Think-Pair-Share és a simp learning structure. First conceived provides you with the p n ce of think time, and a variety of way think about cd 1 The teacher presents a question or problem. 1Z Students are given think time to think of their responses. 3 students, as a pair, discuss their responses. 4, students share their responses with a larger group. 0 teaching, learning, and class Think Time t The time between the teacher's question and a students response. ink Time 2: The time be n the student's cesponse and the teacher's or next student's response, 1 of only one second of think time — not enough seconds (with hands down, ore accurate, feel more ink tir sk more questions, and ilt into the structure to behave in a 1. Think-Pair-Share hats tt ncrease think time and enhance thinking and learning, med tool for use with any grade level or conte by Frank Lyman and nt area, This SmartCard that students can Think-Paie-Share is exible. There are many ay’ for students to think over the content, and share wh he ot learned. For example, ent, th ple ideas. or they ean om the lesson, Ther 1de of ways to have n pairs, Partners sudent can shage with the clas, eacher.Studen gna o move to pai Ik of directly to share, It can be das Think-Share and some Pai, or Think-Pair and some inside and back of this the many stays to think, pair, and share, As you use Think-Pair-Share meaningful and ae sdents nt ways. Andbad ear Many ways to THINK! There’s a lot more to promoting thinking than just saying, “Think about it.” Have students use visual organizers to shape their thoughts. Have them imagine they are in a different time or place. Have them evaluate ideas, come up with educated guesses, or generate examples of an idea. Below you will find a range of ways to promote thinking. Free See solu ish a Idea to Example Mindhop/ Tee ts “hop around EvaluateMany ways to PAIR! When sitting in teams of four, students can pair up with their “face partners,” or with their “shoulder partners.” Or students can have preassigned partners to meet with, (their “science buddy” or their “blue partner”). Once paired, there's a world of ways to have students interact. Bad a a tots Ar he fiey teed ac suppor a pinto Consensus Partners work to reach consens: before sharing with the Take Roles s divide the labor for the at hand, One might write while the other reads. Partner Share srepare to share each samples with same passage = Read/Brush Up Partners take turns reading, same passage to RallyRobin 1s take RallyTable performing a task. “You do N RallyRead other picks up where the first lef Interview off, partner asks th Read/Tig Partners take tur uestions, questionsaR Ey Lis eae Share ”Many ways to SHARE! Students can share individually, as a pair, or as a team. They can share with another individual, pair, team, or with the entire class. Students can share sequentially — one at a time. Or they can simultaneously share their responses. Sharing always follows thinking and often pairing. Here are some ways to structure students’ sharing: Speak ie Mime Student, pair, or team offers verbal responses when cued to give the answer. f appointed to read Each student, pair, or team acts outa given situation without list of alter perceived importance. Each ranking must be justified. Seulpture/Score ction to show an answer, Kinesthetic Symbols PR Each student, pair, or team creates \d/or uses a representational produ displays a Secret Show Each student, pair, or team Sisplay an ans ina way the res annot eas see or team Thumb Vote Celebrate Each student, pair, nn using thumbs up, down, o} sideways to vote, | work,Short Takes. How to Manage Instruction in the Block Think-Pair-Share (5-10 minutes) fer an enplanation or demonstration, distribute index cards to students, and ass ero think about what they have just heard. Have them write down three statements about it ‘on the index card and exchange their responses with a partner. Have the whole class debrief on the topic. Ask for frequently mentioned ideas or terms. 