* 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. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. 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 C D 5 4 3 2 A B 1 1 2 3 4 5 Application S. Gendron, Kentwood presentation, March 2011 Rigor/Relevance Framework • Analyze the graphs of the • Obtain historical data about local 6 perimeters and areas of squares having different-length sides. weather to predict the chance of snow, rain, or sun during year. D • Determine the largest • Test consumer products and illustrate 5 4 • C rectangular area for a fixed perimeter. Determine and justify the similarity or congruence for two geometric shapes. • • 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. 3 • Express probabilities as fractions, • Calculate percentages of advertising in percents, or decimals. a newspaper. 2 • Classify triangles according to • Tour the school building and identify A B angle size and/or length of sides. examples of parallel and perpendicular • Calculate volume of simple lines, planes, and angles. three- dimensional shapes. • Determine the median and mode of 1 • Given the coordinates of a quadrilateral, plot the real data displayed in a histogram • Organize and display collected data, quadrilateral on a grid. using appropriate tables, charts, or graphs. 1 2 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. http://epals.com After……. 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 Flexible grouping Continual assessment Teachers can differentiate through Building Community Quality Curriculum Content Process Product 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. * Readiness Interest Learning Profile Content • Materials at • Range of materials • Varied teaching varied readability that apply key modes (e.g., levels ideas and skills to a verbal, visual, • Spelling assigned variety of real- rhythmic, by proficiency world situations. practical, etc.) • Alternate presentation • Teacher • Video or audio methods presentations notes for students • Targeted small designed to link to who learn better group instruction student interests. with repeated • Front-loading listening. vocabulary • Highlighted text Process Product 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 …students who kept than… repeating definitions. 4 21 percentile pts. higher …students who were than… using the terms in a sentence. Science Energy 200 POINTS Hypothesis Electron 100 POINTS 100 POINTS Atmosphere Experiment Dissolve 50 POINTS 50 POINTS 50 POINTS http://jc-schools.net/tutorials/vocab/strategies.html *Tag Galaxy *Visual Thesaurus * * Readiness Interest Learning Profile Content • Materials at • Range of materials • Varied teaching varied readability that apply key modes (e.g., levels ideas and skills to verbal, visual, • Spelling assigned a variety of real- rhythmic, by proficiency world situations. practical, etc.) • Alternate presentation • Teacher • Video or audio methods presentations notes for students • Targeted small designed to link to who learn better group instruction student interests. with repeated • Front-loading listening. vocabulary • Highlighted text Process Product * Questgarden The Buck Institute * Readiness Interest Learning Profile Content Process • Tiered activities • Expert groups • Choice of working • Mini-workshops • Interest centers conditions (e.g., • Flexible use of • Supplementary alone or with a time materials based on partner) • Learning student interests • Tasks designed contracts • Jigsaw around intelligence • Varied homework • Independent preferences assignments studies • Blogs and vlogs to • Learning Centers • Interest-based share ideas application options Product * Readiness Interest Learning Profile Content Process • Tiered activities • Expert groups • Choice of working • Mini-workshops • Interest centers conditions (e.g., • Flexible use of • Supplementary alone or with a time materials based on partner) • Learning student interests • Tasks designed contracts • Jigsaw around intelligence • Varied homework • Independent preferences assignments studies • Blogs and vlogs to • Learning Centers • Interest-based share ideas application options Product Learning Contract #2 To demonstrate what I have learned about ____________________, I want to _ Write a report _ Design a mural _ Put on a demonstration _ Write a song _ Set up an experiment _ Make a movie (Podcast) _ Develop a computer presentation _ Create a graphic organizer or diagram _ Build a model _ 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 Content Process • Tiered activities • Expert groups • Choice of working • Mini-workshops • Interest centers conditions (e.g., • Flexible use of • Supplementary alone or with a time materials based on partner) • Learning student interests • Tasks designed contracts • Jigsaw around intelligence • Varied homework • Independent preferences assignments studies • Blogs and vlogs to • Learning Centers • Interest-based share ideas or Stations application options • Anchor Activities 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. On the top of Opinionnaire activity sheet, write your name and class period. 2. Independently read the statements and take the opinionnaire survey. Choose a side based on your initial reactions. Neutral ground is not acceptable. 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. * Stations: Compacting with To Kill a Mockingbird Coming to Consensus Below are the statements on which students had to give their opinions. 1. All men are created equal. 2. Girls should act feminine. 3. Boys should act masculine. 4. Nobody is all bad or all good. 5. Some words are so offensive, they should never be written or spoken. 6. Under our justice system, all citizens are treated fairly in courts of law. 7. A hero is born, not made. 8. Speaking proper English grammar shows that a person is educated or smart. 9. No one is above the law. 10. Some people bring prejudicial stereotypes on themselves. 11. When the law does not succeed in punishing criminals, citizens should do so. 12. 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 right- hand 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. Which lyrics support the purpose and main idea you’ve identified? Be specific. 3. 