Transcript * Jacque Melin - GVSU *Another Premise of the Workshop As the United States continues to compete in a global economy that demands.

*
Jacque Melin - GVSU
*Another Premise of the Workshop
As the United States continues to compete in a global
economy that demands innovation, the U.S. education
system must equip students with the four Cs:
1. critical thinking and problem solving,
2. communication,
3. collaboration, and
4. creativity and innovation.
*
Ready
*
*
1.
2.
3.
4.
5.
6.
Awareness
Comprehension
Application
Analysis
Synthesis
Evaluation
S. Gendron, Kentwood presentation, March 2011
*
1. Knowledge in one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real-world predictable situations
5. Application to real-world unpredictable
situations
S. Gendron, Kentwood presentation, March 2011
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
S. Gendron, Kentwood presentation, March 2011
Rigor/Relevance Framework
6
•
•
5
4
•
Analyze the graphs of the
perimeters and areas of squares
having different-length sides.
Determine the largest
rectangular area for a fixed
perimeter.
Determine and justify the
similarity or congruence for two
geometric shapes.
C
1
•
•
•
3
2
•
• Express probabilities as fractions,
percents, or decimals.
• Classify triangles according to
angle size and/or length of sides.
• Calculate volume of simple
three- dimensional shapes.
• Given the coordinates of a
quadrilateral, plot the
quadrilateral on a grid.
A
1
2
Obtain historical data about local
weather to predict the chance of
snow, rain, or sun during year.
Test consumer products and illustrate
the data graphically.
Plan a large school event and
calculate resources (food,
decorations, etc.) you need to
organize and hold this event.
Make a scale drawing of the
classroom on grid paper, each group
using a different scale.
D
• Calculate percentages of advertising in
a newspaper.
• Tour the school building and identify
examples of parallel and perpendicular
lines, planes, and angles.
• Determine the median and mode of
real data displayed in a histogram
• Organize and display collected data,
using appropriate tables, charts, or
graphs.
B
3
4
5
S. Gendron, Kentwood presentation, March 2011
http://visualblooms.wikispaces.com
*Before…….
Underline all the adjectives on page 10. Then use at least 8 of
these adjectives in a paragraph of your own about a topic of
your choice.
After…….
http://epals.com
Sit in front of the school and write a paragraph that describes
clearly how the school looks from your perspective. We will
e-mail your description to a student in Alaska, who will draw a
picture of the school as it is described by you. Be as specific
as possible, so that the drawing will look just like your view of
the school.
*“If an educator keeps
using the same strategies
over and over and the
student keeps failing,
who really is the slow learner?”
Differentiation
C. Tomlinson
Is a teacher’s response to learner’s needs
Guided by general principles of differentiation
Meaningful tasks
Quality Curriculum
Content
Flexible grouping
Continual assessment
Teachers can differentiate through
Process
Product
Building Community
Affect/Environment
According to students’
Readiness
Interest
Learning Profile
Through a variety of instructional strategies such as:
RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning
Contracts….Tiering… Learning/Interest Centers… Independent Studies…Intelligence
Preferences….Orbitals…..Complex Instruction…ETC.
*
Content
Process
Product
Readiness
Interest
• Materials at
varied readability
levels
• Spelling assigned
by proficiency
• Alternate
presentation
methods
• Targeted small
group instruction
• Front-loading
vocabulary
• Highlighted text
• Range of materials • Varied teaching
that apply key
modes (e.g.,
ideas and skills to a
verbal, visual,
variety of realrhythmic,
world situations.
practical, etc.)
• Teacher
presentations
designed to link to
student interests.
Learning Profile
• Video or audio
notes for students
who learn better
with repeated
listening.
Step 1
Teacher identifies the new word and elicits
background knowledge.
Step 2
Teacher explains the meaning of the new word.
Step 3
Students generate their own explanations of the
new word.
Step 4
Students create a visual representations of the
new word.
Step 5
Students engage in experiences that deepen
their understanding of the new word.
