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Using the Standards to Transform and Strengthen Students’ Skills
Using the Standards to Transform and Strengthen Students’ Skills
Toni TheisenLoveland High SchoolThompson School DistrictLoveland, CO [email protected]://lhsfrenchclasses.wikispaces.com
Toni TheisenLoveland High SchoolThompson School DistrictLoveland, CO [email protected]://lhsfrenchclasses.wikispaces.com
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“Do not confine your children to your own learning, for they were
born in another time.” -Hebrew
Proverb
“Do not confine your children to your own learning, for they were
born in another time.” -Hebrew
Proverb
A Thought…A Thought…
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“The teacher, if indeed wise, does
not bid you to enter the house of her/his wisdom, but leads
you to the threshold of you
own mind.” –Kahlil Gibran-Lebanese poet, (1883-
1931)
“The teacher, if indeed wise, does
not bid you to enter the house of her/his wisdom, but leads
you to the threshold of you
own mind.” –Kahlil Gibran-Lebanese poet, (1883-
1931)
Another Thought…Another
Thought…
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Essential Question:Essential Question:
How do teachers vary instruction and assessment in order to be responsive to
the needs of all students?
How do teachers vary instruction and assessment in order to be responsive to
the needs of all students?
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Goal:Goal:Students who can
function in real-world situations that are
authentic, predictable, unpredictable and vital.
Students who can function in real-world
situations that are authentic, predictable,
unpredictable and vital.
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R
E
A
C
H
I
N
G
Higher Levels of Performance
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How do we make learning
both compelling and challenging for
our 21st century
students?
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What does a 21st century learner need?What does a 21st century learner need?
Rigor Relevance
Personalization Connections Collaboration
Choice Relationships
Rigor Relevance
Personalization Connections Collaboration
Choice Relationships
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ActivitiesActivities
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Circumlocution ExerciseCircumlocution Exercise
Partner A looks at overhead and tries to explain the word without using it. (No hand movements)
Partner B doesn’t look at overhead, listens and tries to guess the word.
Second round reverse roles.
Partner A looks at overhead and tries to explain the word without using it. (No hand movements)
Partner B doesn’t look at overhead, listens and tries to guess the word.
Second round reverse roles.
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Circumlocution ExerciseCircumlocution Exercise
First round- 3 different words-remember--
NO HAND MOVEMENTS!!!!!!!
1. whale 2. boundary 3. irony
First round- 3 different words-remember--
NO HAND MOVEMENTS!!!!!!!
1. whale 2. boundary 3. irony
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Circumlocution ExerciseCircumlocution Exercise
Second round- 3 different words-remember--
NO HAND MOVEMENTS!!!!!!!
1. technology 2. awesome 3. scroll
Second round- 3 different words-remember--
NO HAND MOVEMENTS!!!!!!!
1. technology 2. awesome 3. scroll
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Create CategoriesCreate Categories
melon artichoke corn peach coffee mango-guava chocolate tomato yams cherry garcia café au lait onions butter pecan zucchini chamomile
melon artichoke corn peach coffee mango-guava chocolate tomato yams cherry garcia café au lait onions butter pecan zucchini chamomile
rocky road fava peas latté bubble gum tea squash expresso avocado mocha steamer vanilla strawberry swirl beets cabbage double expresso latté
rocky road fava peas latté bubble gum tea squash expresso avocado mocha steamer vanilla strawberry swirl beets cabbage double expresso latté
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Find a student with the answer game
Find a student with the answer game
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Vocabulary review team game
Vocabulary review team game
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ART STARTART START
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Human GraphHuman Graph
ReportReport
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Grocery ShoppingGrocery Shopping
MathMath
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“Gut” guessers“Gut” guessers
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Historical ResuméHistorical Resumé
Choose an historical figure. Now imagine that this person has a resumé.
