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

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.

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.

New Understanding of Learning New Areas of Emphasis

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 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.

STU

DEN

T

TEACHER

Fix

ed

Min

d-

Set

Fixed Mind-Set

Growth Mind-Set

Gro

wth

Min

d-

Set

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 may underestimate student capacity andwillingness to work hard and “teach down” becauseof the student’s language, culture, economic status,race, label, etc.

Teacher encourages and insists on student effort and growth. Over time, the student’s mind-set 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.

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.

*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

ComplexityConcrete to Abstract Do/View/Construe

ResourcesText/Media

EnvironmentTAPS

Change the Process

Change the Process

Direct Instruction

Cooperative Learning

Inquiry

Change the Process

Direct InstructionHook them Curiosity Novelty

Cooperative LearningEach one – Teach one

InquiryPBL

Change the Product

Change the Product

Entry Points

Expressive Modes

Accountability

Change the Product

Entry PointsHow they learn

Expressive ModesHow they express it

AccountabilityHow 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 (content)

Input – 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

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

25 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Ways to make .25

Grade 4 Math Things

that are parallel

perimeter

Types of graphs

area

Types of angles

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












Process

Product

Questgarden

The Buck Institute












Process

Product REFLECT & SHARE


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

Designing a Differentiated Learning Designing a Differentiated Learning ContractContractA Learning Contract may have the following components

• A Skills ComponentA 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

• A Content componentA Content component• Focus is on applying, extending, or enriching key content (ideas,

understandings)• Requires sense making and production• Assignment is based on readiness or interest

• A Time LineA Time Line• Teacher sets completion date and check-in requirements• Students select order of work (except for required meetings and homework)

• The AgreementThe Agreement• 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

I will read: I will look at and listen to:

I will write:

I will draw: I will need:

Here’s how I will share what I know:

My question or topic is:

I will finish by this date:

To find out about my question or topic…

Learning Contract #1Name _______________________

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

Note that capital letters should be used for the distracters.

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. penny

B. nickel

C. dime

D. quarter

Name ______________________________

STUDENT ANALYSIS PAPER

Question Learning Target

I CAN do this!

I am still learning

about this!

Station for Practice

1 I can name each coin. Pot of Gold! Money game




5 I can tell the value of each coin.

Smart Board Money Match

6 I can tell the value of each coin.

Smart Board Money Match

7 I can tell which group of same coins has more value.

Who Has More?

8 I can tell the value of a group of same coins.

Mystery Money

9 I can tell the value of a group of same coins.

Mystery Money

10 I can write the value of a group of coins using the cent symbol.

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! 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.

Musical/Body Movement

2. Food For Sale! 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.

Logic/Math

3. Flowers For Sale! 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.

Nature

4. Money Facts! 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.

Language

5. Computer Coins! 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/activity/counting_money/

Self

6. Pattern 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.

Logic/Math

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

8. Sketch a Coin! 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.

Spatial/Body Movement

9. Money Talk! Write a story about a time you earned or spent money. Include the amount of money earned or spent in your story.

Language

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 ReadingExplore 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?


Content



time• Learning

contracts• Varied







application options




TTT, Menus, Triarchic Intelligences, RAFT, Show & Tell, Profiler


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. 3. Write your own . Nursery Rhyme.

4. Mother Goose 5. Retell a Nursery Rhyme 6. Rhyming Buckets Listening Center with the Flannel Board.

7. Rhyming Puzzles 8. Writing Rhyming 9. Computer: . Word Families Starf all 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)

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. Understand- I 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.

Road to the Road to the RevolutionRevolution

Jeopardy Game

Write Jeopardy questions that can be used to review the events leading

up to the Revolutionary War. Write 20 questions with answers. Use an index card for

each question, with the answer on the

back.

Position Piece

Write a position piece that explains what

America would be like if we lost the war to the British. Make sure to

include who would be the leader and what the rules would be like. Discuss the similarities or differences

you would see from America today.

Collage

Make a collage showing how the colonists

rebelled against the

British. Include 8-12 pictures that

represent the colonists’

views and actions.

Multi-Media

Make a five minute multi-media presentation

showing the causes and effects of the Acts leading up to the Revolutionary War. Make sure to include pictures.

Song/Rap/Poem

Write a song, rap, or poem about a group involved in the Revolutionary War. Be

sure to include their role and position they take on the war. Your work may be

either read or performed for the class.

Timeline

Create a timeline that shows the

events leading up to the war. Make sure to include 10 or more we have

discussed in class.

Play

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.

Poster

Create a poster that may have been used as

propaganda to persuade colonists to choose a side

in the war.

Letter

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.

Tic-Tac-Toe Choice Board5th 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.

Story Elements: Tic-Tac-Toe Board

(Auditory, Visual, Kinesthetic)

Target: I can describe the elements of a story (characters, setting, plot).

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.

(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)

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

SHOW Illustrations Diagram or Flow Chart

How-to

Brochure

TELL Use topic headings and paragraphs

Use detailed numbered or bulleted steps

Write detailed sentences

SHOW Charts and graphs

Timeline of incidents related to the event

Illustrations, photographs, graphics, or artifacts

TELL Newspaper article

Video news interview

Speech

Graphing:

Cubes (novelty)

TARGET:

I can solve a problem in a variety of ways.

Name ________________ Class ________________ Equation _______________

Graph the related function. Identify the x-intercepts.

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.

Which method is most direct in finding the solution to the

equation? Why?

x

y

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: 2 2 8 0x x (2) Level Two: 29 30 25 0x x

(3) Level Three: 2 6 1x x

(4) Level Four: 22 3 2 0x x

(5) Level Five: 25 8 1x x

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!

AdjectiveDear Abby

Letter to an advice column (and response).

I’m tired of always helping out my friend, the noun.

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.

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

http://www.niehs.nih.gov/kids/music.htm#index

*Write

*Draw

*Act

*Sing

*Build

*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.

Your mission is to write and perform a song (any style ofmusic) about the experience of observing in aclassroom which is focused on developing units andusing strategies that help to differentiated instruction.You can make up a new tune or write new lyrics that fitwith 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.

Your task is to write an article for USA Today telling thepublic how differentiated instruction helps teacher to meetthe needs of diverse learners in their classrooms. Youshould 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.

*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.

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.

*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.


Content



time• Learning

contracts• Varied







application options




TTT, Menu, Triarchic


Product

REFLECT & SHARE


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


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

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.

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.

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

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