Transcript * Jacque Melin - GVSU *National Board Certified Teachers (NBCTs) are dedicated to making knowledge accessible to all students.

*
Jacque Melin - GVSU
*National Board Certified
Teachers (NBCTs) are
dedicated to making
knowledge accessible to
all students. They believe
all students can learn.
*
*They treat students equitably.
They recognize the individual
differences that distinguish
their students from one
another and they take account
of these differences in their
practice.
*
*They respect the cultural and
family differences students
bring to their classroom.
*
*NBCTs know how to assess the
progress of individual
students as well as the class
as a whole.
*
*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
* What’s new about 21st Century
Skills?
New Understanding of Learning
Critical Thinking and
Problem Solving Skills for
New Areas of Emphasis
Innovation and Creativity
Skills
EVERYONE
Life and Career Skills for
EVERYONE
Digital-Age Literacy
*
*
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 is a set of instructional strategies.
Reality: Differentiation is a philosophy—a way of
thinking about teaching and learning. It is, in fact, a
set of principles.
*
Fixed Mind-Set
STUDENT
Growth Mind-Set
*Mindset – Carol Dweck
Teacher may underestimate
student capacity and
willingness to work hard and
“teach down” because
of the student’s language,
culture, economic status,
race, label, etc.
Both teacher and student study
student growth, set goals for
progress, and look for ways to
continue development.
Students at all readiness levels
have maximum opportunity for
challenge, growth, and success.
Both teacher and student
accept the student’s
difficulties as given, and
neither exerts the effort
needed for high levels of
student achievement. Both
also accept high grades on
grade-level work as adequate
for advanced learners.
Teacher encourages and insists
on student effort and growth.
Over time, the student’s mindset can change to a growth
orientation with evidence that
effort leads to success.
Students at all readiness levels
have maximum opportunity for
challenge, growth, and success.
Fixed Mind-Set
Growth Mind-Set
TEACHER
*It’s adequate for a district or school leader (or
professional developers) to tell, or even show,
teachers how to differentiate instruction
effectively.
*Reality: Learning to differentiate instruction well requires
rethinking one’s classroom practice and results from an
ongoing process of trial, reflection, and adjustment in the
classroom itself.
*
*Differentiation is something a teacher does or doesn’t do (as
in, “I already do that,” or “I tell our teachers that they
already differentiate instruction.”).
*Reality: Most teachers who remain in a classroom for longer
than a day do pay attention to student variation and respond
to it in some way.
*However, very few teachers proactively plan instruction to
consistently address student differences in readiness, interest,
and learning profile.
*
How to Differentiate
Name:
Date:
Change the Content
Change the Content
 Complexity
 Resources
 Environment
Change the Content
 Complexity
Concrete to Abstract
 Resources
Text/Media
 Environment
TAPS
Do/View/Construe
Change the Process
Change the Process
 Direct Instruction
 Cooperative Learning
 Inquiry
Change the Process
 Direct Instruction
Hook them
Curiosity
Novelty
 Cooperative Learning
Each one – Teach one
 Inquiry
PBL
Change the Product
Change the Product
 Entry Points
 Expressive Modes
 Accountability
Change the Product
 Entry Points
How they learn
 Expressive Modes
How they express it
 Accountability
How we grade/score it
Formative/Portfolios/Performance Based
Do we differentiate by:
Whole group?
Small group?
Individual?
Do we differentiate by:
Whole group?
Multimodal – tap into
many ways of learning
Small group?
Instructional
Interventions
Individual?
Tutorials
Pocketmod.com
Hook
Input
Interaction
Product
Assessment
Reflection
Hook – Role Play
Input –
(content)
Direct Instruction (Little Book) - Novelty
(content/process)
Interaction – 3 Musketeers
(process)
Product – Little Book on DI Theory
(product)
Assessment – Tell and Retell
Reflection – Scale of 1-10
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.
Grade 4
Math
Things
that are
parallel
200 POINTS
area
perimeter
100 POINTS
100 POINTS
Types of graphs
Ways to make .25
25 POINTS
50 POINTS
Types of angles
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
*
Content
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.
