Transcript Document

Tomlinson, 2000
Tomlinson, 2000
Two Kinds of Curriculum Compacting
Basic Skill Compacting
Content Compacting
1.
1.
2.
3.
4.
5.
Does the student already know
the skills being covered in the
classroom?
Can proficiency be
documented?
Can certain skills be eliminated?
Will the student be allowed (and
encouraged) to master basic
skill at his/her own pace?
If skills can be mastered at a
pace commensurate with a
student’s ability, will the student
be able to help determine what
he/she will do in the time earned
by displaying mastery?
2.
3.
If the student already knows the
content, will he/she have an
opportunity to display competency of
the subject or topic? (In English
class, a teacher who has just
distributed thirty copies to a
sophomore class asks if anyone has
already read the novel.)
If students do not already know the
content but have the ability to master
the material at their own pace, will
they be given that opportunity?
If content mastery can be
demonstrated, will the student
have the opportunity to select the
work that will be substituted for
previously mastered content?
Tomlinson, 2000
Tiered Assignments
•
•
•
•
•
•
•
Rationale for Use
Blends assessment and instruction
Allows students to begin learning where they are
Allows students to work with appropriately challenging
tasks
Allows for reinforcement or extension of concepts and
principles based on student readiness
Allows modification of working conditions based on
learning style
Avoids work that is anxiety-production (too hard) or
boredom-producing (too easy)
Promotes success and is therefore motivating
The Equalizer
1. Foundational
Transformational
Information, Ideas, Materials, Applications
2. Concrete
Abstract
Representations, Ideas, Applications, Materials
3. Simple
Complex
Resources, Research, Issues, Problems, Skills, Goals
4. Single Facet
Multiple Facets
Directions, Problems, Application, Solutions, Approaches, Disciplinary Connections
5. Small Leap
Great Leap
Application, Insight, Transfer
6. More Structured
More Open
Solutions, Decisions, Approaches
7. Less Independence
Greater Independence
Planning, Designing, Monitoring
8. Slow
Pace of Study, Pace of Thought
Quick
Kindergarten
Counting
Task 1: Find a way to count & show how
many people are in our class today. How
did you get your answer?
Task 2: Find a way to show how many people are in
our class. How many are absent today? How many
are here today? How do you know?
Task 3: Find a way to show how many boys are in our
class today. How many boys are absent today? How
many girls are here today? How many girls are
absent today? Prove you are right.
Adding Fractions
Green Group
Use Cuisinaire rods or fraction
circles to model simple fraction
addition problems. Begin with
common denominators and work
up to denominators with common
factors such as 3 and 6.
Explain the pitfalls and hurrahs of
adding fractions by making a
picture book.
Red Group
Use Venn diagrams to model LCMs
(least common multiple). Explain
how this process can be used to
find common denominators. Use
the method on more challenging
addition problems.
Write a manual on how to add
fractions. It must include why a
common denominator is needed,
and at least three ways to find it.
Blue Group
Manipulatives such as Cuisinaire
rods and fraction circles will be
available as a resource for the
group. Students use factor trees
and lists of multiples to find
common denominators. Using this
approach, pairs and triplets of
fractions are rewritten using
common denominators. End by
adding several different problems
of increasing challenge and length.
Suzie says that adding fractions is
like a game: you just need to know
the rules. Write game instructions
explaining the rules of adding
fractions.
Make Card Games!
INTEREST
What does INTEREST mean?
Discovering interest is important;
Creating interest is even
more important.
Inventing Better Schools, Schlechty
BRAIN RESEARCH SHOWS THAT. . .
Eric Jensen, Teaching With the Brain in Mind, 1998
Choices
vs.
Required
content, process, product
groups, resources environment
Relevant
no student voice
restricted resources
vs.
Irrelevant
meaningful
connected to learner
impersonal
out of context
deep understanding
Engaging
only to pass a test
vs.
emotional, energetic
hands on, learner input
Passive
low interaction
lecture seatwork
EQUALS
Increased intrinsic
MOTIVATION
Increased
APATHY & RESENTMENT
-CHOICE-
The Great Motivator!