Name___________________________Address__________________________City and Country___________________Education:________________________Skills____________________________Accomplishments__________________Honors, Awards, Recognition_________________________________________
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The Tree of LifeThe Tree of Life
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Self-reflectionlogs and
checklists
Self-reflectionlogs and
checklists
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Critical and Creative Thinking
Critical and Creative Thinking
Higher-level thinking skills
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Critical and Creative Thinking----Questioning Strategies and Products using Bloom’s Taxonomy Knowledge (know and aware)
Comprehension (understand)
Application (use, transfer)
Analysis (examine,relate)
Synthesis (create, design)
Evaluation (judge)
Key words • know • recall • name • select • tell • match • state • recite • memorize • identify • list • label • choose • define • recognize
Key words • summarize • define • restate • rewrite • translate • describe • discuss • estimate • il lustrate • give examples • extrapolate • edit • use
Key words • apply • construct • plan • utilize • interview • model • develop • organize • construct • role-play • research • solve • classify • manipulate • outline
Key words • analyze • relationships • parts to whole • categorize • connect • distinguish • infer • compare/constrast • investigate • diagram • seeing patterns • dissect/separate • examine • review • solve
Key words • create • design • hypothesize • invent • develop • compose • assemble • revise • compose • compile • build • generate • form • predict
Key words • judge • evaluate • critique/criticize • justify • appraise/assess • prioritize • convince • support • conclude • defend • interpret • give opinion • give viewpoint • recommend
Sample questions • What is…? • Where is…? • How did---happen? • Can you recall? • Can you list? • Who is…? • Who were the
main…? • Why did…? • How is..? • Can you list all the
words for ..? • How many…?
Sample questions • How would you
describe..? • Can you explain what is
happening? • How would you
summarize..? • What is the main idea..? • How would you
illustrate..? • Where will you use….? • Who was main
character?
Sample questions • How would you
apply this.? • What examples can
you find to..? • What is significant? • What questions
would you ask in an interview with..?
• How would you role-play?
• Can you group by.? • How would you
solve this?
Sample questions • What is the
relationship between..?
• What evidence can you find..?
• How is ____ related to ___?
• How would you distinguish between.?
• How is this similar? • What was the problem
with..?
Sample questions • What if ..? • What might happen if
you combined..? • How would you
create a new ..? • What solutions might
you suggest for..? • What if…? • What would happen
if..? •
Sample questions • How would you
prioritize…? • What do you recommend
as the solution to the issue?
• What criteria would you use to assess?
• What do you think about..?
• How would you justify. .? • Do you believe..? • What is your conclusion?
Sample products • practice exercises • vocabulary/grammar
quizzes • chart. • facts in isolation • recite a poem • label the cities • match the following… • Match the foods
Sample products • draw pictures, comic
strips, graphics etc. • define…. • summarize the.. • retell the story • describe the … • revise, edit • give a presentation
Sample products • roleplays • artwork • use map, guides,
charts, menus, schedules, etc
• make models • demonstrations • graphic organizers
Sample products • conduct survey • solve the mystery. • analyze a work of art • examine a poem.. • create a Venn diagram
for … • research and compare • examine pros/cons
Sample products • invent a machine • design an ad • devise a way to. • write a new ending
for.. • design a new CD
cover for a song • create a lesson for..
Sample products • debate an issue • make a list of criteria to
judge a.. • write a letter advising.. • write an editorial • cite sources to justify
your point of view • rate the….
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Bloom’s TaxonomyBloom’s Taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Higher
Lower
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Question ActivitiesQuestion ActivitiesWhat type of question is it?Apply questioning
techniques to content topic.A little creativity and fun….
What type of question is it?Apply questioning
techniques to content topic.A little creativity and fun….
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Student-generated questions and
answers
Student-generated questions and
answers
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Read the following article.Read the following article. Chef cooks £2,000 Valentine pizza
A chef has flown from Scotland to Italy to create the world's most expensive pizza for a St Valentine's Day meal. Award-winning Glasgow restaurateur Domenico Crolla will prepare the £2,150 (3,000-euro) feast for lawyer Maurizio Morelli and his wife Sabrina in Rome. Mr Morelli, a gastro-expert, bought the pizza during a charity auction. The treat named the Pizza Royale 007 is topped with edible gold, lobster marinated in the finest cognac and champagne-soaked caviar. Other toppings on the organic base, spread with a sunblush tomato sauce, include Scottish smoked salmon and medallions of venison.
Mr. Crolla said: "This is the perfect romantic Valentine's gift. "We Italians are experts at amore and I think this pizza will show that the way to a woman's heart is definitely through her stomach." The pizza was created to raise funds for The Fred Hollows Foundation, which aims to prevent curable blindness in developing countries. The title for world's most expensive pizza was previously held by a £100 white truffle, mushroom and fontina cheese pizza at Gordon Ramsay's Maze restaurant in London.