Step 6
Students engage in vocabulary games and
activities to help them remember the word and
its meaning.
Research on Imagery as Elaboration
Students who used imagery to
learn vocabulary, on average,
performed
# of
studies
6
37 percentile pts. higher
than…
…students who kept
repeating definitions.
4
21 percentile pts. higher
than…
…students who were
using the terms in a
sentence.
Science
Energy
200 POINTS
Hypothesis
Electron
100 POINTS
Atmosphere
50 POINTS
Experiment
50 POINTS
100 POINTS
Dissolve
50 POINTS
http://jc-schools.net/tutorials/vocab/strategies.html
*Tag Galaxy
*Visual
Thesaurus
*
*
Content
Process
Product
Readiness
Interest
Learning Profile
• Materials at
varied readability
levels
• Spelling assigned
by proficiency
• Alternate
presentation
methods
• Targeted small
group instruction
• Front-loading
vocabulary
• Highlighted text
• Range of materials
that apply key
ideas and skills to
a variety of realworld situations.
• Varied teaching
modes (e.g.,
verbal, visual,
rhythmic,
practical, etc.)
• Teacher
presentations
designed to link to
student interests.
• Video or audio
notes for students
who learn better
with repeated
listening.
*
Questgarden
The Buck Institute
*
Readiness
Interest
Learning Profile
• Tiered activities
• Mini-workshops
• Flexible use of
time
• Learning
contracts
• Varied homework
assignments
• Learning Centers
• Expert groups
• Interest centers
• Supplementary
materials based on
student interests
• Jigsaw
• Independent
studies
• Interest-based
application options
• Choice of working
conditions (e.g.,
alone or with a
partner)
• Tasks designed
around intelligence
preferences
• Blogs and vlogs to
share ideas
Content
Process
Product
*
Readiness
Interest
Learning Profile
• Tiered activities
• Mini-workshops
• Flexible use of
time
• Learning
contracts
• Varied homework
assignments
• Learning Centers
• Expert groups
• Interest centers
• Supplementary
materials based on
student interests
• Jigsaw
• Independent
studies
• Interest-based
application options
• Choice of working
conditions (e.g.,
alone or with a
partner)
• Tasks designed
around intelligence
preferences
• Blogs and vlogs to
share ideas
Content
Process
Product
Learning Contract #2
To demonstrate what I have learned about ____________________, I want to
_ Write a report
_ Put on a demonstration
_ Set up an experiment
_ Develop a computer presentation
_ Build a model
_ Design a mural
_ Write a song
_ Make a movie (Podcast)
_ Create a graphic organizer or diagram
_ Other
This will be a good way to demonstrate understanding of this concept because
______________________________________________________________
To do this project, I will need help with
______________________________________________________________
My Action Plan is________________________________________________
The criteria/rubric which will be used to assess my final product is _________
______________________________________________________________
My project will be completed by this date _____________________________
Student signature: ________________________________ Date __/__/__
Teacher signature: ________________________________ Date __/__/__
*
Readiness
Interest
Learning Profile
• Tiered activities
• Mini-workshops
• Flexible use of
time
• Learning
contracts
• Varied homework
assignments
• Learning Centers
or Stations
• Expert groups
• Interest centers
• Supplementary
materials based on
student interests
• Jigsaw
• Independent
studies
• Interest-based
application options
• Anchor Activities
• Choice of working
conditions (e.g.,
alone or with a
partner)
• Tasks designed
around intelligence
preferences
• Blogs and vlogs to
share ideas
Content
Process
Product
*
Stations: Compacting with To Kill a Mockingbird
Exploring Stereotypes
Think about the power of words and how we tend to label whole groups of
people, many times unfavorably. In this station, you and your group will
explore the notion of stereotypes through personal reflection, role-playing
and group discussion.
1.
Take an activity sheet, put your name and class period at the top. Read the
introductory paragraph and directions carefully.
2.