• Requires children to be aware of their own readiness, interests, and
learning profiles.
• Students have choices provided by the teacher. (YOU are still in
charge of crafting challenging opportunities for all kiddos – NO
taking the easy way out!)
• Use choice across the curriculum: writing topics, content writing
prompts, self-selected reading, contract menus, math problems,
spelling words, product and assessment options, seating, group
arrangement, ETC . . .
• GUARANTEES BUY-IN AND ENTHUSIASM FOR LEARNING!
• Research currently suggests that CHOICE should be offered 35%
of the time!!
Fraction Assessment
Below you will see the list of topics we covered during our unit on fractions. Choose one method from the list we brainstormed to
demonstrate what you have learned during this unit of study.
Remember the following criteria:
•
all work must be your own
•
you must clearly explain or show your knowledge of each concept
•
your work must be neat and legible, use labels when necessary
Fraction Concepts/Topics:
•
Vocabulary: fraction, numerator, denominator, equivalent, improper fractions, mixed numbers
•
Fraction of a whole and a set
•
Examples of equivalent fractions and how they are determined
•
Converting improper fractions to mixed numbers and vice-versa
•
Common denominators
•
Reducing fractions to lowest possible terms
•
Estimation with fractions
•
Adding fractions with like and unlike denominators
•
Subtracting fractions with like and unlike denominators
•
Comparing fractions
•
Ordering fractions
Choose one of the following ways to demonstrate what you learned:
•
Create a test and then complete it or trade with someone else that chose this task
•
Make a dictionary or glossary to explain fractions, include examples
•
Create a game that teaches all of the concepts
•
Write a chapter for a math book that will teach fractions
•
Create a story problem for each concept
•
Make an audio tape explaining each concept, back this us with any necessary written work
•
Take the chapter test, choose at least 2 problems to explain in writing or show more than one way to arrive at the
solution.
I have chosen the following method _____________________________________________________________
I understand the expectations and will turn in my personal best work on ________________________________
Student signature:______________________________ _______________________________Parent signature
Assessments
The assessments used in this learning profile
section can be downloaded at:
www.e2c2.com/fileupload.asp
Download either file:
“Profile Assessments for Cards”
“Profile Assessment WORD”
How Do You Like to Learn?
1. I study best when it is quiet.
2. I am able to ignore the noise of
other people talking while I am working.
3. I like to work at a table or desk.
4. I like to work on the floor.
5. I work hard by myself.
6. I work hard for my parents or teacher.
7. I will work on an assignment until it is completed, no
matter what.
8. Sometimes I get frustrated with my work
and do not finish it.
9. When my teacher gives an assignment, I like to
have exact steps on how to complete it.
10. When my teacher gives an assignment, I like to
create my own steps on how to complete it.
11. I like to work by myself.
12. I like to work in pairs or in groups.
13. I like to have unlimited amount of time to work on
an assignment.
14. I like to have a certain amount of time to work on
an assignment.
15. I like to learn by moving and doing.
16. I like to learn while sitting at my desk.
Yes No
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
My Way
An expression Style Inventory
K.E. Kettle J.S. Renzull, M.G. Rizza
University of Connecticut
Products provide students and professionals with a way to express what they
have learned to an audience. This survey will help determine the kinds of
products YOU are interested in creating.
My Name is: ____________________________________________________
Instructions:
Read each statement and circle the number that shows to what extent YOU are
interested in creating that type of product. (Do not worry if you are unsure of how
to make the product).