3-2+1 (3-5 minutes) “A the end of an explanation or demonstration, pass out index cards and have students ‘write down: 3 important terms or ideas to remember S Dideas or facts they would like to know more about SL eoncept, process, or skill they think they have mastered “This activity can help make a transition to the next task, and lets you check quickly on progress. A Note to a Friend (5-10 minutes) ‘atthe end of an explanation or demonstration, have students take & sheet of paper and area note to a fiend explaining the process, rule, or concept they have just learned about, Have students share these restatements. Jumbled Summary (5-10 minutes) Write key words from an explanation or introduction in random order on 68 acetate sheet yon a page to be photocopied. Following the presentation, ask pels {0 “ynseramble” the terme and reorder them in logical sequence as a knowledge check Draw a Picture (5-10 minutes) ‘Ache end of a segment of teacher-directed instruction, ask participants (0 work in pairs fo create a graphic summary of how they would organize informetion reach a conclusion, 10 crtaract differently based on the demonstration you just provided Three-Person Jigsaw (15 minutes) Each seudent in a tro reads a Separate page or a portion of longer selection Then he or as teaches the main points t the two other members of their study group. Each then quizzes the other members to make sure everyone knows all parts thoroughly.K-W-L Trio (15 minutes) Before a film, lecture, or reading, have students work in threes to write down what they already dow about the subject and what they want to learn about the subject, Then show the film, deliver the lecture, or engage in the reading. Have each trio: ‘+ circle the “known” information that was covered * put asterisks next to the questions that were answered on their list * add other things they learned as a result of the film, lecture, or reading Writing Response Pairs (20 minutes) In this “short take” students read and respond to each other’s written work: * by marking passages that they think are effective with a star * by underlining what they don’t understand or think is weak + _ by circling errors in grammar, usage, punctuation, spelling or format Then the reader discusses his/her observations with the writer. Inside-Outside Circles (10-20 minutes) Organize students ito groups of six, with three students standing in @ circle and facing Out, and three students forming a circle around them, facing inward. Each student faces another student. Direct each pair to exchange information related to yesterday's lesson, the unit so far, etc. You may also provide questions to stimulate dialogue. Then ask the students in the center circle to rotate, facing a new partner, and choose a different topic for exchange. Four Corners (15-20 minutes) This is an especially effective activity in social studies, language arts, o science courses, where students encounter controversial issues, State a situation or dilemma, then ask students to go to one of four comers of the room, marked Strongly Agree, Agree, Strongly Disagree, Disagree, There, students exchange their opinions or reasoning, and summarize their reasoning for presentation to the other three comers Idea Spinner (5-10 minutes) Construct a “spinner” made from cardboard (2 stiff piece of paper a pizza wheel work well) marked into four quadrants: summarize, explain, predict, evaluate. Following the presentation of new material, call on different students and use the spinner to frame questions based on the information presented (could be a demonstration, videotape. skit, or lecture), For example © Summarize: “What was the main idea in...” * Explain: “Give a step-by-step description of * Predict: “What do you think would have happened if ...7” + Evaluate: “Which of the following two choices do you think is... Ss x MocdensldBUILDING AUTHENTIC ASSESSMENTS/TASKS What is the life long lear /_ WHY DO THIS? cj benefit for the student? Cassi Support Support Error As Constr Support Decision Systems| Problem COMPLEX THINKING PROCESS Comparing Stractural Deduction | Extending Combination Tasks Investigation ed Indtion ed ing ‘Making Solving CONTENT GOALS How does sonnect to the core curriculum? ASSESSMENT/TASK Desired Results of Student Learning: Identify one or more characteristics [ia pce | ES Self-Directed Learner = priortiey achievable goals evaluates goals | options responsible for makes Collaborative Worker -evaluates/manages behavior -evaluatevmanages ‘group functioning interactive Complex Thinker acest, evaluates and integrate Information uses thinking processes o resolve Communi Quality Contributor Producer knowledge about community “planstakes actions for community craltsmanship anes resources & technology Effective Communicator xpresies thought and infrmation in a loge organized through a variety of leary nth vers SudiencesTARTE!) Although we have found few limits to the number of ways Cooperative Learning Groups can be used, here are some ideas to get you started. 1. Tum to Your Neighbor. Three to five minutes. Ask the students to tum to a neighbor and ask him/her something about the lesson: to explain a concept you've just taught; to explain the assignment; to explain how to do what you've just taught; to summarize the three most important points of the discussion, film, or lecture; or whatever fits the lesson. 