Choose a label from the Exploring Stereotypes container. If you do not
understand the term, either ask your group members to help explain it to
you, or choose another. Take a minute or two to imagine how this person,
with this label, would think, act and talk. Prepare a brief introduction of
yourself as that person, making sure to use what you perceive to be
stereotypical qualities.
3.
Brainstorm with your group labels and stereotypical categories in which we
tend to place people. These might be related to race, gender, social class,
age, etc. Record these on the “graffiti wall” in class. Take time to discuss
impact and implications of these words/phrases.
4.
Answer the rest of the questions on the back of the activity sheet
independently. Your answers will be graded for effort and detail.
*
Stations: Compacting with To Kill a Mockingbird
Independent Reading
Explore a variety of reading materials independently in this
station: internet sites related to To Kill a Mockingbird, nonfiction
trade books, newspaper articles, old student projects and more.
There is no response activity or worksheet, although there is an
exit task on which you should indicate 1-2 facts from the material
you read.
1.
Choose a book or news article at the station that interests you.
2.
Read independently until the station time allotment is complete.
3.
Record on a sticky a fact or two from the book or newspaper.
Put the sticky note on one of your other sheets to turn in. They will
be collected and displayed at a later date.
*
Stations: Compacting with To Kill a Mockingbird
Putting Yourself in the Photo: Exploring Point of View
As we discussed in class, considering one’s point of view is extremely important when
interpreting literature. Consider what Atticus Finch says in To Kill a Mockingbird, “You never
really understand a person until you consider things from his point of view-until you climb
into his skin and walk around in it.”
Your task for this station is to assume the role of a person in, or as a visitor to, the setting of
the photographs, and briefly describe what you would be thinking, feeling, saying, etc.,
based on the situation. Visualize the sights, sounds, and even smells a person in the
photograph would be sensing when writing your description.
Folder 1: Jim Crow Laws
Folder 2: Vigilante/Mob Action
Folder 3: Protests & Reaction
Folder 4: Segregation
*
Stations: Compacting with To Kill a Mockingbird
Coming to Consensus
Ready to participate in a thought-provoking activity? This station begins with an
opinionnaire, a set of 10-15 loaded statements, for which you will be asked to
indicate your level of acceptance. You may accept or reject a statement, but
there is no neutral ground. Afterwards, your station group is charged with the task of
sharing your answers and discussing each statement. Can you build consensus
through discussion and come to an agreement on a position that you all could
accept?
1.
2.
On the top of Opinionnaire activity sheet, write your name and class period.
3.
When everyone is finished, take turns reading each statement aloud and going
around the circle to share answers. As interesting points or disagreements arise,
take the time to discuss with your group. Can you come to consensus
(agreement)?
4.
In the last few minutes of the station time allotment, independently record any
personal connections you may have made during the activity, also noting what
you have learned about yourself and your peers.
5.
Choose a scribe to record, in tally format, your group’s initial results on the large
poster so that team results from the day can be analyzed tomorrow.
Independently read the statements and take the opinionnaire survey. Choose a
side based on your initial reactions. Neutral ground is not acceptable.
*
Stations: Compacting with To Kill a Mockingbird
Coming to Consensus
Below are the statements on which students had to give their opinions.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
All men are created equal.
Girls should act feminine.
Boys should act masculine.
Nobody is all bad or all good.
Some words are so offensive, they should never be written or spoken.
Under our justice system, all citizens are treated fairly in courts of law.
A hero is born, not made.
Speaking proper English grammar shows that a person is educated or smart.
No one is above the law.
Some people bring prejudicial stereotypes on themselves.
When the law does not succeed in punishing criminals, citizens should do so.
Education is the great equalizer.
*
Stations: Compacting with To Kill a Mockingbird
Music Interpretation
Making connections to themes found in literature can often be done by
experiencing the music or art of the particular historical period in which the piece
was composed/created. At this station, you will develop an understanding of the
themes Harper Lee developed in her 1960 classic, To Kill a Mockingbird, themes
such as: poverty, racism, gender roles, protest and hope.
1.