Process
Product
REFLECT &
SHARE
*
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
Designing a Differentiated Learning Contract
A Learning Contract may have the following components
• A Skills Component
•
•
•
Focus is on skills-based tasks
Assignments are based on pre-assessment of students’ readiness
Students work at their own level and pace
•
•
•
Focus is on applying, extending, or enriching key content (ideas, understandings)
Requires sense making and production
Assignment is based on readiness or interest
•
•
Teacher sets completion date and check-in requirements
Students select order of work (except for required meetings and homework)
•
•
•
•
•
The teacher agrees to let students have freedom to plan their time
Students agree to use the time responsibly
Guidelines for working are spelled out
Consequences for ineffective use of freedom are delineated
Signatures of the teacher, student and parent (if appropriate) are placed on the
agreement
• A Content component
• A Time Line
•
The Agreement
Learning Contract #1
Name _______________________
My question or topic is:
To find out about my question or topic…
I will read:
I will look at and listen
to:
I will draw:
Here’s how I will share what I know:
I will finish by this
date:
I will write:
I will need:
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
* Have students indicate if
they are sure or unsure for
each question
Multiple Choice: Circle the letter that best answers the question. Color in the face
indicating whether you are sure or unsure about the answer. (1 point each)
1. What is the name of this coin?
A.
B.
C.
D.
penny
nickel
dime
quarter


Note that capital letters
should be used for the
distracters.
Name ______________________________
STUDENT ANALYSIS PAPER
Question
Learning
Target
1
I can name each coin.
2
I can name each coin.
3
I can name each coin.
4
I can name each coin.
5
I can tell the value of
each coin.
I can tell the value of
each coin.
I can tell which group
of same coins has
more value.
I can tell the value of
a group of same
coins.
I can tell the value of
a group of same
coins.
I can write the value
of a group of coins
using the cent symbol.
6
7
8
9
10
I CAN
do this!
I am still
learning
about this!
Station for
Practice
Pot of Gold!
Money game
Pot of Gold!
Money game
Pot of Gold!
Money game
Pot of Gold!
Money game
Smart Board
Money Match
Smart Board
Money Match
Who Has
More?
Mystery Money
Mystery Money
Mystery Money
Pot of Gold!
This is a board game with pictures of different coins arranged in a game board
format. A student rolls a die and moves the game piece that number of spaces.
Before the next player rolls, the student has to say the name of the coin. The Math
Helper has to give a thumbs up if it is right, or a thumbs sideways if they should try
again. Then, it is the next player’s turn.
Smart Board Money Match
This is an interactive game created using the Notebook Software for the Smart
Board. A student selects two cards to touch and flip. If the cards match a picture of
a coin to the correct coin value, the student has to show the Math Helper a thumbs
up. If the Math Helper agrees the cards are a match, he/she will return the thumbs
up or put a thumb sideways to try again. If the cards do indeed match, the cards
remain flipped over as a match. If the cards do not match a picture with a coin
value, the cards are flipped back over.
Who Has More?
Students will work in groups of two or three. The Math Helper will monitor the
groups assisting where needed. One student in a group will roll a number die and a
money die. The number die will show how many coins to grab from the money
bank and the money die will show the type of coin to select. The student will grab
the money, count the money and say, “I have ____.” The partner student will repeat
directions. The partner with the most money will say, “_____(amount of money) is
more than _____ (partner amount of money).” Students will put the coins back and
repeat.
Mystery Money
The Math Helper will select a number of same coins from the money bank and lay
in the center of the group. Each student in the group will count the money and
write the amount using a cent symbol on a small white board and dry erase marker.
Students will show the Math Helper the amount and the Math Helper will show
each student a thumbs up for the correct answer or a thumb sideways to try again.
The Math Helper will finish by teaching/showing how to count the money. The
Math Helper will put the coins back and repeat activity.
Race to $1.00
One partner rolls a die. He/she will take the same number of pennies as the die
shows. If the partner can do any trades, he/she should do so before the next partner
rolls. Once a partner has five pennies, he/she may trade for a nickel. After they
have two nickels, they may trade for a dime. Partners may continue trading as their
money banks increase. Partners continue to roll, get money, and make trades up to
one dollar. After someone reaches one dollar, partners can start over.