Not At All Interested
Of Little Interest
Moderately Interested
Interested
Very Interested
1. Writing Stories
1
2
3
4
5
2. Discussing what I
have learned
1
2
3
4
5
3. Painting a picture
1
2
3
4
5
4. Designing a
computer software
project
1
2
3
4
5
5. Filming & editing a
video
1
2
3
4
5
6. Creating a company
1
2
3
4
5
7. Helping in the
community
1
2
3
4
5
8. Acting in a play
1
2
3
4
5
Not At All Interested
Of Little Interest
Moderately Interested
Interested
Very Interested
9. Building an
invention
1
2
3
4
5
10. Playing musical
instrument
1
2
3
4
5
11. Writing for a
newspaper
1
2
3
4
5
12. Discussing ideas
1
2
3
4
5
13. Drawing pictures
for a book
1
2
3
4
5
14. Designing an
interactive computer
project
1
2
3
4
5
15. Filming & editing
a television show
1
2
3
4
5
16. Operating a
business
1
2
3
4
5
17. Working to help
others
1
2
3
4
5
18. Acting out an
event
1
2
3
4
5
19. Building a project
1
2
3
4
5
20. Playing in a band
1
2
3
4
5
21. Writing for a
magazine
1
2
3
4
5
22. Talking about my
project
1
2
3
4
5
23. Making a clay
sculpture of a
character
1
2
3
4
5
Not At All Interested
Of Little Interest
Moderately Interested
Interested
Very Interested
24. Designing
information for the
computer internet
1
2
3
4
5
25. Filming & editing
a movie
1
2
3
4
5
26. Marketing a
product
1
2
3
4
5
27. Helping others by
supporting a social
cause
1
2
3
4
5
28. Acting out a story
1
2
3
4
5
29. Repairing a
machine
1
2
3
4
5
30. Composing music
1
2
3
4
5
31. Writing an essay
1
2
3
4
5
32. Discussing my
research
1
2
3
4
5
33. Painting a mural
1
2
3
4
5
34. Designing a
computer
1
2
3
4
5
35. Recording &
editing a radio show
1
2
3
4
5
36. Marketing an idea
1
2
3
4
5
37. Helping others by
fundraising
1
2
3
4
5
38. Performing a skit
1
2
3
4
5
Not At All Interested
Of Little Interest
Moderately Interested
Interested
Very Interested
39. Constructing a
working model.
1
2
3
4
5
40. Performing music
1
2
3
4
5
41. Writing a report
1
2
3
4
5
42. Talking about my
experiences
1
2
3
4
5
43. Making a clay
sculpture of a scene
1
2
3
4
5
44. Designing a multimedia computer show
1
2
3
4
5
45. Selecting slides
and music for a slide
show
1
2
3
4
5
46. Managing
investments
1
2
3
4
5
47. Collecting
clothing or food to
help others
1
2
3
4
5
48. Role-playing a
character
1
2
3
4
5
49. Assembling a kit
1
2
3
4
5
50. Playing in an
orchestra
1
2
3
4
5
Instructions: My
Way …A Profile
Write your score
beside each
number. Add each
Row to determine
your expression
style profile.
Products
Written
Oral
Artistic
Computer
Audio/Visual
Commercial
Service
Dramatization
Manipulative
Musical
1. ___
2. ___
3. ___
4. ___
5. ___
6. ___
7. ___
8. ___
9. ___
10.___
11.
12.
13.
14.
15.
16.
77.
18.
19.
20.
___
___
___
___
___
___
___
___
___
___
21. ___
22. ___
23. ___
24. ___
25. ___
26. ___
27. ___
28. ___
29. ___
30 . ___
31. ___
32. ___
33. ___
34. ___
35. ___
36. ___
37. ___
38. ___
39. ___
40. ___
41. ___
42. ___
43. ___
44. ___
45. ___
46. ___
47. ___
48. ___
49. ___
50. ___
Total
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Learner Profile Card
Gender Stripe
Auditory, Visual, Kinesthetic
Analytical, Creative, Practical
Modality
Sternberg
Student’s
Interests
Multiple Intelligence Preference
Gardner
Array
Inventory
Nanci Smith,Scottsdale,AZ
Differentiation Using
LEARNING PROFILE
• Learning profile refers to how an
individual learns best - most efficiently
and effectively.
• Teachers and their students may
differ in learning profile preferences.