Choose a listening center and record your name and class period on the top of its
accompanying activity sheet.
2.
Notice that your activity sheet is double-sided, one side for the song’s lyrics and the
other for critical thinking questions, answers and personal connections.
3.
Listen to the song assigned to each center, reading along with the lyrics. You may
make any marks and notations on the lyrics as you follow along.
4.
After listening to the song, answer the related critical thinking questions on the righthand side of the activity sheet.
5.
If there is time, switch centers with a group member and repeat steps 1-4.
Complete sheets will be collected and graded.
*
Stations: Tiering with 6 Traits
Voice Station
Tier 1 - Two Prompts:
1.
Describe a Metallica concert as though you were a 15-year old metal head (fan of
heavy metal music).
2.
Describe the same Metallica concert as though you were the metal head’s 70-year
old grandmother who had to drive the teen to the concert.
Tier 2 - Two Prompts:
You are desperate to get into the exclusive performing arts camp, Camp
Tapatapatapa. Write two notes from the same person (you) with two different
purposes/audiences.
1.
Write an email to your best friend, Sally Mander, telling her how much you want to
get into the camp and why you think you deserve to go.
2.
Write a letter to the camp’s director of admissions, Ms. Ivana Tinkle, indicating your
interest and qualifications. Include appropriate openings and closings. This should
be no longer than three paragraphs.
*
Stations: Tiering with 6 Traits
Ideas Station
Tier 1:
Look at the following statement: Recycling newspapers is a way to save trees and
our environment. It is the main idea statement. Open the envelope and examine
the strips for important and relevant supporting details. Separate the relevant
details from the irrelevant ones by making two piles.
Examples from paper strips:
•
Each week, Americans throw away over 200 million newspapers, which equals
about 500,000 trees.
•
Beijing is one of the most polluted-air cities in the world, because it is a leading
manufacturer of goods and has very little environmental legislation.
Tier 2:
Listen to the song, “Mammal” by They Might Be Giants while reading the lyrics. Then
respond to the prompts below.
1.
What is the purpose of this song? In other words, what main idea is being
conveyed?
2.
3.
Which lyrics support the purpose and main idea you’ve identified? Be specific.
Look at the lyrics in the third stanza. Explain the meaning of “One of us might lose his
hair/But you’re reminded that it once was there/From the embryonic whale to the
monkey with no tail.” What ideas about mammals do these lines illustrate?
*
Stations: Appealing to Modalities with Satire
Whole-Class Activity
What is satire? It is a device that uses irony, sarcasm, or caustic wit to attack or expose foolishness,
faults in human behavior and character, or stupidity. Satire is expressed through essays,
songs, cartoons, tv shows, articles, etc.
Four Techniques of Satire:
1.
Exaggeration: To enlarge, increase, or represent something beyond normal bounds so
that it becomes ridiculous and its faults can be seen.
2.
Incongruity: To present things that are out of place or are absurd in relation to their
surroundings.
3.
Reversal: To present the opposite of or different from the normal order [e.g., the order of
events, hierarchical (ranked) order].
4.
Parody: To imitate the techniques and/or style of some person, place, or thing.
Capitol Steps:
1.
2.
3.
In the song, what are Capitol Steps satirizing?
4.
What is the point of view of the person/people who wrote the song on the subject of
owning SUVs?
Do you see any of the four techniques being used? Which one(s)?
Explain how Capitol Steps use the techniques using specific examples from the song. Find
at least two examples.
*
Stations: Appealing to Modalities with Satire
Cartoon Station
Look at several of the cartoons. Try to find at least one example of two (2) of the types of
satire. Choose whichever two you want.
Technique
Exaggeration
Incongruity
Reversal
Parody
Which
cartoon?
Explain how the technique is used.