1. Penny Penny!
2. Food For Sale!
3. Flowers For Sale!
Glue the Money Poem in your
math notebook. Read or sing the
Money Poem using different
voices for each coin. You may use
microphones and any props from
our acting box.
Look through the grocery
Advertisements from the
newspaper. Cut and sort at
least five pictures of food in
one column and at least five
money amounts in another
column. Glue picture and
money columns in your math
notebook.
Look through the Nature
Magazines. Cut pictures of
at least five flowers and
glue them into your math
notebook. Label each
flower with a coin value
less than a dollar. You may
cut and label more than five
pictures if you prefer.
Logic/Math
Musical/Body Movement
4. Money Facts!
5.
Choose a non-fiction book about
money to read from the book
basket. Write or draw one
interesting fact about each coin,
penny, nickel, dime, quarter in
your math notebook.
Work on the computer and
explore the Interactive Math
Web site. Count the group of
coins and type the amount.
Glue a Self Reflection sheet in
your math notebook and circle
the smiley face if you CAN
count coins or need more
practice with this target.
http://www.hbschool.com/activi
ty/counting_money/
Use your money bank from
your desk and create
patterns with your coins.
After you create a pattern,
say the pattern using coin
names or coin values.
Choose one pattern to write
down using coin names and
one pattern to write down
using coin values in your
math notebook.
Self
Logic/Math
Language
7. Math Memory!
SMARTBOARD
Take turns selecting two cards. If
the two cards match one coin
picture to the same coin value,
your team or partner will show you
a thumbs up and the cards remain
flipped over. If the two cards do
not match, your team or partner
will show a thumb sideways to try
again and flip the cards back over.
Glue a rating sheet in your math
notebook and rate how well your
group worked together and how
well this activity helped you.
Social
Computer Coins!
Nature
6. Pattern Money!
8. Sketch a Coin!
9. Money Talk!
Take a blank piece of paper and
a piece of chalk. Lay a coin
under the piece of paper and
use the chalk to trace on top of
the paper. Trace the front and
back side of the coin. Label at
least five coins with the coin
name and value. Glue the piece
of paper in your math notebook.
Write a story about a time
you earned or spent money.
Include the amount of
money earned or spent in
your story.
Spatial/Body Movement
Language
*
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.
2.
3.
What is the purpose of this song? In other words, what main idea is being conveyed?
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?
*
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, Menus,
Triarchic
Intelligences, RAFT,
Show & Tell, Profiler
• Blogs and vlogs to
share ideas
Content
Process
Product
Rhyme : Tic-Tac-Toe Board
(Multiple Intelligences)
TARGETS:
•I can recognize if two words rhyme.
•I can supply a rhyme for a given word.
•I can isolate and name the ending sound of a
pair of rhyming words.
•I can produce and verbalize a pair of rhyming
words.
•I can identify the letters that make up the
ending sound of a rhyme.
•I can identify word family words that rhyme.
Rhyme Time Choices
1. Feel a Rhyme
.
2. Act out a Nursery Rhyme.
4. Mother Goose
Listening Center
5. Retell a Nursery Rhyme
with the Flannel Board.
7. Rhyming Puzzles
.
8. Writing Rhyming
Word Families
3. Write your own
Nursery Rhyme.
6. Rhyming Buckets
9. Computer:
Starfall or Gamequarium
Descriptions of Rhyme Time Choice Times
Feel a Rhyme-The student will look for, feel, and verbally name each item in the disc.
As the student names the items he/she should be listening for the rhyme and trying
to identify the common rhyming sound.
(Kinesthetic/Visual-Spatial/Linguistic)
Act out a Nursery Rhyme-With one or two other people, the student will use items
from our classroom dress up box to act out a Nursery Rhyme.
(Kinesthetic/Linguistic/Interpersonal)
Write Your Own Nursery Rhyme-The student will use his/her knowledge of rhyme
and familiarity with Mother Goose rhymes to make up his/her own rhyme, using
words and/or pictures to tell the rhyme.
(Linguistic/Intrapersonal)
Mother Goose Listening Center-Alone or with up to 3 other students, the student will
listen to a Mother Goose rhymes and follow along in the book.
(Linguistic/Musical-Rhythmic/Interpersonal)
Retell a Nursery Rhyme with the Flannel Board-Alone or with a friend, the student
will retell a Nursery Rhyme using the correct sequence.