Learning Profile Factors
Group Orientation
independent/self orientation
group/peer orientation
adult orientation
combination
Learning Environment
Gender
&
Culture
Cognitive Style
Creative/conforming
Essence/facts
Expressive/controlled
Nonlinear/linear
Inductive/deductive
People-oriented/task or Object oriented
Concrete/abstract
Collaboration/competition
Interpersonal/introspective
Easily distracted/long Attention span
Group achievement/personal achievement
Oral/visual/kinesthetic
Reflective/action-oriented
quiet/noise
warm/cool
still/mobile
flexible/fixed
“busy”/”spare”
Intelligence Preference
analytic
practical
creative
verbal/linguistic
logical/mathematical
spatial/visual
bodily/kinesthetic
musical/rhythmic
interpersonal
intrapersonal
naturalist
existential
Activity 2.5 – The Modality Preferences Instrument (HBL, p. 23)
Follow the directions below to get a score that will indicate your own modality (sense) preference(s). This instrument, keep
in mind that sensory preferences are usually evident only during prolonged and complex learning tasks.
Identifying Sensory Preferences
Directions: For each item, circle “A” if you agree that the statement describes you most of the time. Circle “D” if you
disagree that the statement describes you most of the time.
1.
I Prefer reading a story rather than listening to someone tell it.
A
D
2.
I would rather watch television than listen to the radio.
A
D
3.
I remember faces better than names.
A
D
4.
I like classrooms with lots of posters and pictures around the room.
A
D
5.
The appearance of my handwriting is important to me.
A
D
6.
I think more often in pictures.
A
D
7.
I am distracted by visual disorder or movement.
A
D
8.
I have difficulty remembering directions that were told to me.
A
D
9.
I would rather watch athletic events than participate in them.
A
D
10.
I tend to organize my thoughts by writing them down.
A
D
11.
My facial expression is a good indicator of my emotions.
A
D
12.
I tend to remember names better than faces.
A
D
13.
I would enjoy taking part in dramatic events like plays.
A
D
14.
I tend to sub vocalize and think in sounds.
A
D
15.
I am easily distracted by sounds.
A
D
16.
I easily forget what I read unless I talk about it.
A
D
17.
I would rather listen to the radio than watch TV
A
D
18.
My handwriting is not very good.
A
D
19.
When faced with a problem , I tend to talk it through.
A
D
20.
I express my emotions verbally.
A
D
21.
I would rather be in a group discussion then read about a topic.
A
D
22.
I prefer talking on the phone rather than writing a letter to someone.
A
D
23.
I would rather participate in athletic events than watch them.
A
D
24.
I prefer going to museums where I can touch the exhibits.
A
D
25.
My handwriting deteriorates when the space becomes smaller.
A
D
26.
My mental pictures are usually accompanied by movement.
A
D
27.
I like being outdoors and doing things like biking, camping, swimming, hiking etc.
A D
28.
I remember best what was done rather then what was seen or talked about.
A
D
29.
When faced with a problem, I often select the solution involving the greatest activity.
A
D
30.
I like to make models or other hand crafted items.
A
D
31.
I would rather do experiments rather then read about them.
A
D
32.
My body language is a good indicator of my emotions.
A
D
33.
I have difficulty remembering verbal directions if I have not done the activity before.
A
D
Interpreting the Instrument’s Score
Total the number of “A” responses in items 1-11
_____
This is your visual score
Total the number of “A” responses in items 12-22
_____
This is your auditory score
Total the number of “A” responses in items 23-33
_____
This is you tactile/kinesthetic score
If you scored a lot higher in any one area: This indicates that this modality is very probably your preference during a protracted and complex
learning situation.
If you scored a lot lower in any one area: This indicates that this modality is not likely to be your preference(s) in a learning situation.
If you got similar scores in all three areas: This indicates that you can learn things in almost any way they are presented.
Visual
Take numerous detailed notes
• Tend to sit in the front
• Are usually neat and clean
• Often close their eyes to visualize or remember
something
• Find something to watch if they are bored
• Like to see what they are learning
• Benefit from illustrations and presentations that use
color
• Are attracted to written or spoken language rich in
imagery
• Prefer stimuli to be isolated from auditory and
kinesthetic distraction
•
http://www.usd.edu/trio/tut/ts/styleres.html
Auditory
• Sit where they can hear but needn't pay attention
to what is happening in front
• May not coordinate colors or clothes, but can
explain why they are wearing what they are
wearing
• Hum or talk to themselves or others when bored
• Acquire knowledge by reading aloud
• Remember by verbalizing lessons to themselves
(if they don't they have difficulty reading maps or
diagrams or handling conceptual assignments like
mathematics).