*
Readiness
Interest
Learning Profile
• Tiered activities
• Mini-workshops
• Flexible use of
time
• Learning
contracts
• Varied homework
assignments
• Learning Centers
or Stations
• Expert groups
• Interest centers
• Supplementary
materials based on
student interests
• Jigsaw
• Independent
studies
• Interest-based
application options
• Anchor Activities
• Choice of working
conditions (e.g.,
alone or with a
partner)
• Tasks designed
around
intelligence
preferences
TTT, Menu, Triarchic
• Blogs and vlogs to
share ideas
Content
Process
Product
Immigration: Choice Board
(Triarchic Intelligences)
TARGET:
I can explain the meaning of
“melting pot,” “mosaic,” and
“salad bowl” as they relate to
immigration in America.
Analytic
Analyze how and why the U.S. population
has shifted from a melting pot to a salad
bowl or mosaic as it has assimilated new
immigrants. Show your analysis in a
diagram.
Practical
Think of the population of Grand Rapids and
Kent County. Is it better for Grand Rapids to
assimilate new people to this area like a
melting pot or a salad bowl? Defend your
position in a Podcast.
Creative
Create a different pair of metaphors to
characterize how immigrants assimilated in
the past and how they assimilate today.
Write an explanation for each or create a
visual to depict them.
Story Elements: Tic-Tac-Toe Board
(Auditory, Visual, Kinesthetic)
Target:
I can describe the elements
of a story (characters,
setting, plot).
*
one activity from each
horizontal row
Use Glogster to create a pair of collages
that compares you and a character in
the book. Compare and contrast
physical and personality traits. Label
your collages so viewers understand
your thinking.
Write a bio-poem about yourself
and another about a main
character in the book so your
readers see how you and the
character are alike and different.
Be sure to include the most
important traits in each poem.
Write a recipe or set of directions
for how you would solve a problem
and another for how a main
character in the book would solve
a problem. Your list should help
us know you and the character.
Use Animoto and write a motion greeting
card that invites us into the scenery and
mood of an important part of the book.
Be sure the verse helps us understand
what is important in the scene and why.
Make a model or a map of a key
place in your life, and an important
one in the novel. Find a way to
help viewers understand both what
the places are like and why they
are important in your life and the
characters’.
Make 2 timelines. The first should
illustrate and describe a least 6-8
shifts in settings in the book. The
second should explain and
illustrate how the mood changes
with the change in setting.
Using books of proverbs and/on
quotations, find at least 6-8 that you feel
reflect what’s important about the novel’s
theme. Find at least 6-8 that do the
same for your life. Display them and
explain your choices.
Interview a key character from the
book to find out what lessons
he/she thinks we should learn from
events in the book. Use a Parade
magazine for material. Be sure
the interview is thorough.
Find several songs you think
reflect an important message from
the book. Prepare a Podcast.
Write an exhibit card that helps
your listener understand how you
think these songs express the
book’s meaning.
Novel Title: ____________________ Author:_______________________
Activities Selected: _______, _____, _____
Student: ______________________
Counting Principles & Probability: Tic-Tac-Toe
Board
(Auditory, Visual, Kinesthetic)
Targets:
•I can write the steps of a math induction proof for a
given series.
•I can apply Pascal’s Triangle to find the coefficients of
a binomial expansion.
•I can apply the Binomial Theorem to expand a
binomial.
•I can find probabilities of mutually exclusive &
independent events.
V. Thomasma, Kentwood
Counting Principles & Probability
Tic-Tac-Toe Board
Choose three activities in a row (horizontally, vertically, or diagonally) to complete. The activities are
designed to help you relate to and remember probability concepts. They are due at the end of the unit, so
please work on them after completing daily work in class, or at home. You may work by yourself or with one
other person on any or all three activities.
1. Letter of Advice
Write a letter to a friend who is in
Algebra 2 this year, and going to
take Precalculus next year. Don’t
scare them! Instead, list and
describe four pieces of advice that
would help them succeed in
Precalculus. Stretch your brain, and
make at least 2 pieces of advice
relevant to this unit.