2. Reading Groups. Students read material together and answer the questions. One Person is the Reader, another the Recorder, and the third the Checker (who checks to make certain everyone understands and agrees with the answers). They must come up with three possible answers to each question and circle their favorite one. When finished, they sign the paper to certify that they all understand and agree on the answers. 3. Jigsaw. Each person reads and studies part of a selection, then teaches what he/she has leamed to the other members of the group. Each then quizzes the group members until satisfied that everyone knows his/her part thoroughly. 4. Focus Trios. Before a film, lecture, or reading, have students summarize together what they already know about he subject and come up with questions they have about it. After, group answer questions, discuss new information, and formulate new questions. 5. Drill Partners. Have students to drill each other on the facts they need to know until they are certain both partners know and can remember them all. This works for spelling, vocabulary, math, grammar, test review, etc. Give bonus points on the test if group members score above a certain percentage. 6. Reading Buddies. In lower grades, have students read their stories to each other, getting help with words and discussing content with their partners. In upper grades, have ‘students tell about their books and read their favorite parts to each other. 7. Worksheet Checkmates. Have two students, each with different jobs, do one worksheet. The Reader reads, then suggests an answer; the Writer either agrees or comes up with another answer. When they both understand and agree on an answer, the writer can write it. 8. Homework Checkers. Have students compare homework answers, discuss any they have not answered similarly, then correct their papers and add the reason they changed an answer. They make certain everyone's answers agree, then staple the papers together. You grade one paper from each group and give group members that grade. 8. Test Reviewers. Have students prepare each other for a test. They get bonus points if every group member scores above a preset level.- Ek SU\FE DEVELOPMENT KIT #3 ~ REVITALIZING TEAMING NMSA Ways to Use the Time Block Constructively Using instructional strategies that are active, varied, motivating, and relevant for students is the key 10 making the block schedule effective. Here are a variety of tools and techniques that should be integral parts of the middle school program regardless of the disciplines included or the diversity of students enrolled Am interactive lecture that includes one or more of the following variables: + Feedback lecture + Pause procedure lecture + Guided lecture + Thinkiwrite/discuss lecture + Responsive lecture + Bingo lecture + Demonstration lecture ‘A class discussion that is fed first by the teacher and then by a student or group of students, ‘A media-based lesson that replaces verbal information with one or more aids to learning such as a Video, chart. transparency. pictures, artifacts, records, audiotapes. or a set of manipulable objects. 4. A demonstration and hands-on lessom that actually shows students how to perform a new skill or apply a new concept 5. AA directed textbool/reading lesson in which the teacher guides the reading and learning experience by preteaching key vocabulary. asking questions. and checking for understanding. 6. A writing lesson in which the teacher directs the writing experience by giving a series of directives ‘on how to proceed and the students engage in a sustained writing task 7. A field experience where the students learn directly from an outside expert or resource through observation of objects and situations. 8. A visit by a resource person who uses one or more teaching techniques to share directly informa- tion or personal experiences not possessed by the teacher. 9. cooperative learning small group activity, which can take any of the following formats: + Think/pairishare + Team leaming + Three-step interview + Circle of knowledge + Sigsaw + Numbered heads together + Round tabie + Co-op co-op 10, A skill practice lesson in which the teacher provides instructions and materials so that the student ccan practice a previously learned skill ina context different from the one in whic it was taught. H1. An industrial ans or construction lesson in which the teacher provides instructions and materials for the students to reproduce a product, construct an artifact, or engage in a work activity for an industrial process. 