http://www.usd.edu/trio/tut/ts/styleres.html
Kinesthetic
• Need to be active and take frequent breaks
• Speak with their hands and with gestures
• Remember what was done, but have difficulty recalling what was
said or seen
• Find reasons to tinker or move when bored
• Rely on what they can directly experience or perform
• Activities such as cooking, construction, engineering and art help
them perceive and learn
• Enjoy field trips and tasks that involve manipulating materials
• Sit near the door or someplace else where they can easily get up
and move around
• Are uncomfortable in classrooms where they lack opportunities for
hands-on experience
• Communicate by touching and appreciate physically expressed
encouragement, such as a pat on the back
http://www.usd.edu/trio/tut/ts/styleres.html
Modality Task Prompts
Visual
Auditory
Kinesthetic
Pictures
Speeches
Matching games
Graphic Organizers
Discussions
Modeling
Color coding
Infomercials or PSAs
“Becoming” the task
Posters
Creating Question Lists
Hands-on tasks / touching
Charts / Graphs
Read Alouds
“Peg Board” yarn game
Videos
Books / Instructions on
tape
Gestures and Motions
Detailed Notes
Self Talk (Whispies)
Motion
Visualizing
Tape Recording
Answers
Drama / Skits
Making Books
Interviews
Charades
To Do Lists
Lectures / Tone &
Inflection
Manipulatives
Written Directions
Spoken Directions
Modeled Directions
Multiplication Facts: 4’s and 8’s
•
Visual:
–
•
Make two posters - one will diagram all of the 4
multiplication facts and the other diagrams the 8
multiplication facts.
Auditory:
–
•
Put together a skit or newscast about multiplying by 4 and
8. Have lots of examples!
Kinesthetic:
–
–
Play multiplication rummy or memory
Use counters to model the 4 and 8 multiplication facts.
List all of the resulting equations and answers.
Parallel Lines Cut by a Transversal
• Visual: Make posters showing all the angle
relations formed by a pair of parallel lines
cut by a transversal. Be sure to color code
definitions and angles, and state the
relationships between all possible angles.
2
1
4
3
5
6
8
7
Smith & Smarr, 2005
Parallel Lines Cut by a Transversal
• Auditory: Play “Shout Out!!” Given the
diagram below and commands on strips of paper
(with correct answers provided), players take turns
being the leader to read a command. The first
player to shout out a correct answer to the
command, receives a point. The next player
becomes the next leader. Possible commands:
– Name an angle supplementary
supplementary to angle 1.
– Name an angle congruent
to angle 2.
2
6
5
1
4
3
8
7
Smith & Smarr, 2005
Parallel Lines Cut by a Transversal
• Kinesthetic: Walk It
Tape the diagram below
on the floor with masking
tape. Two players stand in
assigned angles. As a
team, they have to tell
what they are called (ie:
vertical angles) and their
relationships (ie:
congruent). Use all angle
combinations, even if
there is not a name or
relationship. (ie: 2 and 7)
1
2
5
3
4
8
6
7
Smith & Smarr, 2005
Self Assessment:
The Theory of Multiple Intelligences
Where does your true intelligence (processing ability) lie? This quiz can help you determine where you stand. Read each statement. If it
expresses some characteristic of yours and sounds true for the most part jot down a “T”. If it doesn’t mark and “F”. If the statement is
sometimes true, sometimes false, leave it blank.
1.
_____ I’d rather draw a map than give someone verbal directions.
2.
_____ I can play (or used to play) a musical instrument.
3.
_____ I can associate music with my moods.
4.
_____ I can add or multiply quickly in my head.
5.
_____ I like to work with calculators and computers.
6.
_____ I pick up new dance steps quickly.
7.
_____ It’s easy for me to say what I think in an argument or debate.
8.
_____ I enjoy a good lecture, speech, or sermon.
9.
_____ I always know north from south no matter where I am.
10.
_____ Life seems empty without music.
11.
_____ I always understand the directions that comes with new gadgets or appliances.
12.
_____ I like to work puzzles and play games.
13.