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. In the song, what are Capitol Steps satirizing? 2. Do you see any of the four techniques being used? Which one(s)? 3. Explain how Capitol Steps use the techniques using specific examples from the song. Find at least two examples. 4. What is the point of view of the person/people who wrote the song on the subject of owning SUVs? * 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 Which Explain how the technique is used. cartoon? Exaggeration Incongruity Reversal Parody * Readiness Interest Learning Profile Content Process • Tiered activities • Expert groups • Choice of working • Mini-workshops • Interest centers conditions (e.g., • Flexible use of • Supplementary alone or with a time materials based on partner) • Learning student interests • Tasks designed contracts • Jigsaw around • Varied homework • Independent intelligence assignments studies preferences • Learning Centers • Interest-based TTT, Menu, Triarchic or Stations application options • Blogs and vlogs to • Anchor Activities share ideas 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 Write a bio-poem about yourself Write a recipe or set of directions that compares you and a character in and another about a main for how you would solve a problem the book. Compare and contrast character in the book so your and another for how a main physical and personality traits. Label readers see how you and the character in the book would solve your collages so viewers understand character are alike and different. a problem. Your list should help your thinking. Be sure to include the most us know you and the character. important traits in each poem. Use Animoto and write a motion greeting Make a model or a map of a key Make 2 timelines. The first should card that invites us into the scenery and place in your life, and an important illustrate and describe a least 6-8 mood of an important part of the book. one in the novel. Find a way to shifts in settings in the book. The Be sure the verse helps us understand help viewers understand both what second should explain and what is important in the scene and why. the places are like and why they illustrate how the mood changes are important in your life and the with the change in setting. characters’. Using books of proverbs and/on Interview a key character from the Find several songs you think quotations, find at least 6-8 that you feel book to find out what lessons reflect an important message from reflect what’s important about the novel’s he/she thinks we should learn from the book. Prepare a Podcast. theme. Find at least 6-8 that do the events in the book. Use a Parade Write an exhibit card that helps same for your life. Display them and magazine for material. Be sure your listener understand how you explain your choices. the interview is thorough. 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 2. In The News 3. Graphing Calculator Activity Write a letter to a friend who is in Pretend you are a journal reporter in Create 5 probability problems that Algebra 2 this year, and going to the 1600s. (You’ll also need to are solved most efficiently with a take Precalculus next year. Don’t pretend they had TV and reporters Graphing Calculator. (Hint: using scare them! Instead, list and then!) Your job is to describe the combinations, permutations and describe four pieces of advice that controversy over Pascal’s The Binomial Theorem guarantees would help them succeed in Triangle…did Blaise Pascal really this). Make at least 2 of the Precalculus. Stretch your brain, and discover it? Should it be named problems real-life scenarios. make at least 2 pieces of advice after him? Use the internet to Include the answers as well. relevant to this unit. conduct some research. Plan it out ahead of time, then create a short clip (less than 5 minutes) with a video camera. (Interpersonal/Linguistic) (Bodily/Kinesthetic) (Mathematical/Logical) 4. Poem or Rap 5. Jeopardy Review Game 6. Poster Write a poem or rap about either Write Jeopardy questions that can be It is your chance to make a cheat sheet permutations & combinations, used to review our Probability Unit. for your classroom! Design and Pascal’s Triangle, or The Binomial Include 10 questions with answers. make a poster that includes the Theorem. Be sure to include Use an index card for each question, important concepts from this unit. information that will give your with the answer on the back. We Make it colorful, and include at least fellow math students a clever way of will use 6 categories, which are the 2 relevant pictures or drawings. It remembering how to use the titles of the lessons in your book. will be displayed in the classroom, mathematical skill you chose! Your Write at least one question for each until test day of course! work may be either read or performed category. for the class. (Musical/Rhythmic) (Linguistic/Intrapersonal) (Visual/Spatial) 7. Internet Research 8. Comic Strip 9. Nature Walk Search the Internet to find 5 games Create a comic strip that highlights a Take a walk outside to brainstorm that use Combinatorics concept about probability, counting examples of arithmetic and (permutations or combinations). principles, math induction, or geometric patterns that occur in Begin at Mrs. Thomasma’s Math of another topic from our unit. nature. You may consider Games website: Include illustrations and dialogue. architecture also. Record at least www.mathematicsofgames.pbwiki.co four of your observations. Draw or m take pictures of them, and explain For each game, write a brief which type of sequence each description of the game, which exemplifies. combinatorics are used, and how knowledge of the math might help with strategy! (Intrapersonal) (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 • Use of student • Varied formats for • Varied resource interests in expressing key options designing products content • Check-in requirements based on student • Use of • Varied working independence contemporary arrangements • Providing samples of technologies for good student work student expression • Varied modes of at varied levels of expressing learning complexity *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!
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