Story from BBC NEWS: http://news.bbc.co.uk/go/pr/fr/-/2/hi/uk_news/scotland/glasgow_and_west/6358595.
stm
Chef cooks £2,000 Valentine pizza
A chef has flown from Scotland to Italy to create the world's most expensive pizza for a St Valentine's Day meal. Award-winning Glasgow restaurateur Domenico Crolla will prepare the £2,150 (3,000-euro) feast for lawyer Maurizio Morelli and his wife Sabrina in Rome. Mr Morelli, a gastro-expert, bought the pizza during a charity auction. The treat named the Pizza Royale 007 is topped with edible gold, lobster marinated in the finest cognac and champagne-soaked caviar. Other toppings on the organic base, spread with a sunblush tomato sauce, include Scottish smoked salmon and medallions of venison.
Mr. Crolla said: "This is the perfect romantic Valentine's gift. "We Italians are experts at amore and I think this pizza will show that the way to a woman's heart is definitely through her stomach." The pizza was created to raise funds for The Fred Hollows Foundation, which aims to prevent curable blindness in developing countries. The title for world's most expensive pizza was previously held by a £100 white truffle, mushroom and fontina cheese pizza at Gordon Ramsay's Maze restaurant in London.
Story from BBC NEWS: http://news.bbc.co.uk/go/pr/fr/-/2/hi/uk_news/scotland/glasgow_and_west/6358595.
stm
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Create questions in the chart below. Answer your own questions.Create questions in the chart below. Answer your own questions.Question word Question Response
Who?
What?
When?
Where?
Why?
How?
What if? ? (If?)
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Types of WritingTypes of WritingDescriptiveExpositoryNarrative Argumentative or Persuasive
DescriptiveExpositoryNarrative Argumentative or Persuasive
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R.A.F.T.writing(provides purpose for
writing)
R.A.F.T.writing(provides purpose for
writing)
R-role of the writerA-audienceF-formatT-topic (+strong verb)
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R.A.F.T. AssignmentFrench 2--Traveling in France
R.A.F.T. AssignmentFrench 2--Traveling in France
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R.A.F.T.R.A.F.T.Role Audience Format Topic
(+ strong verb)
Role Audience Format Topic (+ strong verb)
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What is Rigor?What is Rigor?
o Rigor involves higher-level thinking by students involving the transformation of information and ideas.
o This transformation occurs when students combine facts and ideas and synthesize, hypothesize or arrive at some conclusion or interpretation.
o Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning.
o In helping students become producers of knowledge, the teacher’s main task is to create activities or environments that allow them opportunities to engage in higher-level thinking.
o Rigor involves higher-level thinking by students involving the transformation of information and ideas.
o This transformation occurs when students combine facts and ideas and synthesize, hypothesize or arrive at some conclusion or interpretation.
o Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning.
o In helping students become producers of knowledge, the teacher’s main task is to create activities or environments that allow them opportunities to engage in higher-level thinking.
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Evaluation 6Evaluation 6
Synthesis 5Synthesis 5
Analysis 4Analysis 4
Application 3Application 3
Comprehension 2Comprehension 2
Knowledge 1Knowledge 1
11Knowledge Knowledge
in one in one disciplinediscipline
22Apply Apply
knowledge in knowledge in one one
disciplinediscipline
55Apply Apply
knowledge to knowledge to real-world real-world
unpredictable unpredictable situationssituations
44Apply Apply
knowledge to knowledge to real-world real-world predictable predictable situationssituations
33Apply Apply
knowledge knowledge across across
disciplinesdisciplines
http://www.leadered.com/rigor.html
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
TeacherTeacherWorkWork
Teacher/Student RolesTeacher/Student Roles
StudentStudentThinkThink
StudentStudentThink & WorkThink & Work
StudentStudentWorkWork
High
HighLow
Low
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Activities
Projects
Problems
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Evaluation 6Evaluation 6
Synthesis 5Synthesis 5
Analysis 4Analysis 4
Application 3Application 3
Comprehension 2Comprehension 2
Knowledge 1Knowledge 1
11Knowledge Knowledge
in one in one disciplinediscipline
22Apply Apply
knowledge in knowledge in one one
disciplinediscipline
55Apply Apply
knowledge to knowledge to real-world real-world
unpredictable unpredictable situationssituations
44Apply Apply
knowledge to knowledge to real-world real-world predictable predictable situationssituations
33Apply Apply
knowledge knowledge across across
disciplinesdisciplineshttp://www.leadered.com/rigor.html
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Quadrant A
Read a paragraph from a tourist brochure and plot on the map the 10 most popular cities in France to visit.
