Cubing 2Power Point

8/3/2019 Cubing 2Power Point

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DIFFERENTIATED STRATEGY 101:

CUBING A

LESSON

Barbara Ewing Cockroft, M.Ed. NBCT, presenter

Visit: http://www.cdeducation.org/ocea/handouts/39%20-%20Differentiation%20Strategy%20101-%20Cubing%20a%20Lesson/

For more activities and lessons using cubing
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Be not afraid of going slowly. Be only

afraid of standing still.-Bertie Kingore


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What Is Cubing?

A technique that helps students

consider a subject from six

points of view

Different commands or tasks

appear on each side of a cube


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What Is Cubing?(continued)

Cubes may vary with commandsor tasks appropriate to the level of

readiness of the group.Cubes may also be constructed

with tasks relating to different

areas of intelligence, such asverbal/linguistic orbodily/kinesthetic.


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What Is Cubing?(continued)

In its most sophisticated form,

it is a technique that helps

students think at differentlevels of Blooms taxonomy.


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Cubing Tied to Blooms Taxonomy

1. KnowledgeRecall: What is this about?

2.ComprehensionUnderstanding: Why did thishappen?

3. ApplicationTransfer: Use the information to predict.

4. AnalysisHow many elements are present?

5. SynthesisCombining:Change to a newscenario.

6. EvaluationRating: Rank solutions in

priority order.


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Examples of Cubing Statements

Describe It. Look at the subject closely,perhaps with your physical senses as wellas your mind.

Compare It. What is it similar to? What isit different from?

Associate It. What does it make you thinkof? What comes to your mind when youthink of it? People? Places? Things?Feelings? Let your mind go and see what

feelings you have for the subject.


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Examples of Cubing Statements(continued)

Analyze It. Tell how it is made.What are its traits and attributes?

Apply It. Tell what you can do withit. How can it be used?

Argue For or Against It. Take a

stance. Use any kind of reasoningyou want: logical, silly, anywherein between.


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Why Do We Use Cubes?

To differentiate learning by readiness

(familiarity with content or skilllevel)

To differentiate learning by interest


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Why We Use Cubes

To differentiate learning by

student learning profile (visual,

auditory, kinesthetic; multipleintelligences)

To add an element of novelty to

classroom instruction


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Getting Started

Step 1. Identify the general concepts,

skills and content, aligned with the state

standards, that will be the focus of the

activity as it pertains to different

learners.

What do you want your students to

know, understand, and be able to do?


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Getting Started (continued)

Step 2. Provide extended opportunities,

materials, and learning situations that

are appropriate for a wide range of

readiness, interests, and learning

styles.

Does what you are teaching align withyour short and long-term goals?


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Getting Started, continued

Step 3. Pre-assess student

readiness, interest, or learning

style!Group students according to their

readiness, with different colored cubes

or task cards that match students level

of understanding and ability level.


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Step 4. Make sure the students

understand the verbs and directions

for each task.Offer choices!


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Step 5. Students complete the tasksaccording to the directions.

Allow sufficient time.

Ask one or two students from eachgroup to share their groups

findings/project/task with the class.


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Helpful Hints:

Design the task cards to lookbasically the same among all ofthe groups.

Use the cubing techniquesparingly, so that the novelty does

not wear off.Coordinate cubing activities with

other teachers if you are in a team-

teaching situation.


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Helpful Hints (continued)

Use colored paper to indicate

various interests or learning styles

(not readiness-based grouping).Students begin by sitting with

other students using cubes of the

same color.


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Helpful Hints (continued)

If the first roll is an activity that the

student does not want to do, a

second roll is allowed.After students have worked on

their activity individually, have

them come together in groups to

synthesize.


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Variations on Cubing

1. Number the list of tasks to be

completed. Roll the die to select the

item on the list to complete.

2. Write each task on a tongue

depressor and let students select one.


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Variations (continued)

3. Incorporate learning styles in the cubed

activity, such as visual/spatial;

bodily/kinesthetic, etc.

4. Design a cube for reading nonfiction (Who?

What? When? Where? Why? How?);

especially powerful in content areas.