_____ Learning to ride a bike (or skate) was easy.
14.
_____ I am irritated when I hear an argument or statement that sounds illogical.
15.
_____ My sense of balance and coordination is good.
16.
_____ I often see patterns and relationships between numbers faster and easier than others.
17.
_____ I enjoy building models (or sculpting).
18.
_____ I am good at finding the the fine points of word meanings.
19.
_____ I can look at an object one way and see it turned sideways or backwards just as easily.
20.
_____ I often connect a piece of music with some event in my life.
21.
_____ I like to work with numbers and figures.
22.
_____ Just looking at shapes of buildings and structures is pleasurable to me.
23.
_____ I like to hum, whistle, and sing in the shower or when I am alone.
24.
_____ I’m good at athletics.
25.
_____ I’d like to study the structure and logic or languages.
26.
_____ I’m usually aware of the expressions on my face.
27.
_____ I’m sensitive to the expressions on other people’s faces.
28.
_____ I stay in touch with my moods. I have no trouble identifying them.
29.
_____I am sensitive to the moods of others.
30.
_____ I have a good sense of what others think of me.
Scoring Sheet
Place a checkmark by each item, which you marked as "True." Add your totals. A total of (four in any of the categories
A through E indicates strong ability. In categories F through G a
Score of one or more means you have abilities in these areas as well.
A
Linguistic
7 ___
8 ___
14 ___
18 ___
25 ___
E
Body-kinesthetic
6 ___
13 ___
15 ___
17 ___
24 ___
B
Logical /
Mathematical
4 ___
5 ___
12 ___
16 ___
21 ___
C
Musical
2 ___
3 ___
10 ___
20 ___
23 ___
F
Intrapersonal
26 ___
28 ___
D
Spatial
1 ___
9 ___
11 ___
19 ___
22 ___
G
Interpersonal
27 ___
29 ___
30 ___
EIGHT STYLES OF LEARNING
TYPE
CHARACTERISTICS
LIKES TO
IS GOOD AT
LEARNS BEST BY
LINGUISTIC
LEARNER
Learns through the
manipulation of words. Loves
to read and write in order to
explain themselves. They also
tend to enjoy talking
Read
Write
Tell stories
Memorizing
names, places,
dates and trivia
Saying, hearing and
seeing words
“The Questioner”
Looks for patterns when
solving problems. Creates a set
of standards and follows them
when researching in a
sequential manner.
Do experiments
Figure things out
Work with numbers
Ask questions
Explore patterns and
relationships
Math
Reasoning
Logic
Problem solving
Categorizing
Classifying
Working with abstract
patterns/relationships
SPATIAL
LEARNER
Learns through pictures, charts,
graphs, diagrams, and art.
Draw, build, design
and create things
Daydream
Look at pictures/slides
Watch movies
Play with machines
Imagining things
Sensing changes
Mazes/puzzles
Reading maps,
charts
Visualizing
Dreaming
Using the mind’s eye
Working with
colors/pictures
Learning is often easier for
these students when set to
music or rhythm
Sing, hum tunes
Listen to music
Play an instrument
Respond to music
Picking up sounds
Remembering
melodies
Noticing pitches/
rhythms
Keeping time
Rhythm
Melody
Music
“The Word Player”
LOGICAL/
Mathematical
Learner
“The Visualizer”
MUSICAL
LEARNER
“The Music
Lover”
EIGHT STYLES OF LEARNING, Cont’d
TYPE
CHARACTERISTICS
LIKES TO
IS GOOD AT
LEARNS BEST BY
BODILY/
Kinesthetic
Learner
Eager to solve problems
physically. Often doesn’t read
directions but just starts on a
project
Move around
Touch and talk
Use body
language
Physical activities
(Sports/dance/
acting)
crafts
Touching
Moving
Interacting with space
Processing knowledge
through bodily sensations
Likes group work and
working cooperatively to
solve problems. Has an
interest in their community.
Have lots of
friends
Talk to people
Join groups
Understanding people
Leading others
Organizing
Communicating
Manipulating
Mediating conflicts
Sharing
Comparing
Relating
Cooperating
interviewing
Enjoys the opportunity to
reflect and work
independently. Often quiet
and would rather work on
his/her own than in a group.