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Quadrant B
Choose six cities that you like and plan and design a two week trip. Include details of things to visit, hotels and restaurants and plot your trip on a map.
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Quadrant CQuadrant C
Do research on cities and regions of France according to types of activities and weather you prefer. Create a 10 slide powerpoint to share your trip.
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Quadrant DQuadrant D
There is a group of 15 people of various ages and preferences. Plan the best two-week trip for this group considering and negotiating these preferences. Create a marketing brochure to inform and persuade them.
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Evaluation 6Evaluation 6
Synthesis 5Synthesis 5
Analysis 4Analysis 4
Application 3Application 3
Comprehension 2Comprehension 2
Knowledge 1Knowledge 1
11Knowledge Knowledge
in one in one disciplinediscipline
22Apply Apply
knowledge in knowledge in one one
disciplinediscipline
55Apply Apply
knowledge to knowledge to real-world real-world
unpredictable unpredictable situationssituations
44Apply Apply
knowledge to knowledge to real-world real-world predictable predictable situationssituations
33Apply Apply
knowledge knowledge across across
disciplinesdisciplineshttp://www.leadered.com/rigor.html
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Food and NutritionFood and Nutrition
Knowledge Taxonomy
1. Label food by nutritional groups
2. Explain nutritional value of foods
3. Use nutrition guidelines in planning meals
4. Examine success in achieving nutrition goals
5. Develop personal nutrition goals
6. Evaluate results of personal eating habits over time
Knowledge Taxonomy
1. Label food by nutritional groups
2. Explain nutritional value of foods
3. Use nutrition guidelines in planning meals
4. Examine success in achieving nutrition goals
5. Develop personal nutrition goals
6. Evaluate results of personal eating habits over time
Application Model
1. Label food by nutrition groups
2. Rank foods by nutritional value
3. Make cost comparison of foods considering nutritional value
4. Develop nutritional plan for a health problem affected by food
5. Devise a sound nutritional plan for a group of 3 year-olds who are “picky” eaters
Application Model
1. Label food by nutrition groups
2. Rank foods by nutritional value
3. Make cost comparison of foods considering nutritional value
4. Develop nutritional plan for a health problem affected by food
5. Devise a sound nutritional plan for a group of 3 year-olds who are “picky” eaters
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
TeacherWork
Teacher/Student Roles
StudentThink
StudentThink & Work
StudentWork
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Evaluation 6Evaluation 6
Synthesis 5Synthesis 5
Analysis 4Analysis 4
Application 3Application 3
Comprehension 2Comprehension 2
Knowledge 1Knowledge 1
11Knowledge Knowledge
in one in one disciplinediscipline
22Apply Apply
knowledge in knowledge in one one
disciplinediscipline
55Apply Apply
knowledge to knowledge to real-world real-world
unpredictable unpredictable situationssituations
44Apply Apply
knowledge to knowledge to real-world real-world predictable predictable situationssituations
33Apply Apply
knowledge knowledge across across
disciplinesdisciplineshttp://www.leadered.com/rigor.html
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What does a 21st
century learner
want and need?
What does a 21st
century learner
want and need?
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What does a 21st century learner need?
What does a 21st century learner need? Relevance
Personalization Connections Collaboration
Choice Digital perspective
Relevance Personalization
Connections Collaboration
Choice Digital perspective
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Mark PrenskyMark PrenskyDigital Immigrant
Digital Native
Digital Immigrant
Digital Native
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www.wikispaces.comwww.wikispaces.com
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Podcasts, blogs, videocastsPodcasts, blogs, videocasts
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Podcasts, blogs, videocastsPodcasts, blogs, videocasts
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Podcasts, blogs, videocastsPodcasts, blogs, videocasts
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The real voyage of discovery lies not in
seeking new landscapes, but in having new eyes.
-Marcel Proust-
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What new eyes are
you seeking?
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A Final ThoughtA Final
Thought"No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure." -Emma Goldman
"No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure." -Emma Goldman
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Toni TheisenLoveland High School
Thompson School DistrictLoveland, CO 970-482-2606
Toni TheisenLoveland High School
Thompson School DistrictLoveland, CO 970-482-2606