Jacque Melin - GVSU. As the United States continues to compete in a global economy that demands...

Jacque Melin - GVSU

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.

1.1. AwarenessAwareness

2.2.Comprehension Comprehension

3.3. ApplicationApplication

4.4. AnalysisAnalysis

5.5. Synthesis Synthesis

6.6. EvaluationEvaluationS. Gendron, Kentwood presentation, March

2011

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world predictable 4. Application to real-world predictable situationssituations

5. Application to real-world unpredictable 5. Application to real-world unpredictable situationssituations

S. Gendron, Kentwood presentation, March 2011

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication S. Gendron, Kentwood presentation, March 2011

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• 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.

• 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.

• 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.

• 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. S. Gendron, Kentwood presentation, March

2011

http://visualblooms.wikispaces.com

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…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 who really is the slow learner?”learner?”

Differentiation

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

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.

Quality Curriculum

Building Community

C. Tomlinson

Readiness Interest Learning Profile

Content • 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 real-world situations.

• Teacher presentations designed to link to student interests.

• Varied teaching modes (e.g., verbal, visual, rhythmic, practical, etc.)

• Video or audio notes for students who learn better with repeated listening.

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

Students who used imagery to learn vocabulary, on

average, performed

# of studi

es

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Science

Experiment

Hypothesis

Energy

Electron

DissolveAtmosphere

http://jc-schools.net/tutorials/vocab/strategies.html


Content • 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 real-world situations.

• Teacher presentations designed to link to student interests.

• Varied teaching modes (e.g., verbal, visual, rhythmic, practical, etc.)

• Video or audio notes for students who learn better with repeated listening.

Process

Product

Questgarden

The Buck Institute


Content

Process • 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

Product

Learning Contract #2To 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 __/__/__


Content



time• Learning

contracts• Varied


• Learning Centers or Stations





application options

• Anchor Activities




Product

Exploring StereotypesThink 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.

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.

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

Coming to ConsensusReady 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.

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.

Music InterpretationMaking 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.

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.

Ideas StationTier 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?

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?

Cartoon StationLook 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 cartoon

?

Explain how the technique is used.

Exaggeration

Incongruity

Reversal

Parody


Content



time• Learning

contracts• Varied


• Learning Centers or Stations





application options

• Anchor Activities



TTT, Menu, Triarchic


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).

Use Glogster to create a pair of collages that compares you and a character in the book. Compare and contrast physical and personality traits. Label your collages so viewers understand your thinking.

Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the character are alike and different. Be sure to include the most important traits in each poem.

Write a recipe or set of directions for how you would solve a problem and another for how a main character in the book would solve a problem. Your list should help us know you and the character.

Use Animoto and write a motion greeting card that invites us into the scenery and mood of an important part of the book. Be sure the verse helps us understand what is important in the scene and why.

Make a model or a map of a key place in your life, and an important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters’.

Make 2 timelines. The first should illustrate and describe a least 6-8 shifts in settings in the book. The second should explain and illustrate how the mood changes with the change in setting.

Using books of proverbs and/on quotations, find at least 6-8 that you feel reflect what’s important about the novel’s theme. Find at least 6-8 that do the same for your life. Display them and explain your choices.

Interview a key character from the book to find out what lessons he/she thinks we should learn from events in the book. Use a Parade magazine for material. Be sure the interview is thorough.

Find several songs you think reflect an important message from the book. Prepare a Podcast. Write an exhibit card that helps your listener understand how you think these songs express the book’s meaning.

Novel Title: ____________________ Author:_______________________Activities Selected: _______, _____, _____Student: ______________________

Counting Principles & Probability: Tic-Tac-Toe Board

(Auditory, Visual, Kinesthetic)

Targets: •I can write the steps of a math induction proof for a given series.•I can apply Pascal’s Triangle to find the coefficients of a binomial expansion.•I can apply the Binomial Theorem to expand a binomial.•I can find probabilities of mutually exclusive & independent events. V. Thomasma, Kentwood

Counting Principles & Probability Tic-Tac-Toe Board

Choose three activities in a row (horizontally, vertically, or diagonally) to complete. The activities are designed to help you relate to and remember probability concepts. They are due at the end of the unit, so please work on them after completing daily work in class, or at home. You may work by yourself or with one other person on any or all three activities.

1. Letter of Advice Write a letter to a friend who is in Algebra 2 this year, and going to take Precalculus next year. Don’t scare them! Instead, list and describe four pieces of advice that would help them succeed in Precalculus. Stretch your brain, and make at least 2 pieces of advice relevant to this unit.

(Interpersonal/ Linguistic)

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.

(Bodily/ Kinesthetic)

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.

(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.

(Musical/ Rhythmic)

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.

(Linguistic/ Intrapersonal)

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!

(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.com

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.

(Visual/ Spatial)

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.

(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)


Content

Process

Product • Personal goal setting

• Varied resource options

• Check-in requirements based on student independence

• Providing samples of good student work at varied levels of complexity

• Use of student interests in designing products

• Use of contemporary technologies for student expression

• Varied formats for expressing key content

• Varied working arrangements

• Varied modes of expressing learning

As a team of educators:

Discuss with your peers the differentiated

instructional ideas and strategies that you

recommend for implementation in your

unit.

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!

Jacque Melin - GVSU. As the United States continues to compete in a global economy that demands...

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