Work alone
Pursue own
interests
Understanding self
Focusing inward on
feelings/dreams
Pursuing interests/
goals
Being original
Working along
Individualized projects
Self-paced instruction
Having own space
Enjoys relating things to their
environment. Have a strong
connection to nature.
Physically
experience nature
Do observations
Responds to
patterning nature
Exploring natural
phenomenon
Seeing connections
Seeing patterns
Reflective Thinking
Doing observations
Recording events in Nature
Working in pairs
Doing long term projects
“The Mover”
INTERpersonal
Learner
“The Socializer”
INTRApersonal
Learner
“The Individual”
NATURALIST
“The Nature
Lover”
Multiplying by 3 and 6!
•
•
•
•
•
•
Play Multiplication Memory card game
(Kinesthetic, interpersonal).
Make a picture book of multiplication facts for 3
and/or 6 (visual/spatial).
Make up a song about (or of) the multiplication
facts for 3 and/or 6 (musical).
Write a diary entry about the 3 and 6
multiplication facts. What are they? How can
you remember them? If you forget one, how
could you figure it out? (Intrapersonal / verbal
linguistic)
Write a story that involves multiplication by 3
and 6 (verbal linguistic).
Show as many different models of multiplication
by 3 and 6 of which you can think. How is
multiplying by 6 related to multiplying by 3?
(Logical / Mathematical)
Thinking About the Sternberg Intelligences
ANALYTICAL
Linear – Schoolhouse Smart - Sequential
Show the parts of _________ and how they work.
Explain why _______ works the way it does.
Diagram how __________ affects __________________.
Identify the key parts of _____________________.
Present a step-by-step approach to _________________.
PRACTICAL
Streetsmart – Contextual – Focus on Use
Demonstrate how someone uses ________ in their life or work.
Show how we could apply _____ to solve this real life problem ____.
Based on your own experience, explain how _____ can be used.
Here’s a problem at school, ________. Using your knowledge of
______________, develop a plan to address the problem.
CREATIVE
Innovator – Outside the Box – What If - Improver
Find a new way to show _____________.
Use unusual materials to explain ________________.
Use humor to show ____________________.
Explain (show) a new and better way to ____________.
Make connections between _____ and _____ to help us understand ____________.
Become a ____ and use your “new” perspectives to help us think about
____________.
Triarchic Theory of Intelligences
Robert Sternberg
Mark each sentence T if you like to do the activity and F if you do not like to do
the activity.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Analyzing characters when I’m reading or listening to a story
Designing new things
Taking things apart and fixing them
Comparing and contrasting points of view
Coming up with ideas
Learning through hands-on activities
Criticizing my own and other kids’ work
Using my imagination
Putting into practice things I learned
Thinking clearly and analytically
Thinking of alternative solutions
Working with people in teams or groups
Solving logical problems
Noticing things others often ignore
Resolving conflicts
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Triarchic Theory of Intelligences
Robert Sternberg
Mark each sentence T if you like to do the activity and F if you do not like to do
the activity.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Evaluating my own and other’s points of view
Thinking in pictures and images
Advising friends on their problems
Explaining difficult ideas or problems to others
Supposing things were different
Convincing someone to do something
Making inferences and deriving conclusions
Drawing
Learning by interacting with others
Sorting and classifying
Inventing new words, games, approaches
Applying my knowledge
Using graphic organizers or images to organize your thoughts
Composing
Adapting to new situations
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Triarchic Theory of Intelligences – Key
Transfer your answers from theRobert
survey toSternberg
the key. The column with the most True
responses is your dominant intelligence.