(Linguistic/Visual-Spatial/Kinesthetic/Interpersonal)
Rhyming Buckets-Alone or with a friend, the student will use the items in the buckets
to recognize rhyming sounds, verbalize the sounds, and match the items to the
correct buckets.
(Linguistic/Visual-Spatial/Kinesthetic/Interpersonal)
Rhyming Puzzles-Alone or with a friend, the student will find the rhyming word pair
puzzle pieces that match, by either saying the names of the pictures, reading the
words, or fitting the pieces together. After fitting the pieces together the student
is to verbalize the rhyme.
(Mathematical-Logical/Visual-Spatial/Kinesthetic/Linguistic)
Writing Rhyming Word Families-The student will use the ending sound that is
supplied on the mat, to create rhyming word family words, by supplying the
beginning consonant sound.
(Linguistic/Intrapersonal)
Computer Starfall or Gamequarium-On either www.starfall.com or
www.gamequarium.com/rhymes.html the student will work at his/her ability level
on one or more computer activities focusing on rhyme and word families.
(Linguistic/Visual-Spatial)
Road to the Revolution
Know –
I can explain the causes and effects of the Acts leading up to the War.
I can identify the role of the main figures of the Revolutionary War.
I can identify that the colonists believed they had a right to separate from
England.
UnderstandI can identify the causes and effects of the events leading up to the
Revolutionary War.
I can interpret why the colonists believed they had a right to separate from
England.
Be able to do- The students will be able to apply an event from the
Revolutionary War to identify differing British and colonists’ views on
authority. The students will be able to apply the Revolutionary War events to
identify a problem that could have existed in the colonies, explain the
reason for addressing the problem, and tell what action would have been
taken.
Jeopardy Game
Tic-Tac-Toe Choice Board
5th Grade – Road to Revolution
Directions: Chose activities in a tic-tac-toe design.
When you have completed the activities in a row—
horizontally, vertically, or diagonally you made
decide to be finished. Or you may decide to keep
going and complete more activities. Star the
activities you plan to complete. Color in the box
when you finish the activity.
Position Piece
Write Jeopardy questions
Write a position piece that
that can be used to
explains what America would
review the events
be like if we lost the war to
leading up to the
the British. Make sure to
Revolutionary War. Write
include who would be the
20 questions with
leader and what the rules
answers. Use an index
would be like. Discuss the
card for each question, similarities or differences you
with the answer on the
would see from America
back.
today.
Multi-Media
Song/Rap/Poem
Collage
Make a collage
showing how the
colonists rebelled
against the British.
Include 8-12 pictures
that represent the
colonists’ views and
actions.
Timeline
Make a five minute multiWrite a song, rap, or poem
Create a timeline that
media presentation
about a group involved in the
shows the events
showing the causes and
Revolutionary War. Be sure to leading up to the war.
effects of the Acts
include their role and position
Make sure to include
leading up to the
they take on the war. Your work 10 or more we have
Revolutionary War. Make
may be either read or
discussed in class.
sure to include pictures.
performed for the class.
Play
Poster
Letter
Write a play about one
event that leads up to
the war. Make sure to
include at least 3 key
people. You may act it
out to the class.
Create a poster that may have
been used as propaganda to
persuade colonists to choose a
side in the war.
Write a letter to a
friend that persuades
a friend during the
Revolutionary era to
take a side either the
British or the Patriots.
Explain the
advantages of your
side and the
disadvantages of the
opposing view.
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
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.
Draw/paint and write a 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)
Novel (Maniac Magee: Learning Menu
(Multiple Intelligences)
Target:
I can explain the
vocabulary, main
character, setting, and
main theme of the novel.
Story Response: Choice Board
(Triarchic Intelligences)
TARGET:
I can describe the theme or
message that a writer or
author wants to
communicate.
Analytic
Listen to or read a story and create a chart
that tells events in the story and how they
contribute to the theme of the story.
Practical
Think of a time you or someone you know
was in a situation similar to the main
character in the story. Draw and/or write
about it and include the theme or
message that was similar to the story.
Creative
Imagine that the story continues after the
last page. Use Prezi or PowerPoint or act
out the next scene. This scene should
relate to the theme or message of the
story.