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Helpful Tools


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Knowledge

Knowledge-factual answers,recognition, testing recall

Process Words: who, how why, what, tell,know, where, name, label, omit, when, list,define, select, choose, specify, match,

record, identify, numerate, describe,recount, memorize, recall

Products/Outcomes: list, definition,

recitation, lecture, worksheet, chart, facts


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Comprehension

Comprehension-translating,interpreting, extrapolating

Process Words: cite, tell, infer, report, show,explain, identify, locate, discuss, classify,describe, indicate, translate, recognize,summarize, paraphrase

Products/Outcomes: summary, discussion,explanation, report, review, puzzle, game,lesson


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Application

Application-to situations that are new,unfamiliar, or have a new slant; applyrules, laws methods, theories

Process Words: use, solve, select, teach,show, collect, relate, explain, transfer, exhibit,predict, informs, practice, classify, compute,illustrate, determine, produce, establish,develop, simulate, experiment, demonstrate,

discover, dramatize

Products/Outcomes: map, model, diagram,illustration, interview, experiment, drawing,collection, chart, timeline, mobile


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Analysis

Analysis- breaking down into parts, formsidentifying motives or causes, makinginferences, finding evidence to supportgeneralizations; clarifying, concluding

Process Words: probe, survey, dissect, outline,contrast, identify, compare, examine, discover,organize, correlate, illustrate, prioritize, combine,

separate, diagram, differentiate, distinguish,categorize, investigate, subdivide

Products/Outcomes: graph, diagram, survey,questionnaire, plan, research paper, outline,attributes, goals/objectives, chart, mind map


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Synthesis

Synthesis -combining elements into apattern not clearly there before, abilityto put parts together to form a new

wholeProcess Words: make, plan, adapt, invent, create,develop, translate, design, initiate, generate, makeup, compose, propose, predict, integrate,

originate, rearrange, assemble, collaborate,categorize, hypothesize, formulate, incorporate

Products/Outcomes: song, play, newspaper, film,mural, story, advertisement, poem, invention,

formula, solution, art product


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Evaluation

Evaluation- evaluate according tosome set of criteria and state why;ability to judge value for purpose;

judging the value of something

Process Words: rate, judge, revise, choose, critique,defend, justify, decide, assess, contrast, support,

compare, criticize, support, validate, determine,recommend, appraise, conclude, interpret

Products/Outcomes: panel, discussion, judgment,evaluation, opinion, editorial, verdict, rating scale,

debate, court trial, ranking


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Examples (refer to this website:http://www.cdeducation.org/ocea/handouts/39%20-%20Differentiation%20Strategy%20101-%20Cubing%20a%20Lesson/

Grade 3 Chrysanthemumby Kevin Henkestask card

Grades 6-8 Task cards to correspond to The

Outsiders(easy and difficult readinesslevels)

Grades 6-8 Revising cube (easy and difficultreadiness levels)

Grade 10 Stereotyping (English or SocialStudies)
http://www.cdeducation.org/ocea/handouts/39%20-%20Differentiation%20Strategy%20101-%20Cubing%20a%20Lesson/http://www.cdeducation.org/ocea/handouts/39%20-%20Differentiation%20Strategy%20101-%20Cubing%20a%20Lesson/http://www.cdeducation.org/ocea/handouts/39%20-%20Differentiation%20Strategy%20101-%20Cubing%20a%20Lesson/http://www.cdeducation.org/ocea/handouts/39%20-%20Differentiation%20Strategy%20101-%20Cubing%20a%20Lesson/http://www.cdeducation.org/ocea/handouts/39%20-%20Differentiation%20Strategy%20101-%20Cubing%20a%20Lesson/http://www.cdeducation.org/ocea/handouts/39%20-%20Differentiation%20Strategy%20101-%20Cubing%20a%20Lesson/http://www.cdeducation.org/ocea/handouts/39%20-%20Differentiation%20Strategy%20101-%20Cubing%20a%20Lesson/


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Social Studies Level 1

For a blank template of a cube, visit: http://www.cdeducation.org/ocea/handouts/39%20-%20Differentiation%20Strategy%20101-%20Cubing%20a%20Lesson

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Cubing 2Power Point

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