Analytical
1. ___
4. ___
7. ___
10. ___
13. ___
16. ___
19. ___
22. ___
25. ___
28. ___
Creative
2. ___
5. ___
8. ___
11. ___
14. ___
17. ___
20. ___
23. ___
26. ___
29. ___
Practical
3. ___
6. ___
9. ___
12. ___
15. ___
18. ___
21. ___
24. ___
27. ___
30. ___
Total Number of True:
Analytical ____
Creative _____
Practical _____
Analytical
•
•
•
•
•
•
•
•
•
•
Bullets
Lists
Steps
Worksheets
Tables
Venn Diagrams
Timelines
Sequential Items
Flow Charts
Compare and
Contrast
•
•
•
•
•
•
Find the error
Evaluating
Sorting and Classifying
Appealing to logic
Critique and Criticize
Explaining Difficult
Problems to others
• Making Inferences and
Deriving Conclusions
• Puns and Subtleties
Practical
• Working your way out of a problem
• Notes to Self (what questions to ask myself, how
to make sense of for myself)
• Here is a problem, explain what happened
• Analogies
• Draw real world examples
• Advising and convincing others (Advice columns)
• Hands-on Activities
• Taking things apart and fixing them
• Understanding and Respecting others /
Friendships / Resolving Conflicts
• Putting things into Practice
• Adapting to New Situations
•
•
•
•
•
•
•
•
•
•
Creative
Figure out a way to explain
Idiot’s Guide To… (Book for Dummies)
How to represent
Make your own interpretation
Pictures or news bulletins to describe
Designing new things
Alternative solutions and methods
Thinking in pictures and images
Noticing things other people tend to ignore
Suppose something was changed… What would
happen if?
• Acting and Role playing
• Inventing
• Analytical
– Draw arrays for multiplying by 3 and 6, and list the facts next to
each array. Next, make a list of as many patterns as you can find
from the multiplication facts. Make a poster to help the class
remember the 3 and 6 multiplication facts.
• Practical
– You and 5 of your friends go to the zoo. You all pay the admission
of $3.00 each. You each buy a box lunch and each lunch costs
$5.00. Three of your friends decide to buy a stuffed animal at the
gift shop. The stuffed animals each cost $7.00.
– How much money was spent on admission in total?
– How much money was spent on lunch in total?
– How much money was spent on stuffed animals in total?
– How much money was spent in total?
– Show how you know each of your answers is correct by explaining
or drawing how you found each answer.
• Creative
– Complete the following RAFT
ROLE
AUDIENCE
FORMAT
TOPIC
Multiplication by 3 Multiplication by 2
Friendly letter
If someone knows
you, they can find
me.
Multiplication by 3 Multiplication by 6
Friendly letter
If someone knows
you, they can find
me.
OR:
– Think of a way to remember the 3 and/or 6 multiplication
facts. Make a poster, explain, sing or draw how to remember
them.
Understanding Order of Operations
Analytic Task
Make a chart that shows all ways you
can think of to use order of operations
to equal 18.
Practical Task
A friend is convinced that order of
operations do not matter in math. Think
of as many ways to convince your friend
that without using them, you won’t
necessarily get the correct answers!
Give lots of examples.
Creative Task
Write a book of riddles that involve order
of operations. Show the solution and
pictures on the page that follows each
riddle.
Triarchic Theory
Distance = rate x time
1. Solve for d = r t (Analytical)
2. Design your own formula for d = r t
(Creative)
3. Estimate the time it takes to fly from
Maui, Hawaii to Singapore (Practical)
Adapted from Yale Summer Psychology Program
Circle Vocabulary
All Students:
Students find definitions for a list of
vocabulary (center, radius, chord, secant,
diameter, tangent point of tangency, congruent
circles, concentric circles, inscribed and
circumscribed circles). They can use
textbooks, internet, dictionaries or any other
source to find their definitions.
Circle Vocabulary
Analytical
Students make a poster to explain the definitions in their own
words. Posters should include diagrams, and be easily
understood by a student in the fifth grade.
Practical
Students find examples of each definition in the room, looking
out the window, or thinking about where in the world you
would see each term. They can make a mural, picture book,
travel brochure, or any other idea to show where in the world
these terms can be seen.
Circle Vocabulary
Creative
Find a way to help us remember all this vocabulary!
You can create a skit by becoming each term, and
talking about who you are and how you relate to each
other, draw pictures, make a collage, or any other
way of which you can think.
OR
Role
Audience
Format
Topic
Diameter Radius
email
Twice as nice
Circle
Tangent
poem
You touch me!
Secant
Chord
voicemail I extend you.