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.
Show-And-Tell Boards
All students have the same TASK,
but have a choice of SHOW AND
TELL.
Top row – what they could show
Bottom row – what they could tell
Need 1 SHOW & 1 TELL
* TARGET:
I can write in a technical format.
TASK: Write a set of directions for a
household task or school activity.
SHOW
Illustrations Diagram
How-to
or Flow
Brochure
Chart
TELL
Use topic
headings
and
paragraphs
Use
Write
detailed
detailed
numbered sentences
or bulleted
steps
* TARGET: I can describe events that occurred
during the civil rights movement
TASK: Describe a significant event that
occurred during the civil rights movement.
SHOW
Charts and
graphs
Timeline of
incidents
related to the
event
Illustrations,
photographs,
graphics, or
artifacts
TELL
Newspaper
article
Video news Speech
interview
Graphing:
Cubes (novelty)
TARGET:
I can solve a problem in a
variety of ways.
Name ________________
Graph the related function.
Identify the x-intercepts.
Class ________________
y
Equation _______________
x
Solve the equation by
completing the square.
Solve the equation by
factoring.
Solve the equation using the
quadratic formula.
State the discriminant of the
equation and the number of
solutions.
Each student will be given a problem to solve in a variety ways based on his or her performance
on a pre-assessment instrument. The level one problem is the easiest among the group while the
level five problem is the most challenging.
(1) Level One: x2  2 x  8  0
Which method is most direct
in finding the solution to the
equation? Why?
(2) Level Two: 9x2  30x  25  0
(3) Level Three: x2  6 x  1
(4) Level Four: 2 x2  3x  2  0
(5) Level Five: 5x2  8x  1
Parts of Speech: RAFT
TARGET:
I can describe the parts of
speech (e.g. nouns, verbs,
adverbs, and so on).
Role
Audience
Format
Topic
Noun
Jury
Mock trial
argument
Reasons why I think
I’m the most
important part of
speech of all.
Verb
Other parts of
speech
Invitation
I’m where all the
action is!
Letter to an advice
column (and
response).
I’m tired of always
helping out my friend,
the noun.
Adjective
Dear Abby
Adverb
Other parts of
speech
Lament
Why doesn’t anyone
ever remember what I
do?
Pronoun
Other parts of
speech
Cartoon strip
I feel like all I ever do
is disguise myself as
someone else.
Conjunction
Students
Song or Rap
I bring things
together.
Preposition
Students
Skit
I make relationships
between parts of
speech happen!
* ½ the students present their projects simultaneously in
different parts of the room.
* The other ½ are fair-goers who visit each student, who
explains or performs his or her project.
* Fair-goers use the following chart to summarize what they
learn.
* Switch roles and repeat.
*Hold a “Parts of
Speech Fair”
Part of
Speech
What is it?
Why is it
important?
An
example
Rhyme : RAFT
TARGETS:
I can….
•recognize if two words rhyme.
•produce and verbalize a pair of
rhyming words.
•retell a nursery rhyme.
•create my own original nursery
rhyme.
Structured Academic Controversies are a fantastic way to allow students
to interact with history. November 10th is the anniversary of the sinking of the
famous Edmund Fitzgerald on Lake Superior. The kids had a great time
researching, supporting, and debating how the Edmund Fitzgerald sunk. It was
exciting to see them so engaged right up until the end of the day on Friday. Most
kids didn't even notice it was time to go home for the weekend. These
experiences are fundamental for students to begin the inquiry process. They
need to have authentic questions to research and support their thinking. These
experiences cement the learner and engage them in the content. I have been a
long time fan of John Dewey and his work with experiential learning.
When we return from Thanksgiving Break we will be learning about
several different types of Social Scientists (Historian, Political Scientist,
Economist, Geographer), and how they look at the world. Through these hands
on, engaging experiences students can build a framework by which to ask deeper
questions and respond to them with experience and examples.
As stated, Dewey advocated that education be based upon the quality of
experience. For an experience to be educational, Dewey believed that certain
parameters had to be met, the most important of which is that the experience has
continuity and interaction. Continuity is the idea that the experience comes from
and leads to other experiences, in essence propelling the person to learn more
(Experience & Education, Dewey).