2. In The News
Pretend you are a journal reporter in
the 1600s. (You’ll also need to
pretend they had TV and reporters
then!) Your job is to describe the
controversy over Pascal’s
Triangle…did Blaise Pascal really
discover it? Should it be named
after him? Use the internet to
conduct some research. Plan it out
ahead of time, then create a short
clip (less than 5 minutes) with a
video camera.
3. Graphing Calculator Activity
Create 5 probability problems that
are solved most efficiently with a
Graphing Calculator. (Hint: using
combinations, permutations and
The Binomial Theorem guarantees
this). Make at least 2 of the
problems real-life scenarios.
Include the answers as well.
(Interpersonal/Linguistic)
(Bodily/Kinesthetic)
(Mathematical/Logical)
4. Poem or Rap
Write a poem or rap about either
permutations & combinations,
Pascal’s Triangle, or The Binomial
Theorem. Be sure to include
information that will give your
fellow math students a clever way of
remembering how to use the
mathematical skill you chose! Your
work may be either read or performed
for the class.
5. Jeopardy Review Game
Write Jeopardy questions that can be
used to review our Probability Unit.
Include 10 questions with answers.
Use an index card for each question,
with the answer on the back. We
will use 6 categories, which are the
titles of the lessons in your book.
Write at least one question for each
category.
6. Poster
It is your chance to make a cheat sheet
for your classroom! Design and
make a poster that includes the
important concepts from this unit.
Make it colorful, and include at least
2 relevant pictures or drawings. It
will be displayed in the classroom,
until test day of course!
(Musical/Rhythmic)
(Linguistic/Intrapersonal)
(Visual/Spatial)
7. Internet Research
Search the Internet to find 5 games
that use Combinatorics
(permutations or combinations).
Begin at Mrs. Thomasma’s Math of
Games website:
www.mathematicsofgames.pbwiki.co
m
For each game, write a brief
description of the game, which
combinatorics are used, and how
knowledge of the math might help
with strategy!
(Intrapersonal)
8. Comic Strip
Create a comic strip that highlights a
concept about probability, counting
principles, math induction, or
another topic from our unit.
Include illustrations and dialogue.
9. Nature Walk
Take a walk outside to brainstorm
examples of arithmetic and
geometric patterns that occur in
nature. You may consider
architecture also. Record at least
four of your observations. Draw or
take pictures of them, and explain
which type of sequence each
exemplifies.
(Visual/Spatial)
(Naturalist)
Midsummer Nights Dream
: Learning Menu
Targets:
I can analyze how specific events or lines of dialogue in a story or drama
move the action forward or show me things about characters. (RL 8.3)
I can analyze how difference between the points of view of characters and
readers create effects like suspense or humor. (RL 8.6)
I can write and develop and argument with clear reasons and strong evidence.
(W 8.1)
I can produce writing that is appropriate to the task, purpose, and audience
for whom I am writing. (W 8.4)
*
Readiness
Interest
Learning Profile
Content
Process
Product
•
•
•
•
Personal goal setting •
Varied resource
options
Check-in
requirements based
•
on student
independence
Providing samples of
good student work
at varied levels of
complexity
Use of student
interests in
designing products
• Varied formats for
expressing key
content
Use of
• Varied working
contemporary
arrangements
technologies for
student expression • Varied modes of
expressing learning
*Make
Believe
Comix
*Glogster
*Go
Animate
*Animoto
m.Socrative.com
As a team of educators:
Discuss with your peers the
differentiated instructional
ideas and strategies that
you recommend for
implementation in your unit.
*Harold
Melvin and the
BLUENOTES
“Wake Up Everybody”
Wake up everybody no more sleeping in bed
No more backward thinking, time for thinking ahead
The world has changed so very much from what it used to be
There’s so much hatred, war and poverty.
Wake up all the teachers time to teach a new way
Maybe then they’ll listen to what you have to say.
They're the ones who are coming up and the world is in their
hands.
When you teach the children,
teach them the very best you can.
The world won’t get no better,
if we just let it be.
The world won’t get no better,
we got to change it..yah.. just YOU and ME.
Thank you for all you do,
for all the children!