# PowerPoint Presentation by 1AfH7A

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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.
*
*
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
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

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’

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       • 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
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

*
*

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
vocabulary
• Highlighted text
Process

Product
*

Questgarden

The Buck Institute
*

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
*

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 __/__/__
*

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
*   Stations: Compacting with To Kill a Mockingbird

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

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
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
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
•         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
*

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

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)
*

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:

differentiated instructional
ideas and strategies that
you recommend for
*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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