Description:
The SAC (Structured Academic Controversy) was developed by cooperative learning
researchers David and Roger Johnson of the University of Minnesota as a way to
provide structure and focus to classroom discussions. Working in pairs and then
coming together in four-person teams, students explore a question by reading
about and then presenting contrasting positions. Afterwards, they engage in
discussion to reach consensus.
Rationale:
By the time students reach adolescence, many believe that every issue comes
neatly packaged in a pro/con format, and that the goal of classroom discussion,
rather than to understand your opponent, is to defeat him. The SAC method
provides an alternative to the "debate mindset" by shifting the goal from winning
classroom discussions to understanding alternative positions and formulating
historical syntheses. The SAC's structure demands students listen to each other in
new ways and guides them into a world of complex and controversial ideas.
Choices involving Learning Profile
* The “Profiler”
* What is your preferred Learning Profile?
* Write
* Draw
* Act
* Sing
* Build
http://www.niehs.nih.gov/kids/music.htm#index
*Differentiation “Profiler”
*You have just attended a stimulating workshop on
differentiated instruction and you feel motivated to
let the world know more about differentiated
instruction. Your “world” might be a group of
students, parents, fellow teachers, and/or the
general public. You will join a group of workshop
participants who are as motivated as you are and
share your excitement about differentiate
instruction to spread the news about this teaching
and learning philosophy!
TARGET:
I can explain key elements of differentiated
instruction.
*Differentiation
“Musician”
Your mission is to write and perform a song (any style of
music) about the experience of observing in a
classroom which is focused on developing units and
using strategies that help to differentiated instruction.
You can make up a new tune or write new lyrics that fit
with an existing melody.
*You should have at least one verse about each of the
FOUR elements that should be the focus of a
differentiated classroom.
*Include a chorus about the goal of differentiated
instruction.
*Make it personal and fun.
*Differentiation
“Writers”
Your task is to write an article for USA Today telling the
public how differentiated instruction helps teacher to meet
the needs of diverse learners in their classrooms. You
should minimally include the following information:
* How students differ as learners.
* How student learning differences affect how students learn.
* Evidence you have that explains that students work harder when
what they are asked to do connect to something they are interested
in doing and/or connects to their learning profile.
* Identify classroom techniques/strategies that support the
achievement of students who have different readiness levels,
different interests and/or different learning profiles.
*Differentiation
“Builders”
*Your group has been commissioned to build a
model of a differentiated classroom for a local
museum featuring best practices in education.
Your model must accurately reflect the FOUR
elements of differentiated instruction in a
classroom where these elements are being
practiced. You must be able to explain your
model to museum officials.
*Differentiation
“Actors”
Your job is to create and perform an episode of a
children's or teenager’s television program. This
episode should be all about differentiated
instruction.
*Be sure to include the following information:
*What is differentiated instruction.
*What it is like being in a classroom where differentiated
instruction is practiced.
*How you (the student) will benefit from being in a
classroom where differentiated instruction is practiced.
*Differentiation “Artists”
*Create a poster – or series of posters – that
clearly illustrates the key points of what it
means to differentiate instruction. Your
poster(s) will be designed for those who are
unable to read, so it/they must communicate
clearly through pictures and graphics, and
should not rely heavily on captions. Your
posters should depict the three sets of FOUR
elements of differentiated instruction. Poster
paper, markers and other materials are
available; let your instructor know what else
you need.
*
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
REFLECT &
SHARE
*
Readiness
Interest
Learning Profile
• Use of student
interests in
designing products
• Varied formats for
expressing key
content
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
• Varied working
contemporary
arrangements
technologies for
student expression • Varied modes of
expressing learning
*
*
Readiness
Interest
Learning Profile
• Use of student
interests in
designing products
• Varied formats for
expressing key
content
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
• Varied working
contemporary
arrangements
technologies for
student expression • Varied modes of
expressing learning
*Make
Believe
Comix
*Glogster
*Go
Animate
*Animoto
*
Readiness
Interest
Learning Profile
• Use of student
interests in
designing products
• Varied formats for
expressing key
content
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
• Varied working
contemporary
arrangements
technologies for
student expression • Varied modes of
expressing learning
REFLECT &
SHARE
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
1975
“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.