs.
Have students get their student notebook out and find
their buddy clock. (See Starting the Year Right:
Lesson B for details). Have students make eye
contact with their 5 o’clock buddy. Tell the students
that you will now time how long it takes for the class
to all be arranged in pairs. Tell the students the rules
are that they must move quickly, quietly, and
correctly. If there is any talking, you will add 5
seconds to the class total.
• Using the timer, tell the class to begin. Start the
music clip too. When completely settled and quiet,
show them the time. No matter how quickly the time,
tell them they must do much better. Allow them the
chance to do the activity once more, but let them
know that this one counts.
Basic Training: Starting the School Year Right 3
Procedures

• Write down the final class time for the event side by
side pairs.
Teacher Tip
• Have students move the desks back into their original Procedures are only as
place. valuable as they are
• Using the same procedure, conduct an event for face routinely used. Conduct
to face pairs, triads (remember to group students in a Desk Olympics time
advance of class and project), and then quads (which each group activity you
could be two pairs finding each other). do throughout the year.
• Be sure to emphasize the importance of moving
quickly, quietly, and correctly.
• After the last event, ask the students how knowing
how to move into groups will save time.

4. Phase 3: Procedure, Procedure

• Place the hotel key cards back out.
• Have the students exit the room.
• Tell the students that they will now enter the room
and be challenged to move into groups once the tardy
bell rings. Explain that they must “check in,” find
their seat, and be ready. This is the last event and will
count toward the class standings.
• Start the timer and get the class moving from the hall
to your room. Once the appropriate amount of time
has elapsed, ring a tardy bell, BUT keep your timer
moving. Going Digital
• Project an image showing that students will work in
Suggestion
side by side pairs with their 10 o’clock buddy. Get
them to move quickly, quietly, and correctly. Add 5 Polleverywhere is a free
seconds for any unnecessary chatter. web tool that allows
teachers to create text or
Processing multiple choice
questions and have
Suggested time: 5 – 10 Minutes students use smart
devices such as their cell
1. Have students complete a “Texit Slip” activity. phones or computers to
Project the essential question via respond. If your school
www.polleverywhere.com and ask the students to use does not allow students
their cell phones to text in a response to the question. to use cell phones while
in session, consider
using responder units, or
2. Debrief the essential question. Call out a few of the good old fashioned
texted responses as a closing. Have students move strips of paper.
desks back into place.

Basic Training: Starting the School Year Right 4
 Desk Olympics

You will be working in groups of different sizes throughout this course and must practice moving
into groups efficiently. When your teacher says “Go!” you must move into whatever configuration
is shown below and bring everything—backpacks, notebooks, pens, jackets—with you. You will
be timed on how fast you get into perfect formation.

Event 1 Time
Side-by-Side Pairs

Event 2 Time
Face-to-Face Pairs

Event 3 Time
Groups of Three

Event 4 Time
Groups of Four

Event 5 Time
Groups of Five

144 Bring Learning Alive!

    FREE WEB 2.0 TOOLS FOR TEACHERS 
 

Poll Everywhere 
What is it? 

Poll Everywhere is a free application that allows students to respond via text message to a poll created 
by the teacher. Polls can be downloaded into a PowerPoint or shown live online. 

How do I get started? 

Go to www.polleverywhere.com. You will need to create an account. Additional features are available 
for purchase, but all the basics are free. The website has step‐by‐step instructions with screenshots to 
walk you through setting up a poll and having students answer (it’s NOT difficult): 
http://www.polleverywhere.com/how‐it‐works.  

How can I use it with my students? 

• Use during TCI Preview activities to hook students in, assess their prior knowledge, and get them 
interested in the upcoming lesson.  

• Sprinkle in a few polls to check for understanding during lectures or as students complete their 
Reading Notes. Leave up an open‐ended poll during instruction to let students ask questions.  

• Instead of an exit slip, create a “text‐it slip” by having students answer the Essential Question at 
the end of class. Or, at the beginning of class, use a poll as a quiz over previous material. 

• Encourage students to use polls as part of class presentations. 

INTEGRATING TECHNOLOGY WITH THE TCI APPROACH 
 
 
    FREE WEB 2.0 TOOLS FOR TEACHERS 
 
 

Find us on all of these: 

Website:  www.teachtci.com 

Facebook:  http://www.facebook.com/pages/TCI/286210196871  

Twitter:   www.twitter.com/TeachTCI  

YouTube:  http://www.youtube.com/user/TeachTCI 

TCI Blog:  http://blog.teachtci.com/ 

INTEGRATING TECHNOLOGY WITH THE TCI APPROACH