12. A role-play or case study lesson in which the teacher sets up a scenario for students to play the assigned parts and situations, which can either be prescribed by the teacher of left up to the creative interpretations of the students 13, _A simulation experience provided by the teacher that requires the students 10 engage in a situation that closely resembies a real-life scenario. The teacher provides directions and materials, monitors the simulation activity, and conducts a follow-up discussion or debriefing 14, An action research lesson in which the teacher works with the students to design an experiment or hypothesis, collect data, record and tabulate data, and share their subsequent findings or results 15. A series of learning stations in which the teacher develops a number of learning tasks around a central theme and sets up small group sites for these tasks to be completed by students on a rotating schedule. 16. A debate or pane! discussion lesson whose topic and guidelines are provided by the teacher so that students can argue the pros and cons of an issue or controversial ide 17. Asurvey. interview. or questionnaire lesson that provides students with the tools and techniques for developing and using an original instrument to collect and interpret data on a given topic. 18. A game-based Iesson to review learned information that models a popular game show such as Wheel of Fortune. Jeopardy. or Concentration 40bE [STAFF DEVELOPMENT KIT #3 — REVITALIZING TEAMING n Format for Interdisciplinary Instruction ‘Theme/Topic: Make it broad enough to: ‘A. Encompass skills of reading, writing, problem solving, computation, decision making, and critical/creative thinking. B. Be relevant to students. CC. Fit the frame you have decided upon, Title: Make it creative Establish guiding questions: From the brainstorming, determine the guiding questions to serve as the scope and sequence. Objectives: List at least two objectives for each subject area. Decisions: Time Frame? Opening Activity? Closing Activity? ‘Audio-visual to be used-when and by whom? Field trip? Guest Speaker(s)? Activities in each discipline: Use the same format in preparing your activities which include Title Objectives Materials Needed Procedures Assessment Homework and/or enrichment ideas: Create a list of tasks that might be assigned as home- work or enrichment. Glossary: Prepare a glossary of key terms, vocabulary. or concepts that are important to the mastery of the material Bibliography: List resources/references for follow-up or for use during the unit. Post-testiproject presentation: Include a post-test and/or directions for a final project or performance task or portfolio artifact to serve as the assessment for the unit in addition to those used as part of the actual activities. Evaluation: Create an evaluation form for students/teachers to complete anonymously at the end of the unit.There Are Lots of Ways To Differentiate... _ Use graduated rubrics for products ‘| Vary writing prompts Use scaffolding for writing, labs, problems Use print, icons, tape recordings _| Use concept maps to clarify organization Use common and differentiated items on tests Encourage (but don’t require) manipulatives Enlist students to help you identify and develop each person’s talent Grade for growth, at least in significant measure Use complex instruction Offer analytical, practical and creative learning/production options “| Use mentors, volunteers, peer colleagues Allow students to move, sit on the floor, etc. as appropriate Have “opt outs” for students who need safety valve alternatives Use interest-based explorations throughout the year Teach mini-lessons to reinforce skills or extend understanding Balance (and allow options for) cooperation and competition Set learning goals in key areas with and for each student and many more! ‘Tomlinson 9BUVa 92EPLanninc A Focusep CurRICULUM Means Clarity About What Students Should: Know Understand |——+ Concepts (Exploration, change) Principles/Generalizations (Change can be both positive and negative. Exploration results in change. People’s perspectives affect how they respond to change) Be Able to Do mores 7 ~ Basic (literacy, numeracy) ~ Thinking (analysis, evidence of reasoning, questioning) -~- Of the Discipline (graphing/math/social studies) ~ Planning (goal setting; use of time) Facts (Columbus came to the “New World” in 1492) Vocabulary (voyage, scurvy) As a Result of a Lesson, Lesson Sequence, Unit, and year * Exception---linear skills and information which can be assessed for mastery in the Sequence (e.g., spelling) -I-Differentiation of Instruction is a teacher's response to learners’ needs . guided by general principles of differentiation (e.g.) respectft on-going assessment tasks and adjustment flexible grouping etc. according to students” READINESS INTEREST LEARNING PROFIL] ca aaa through a range of instructional and management strategies ive as: 1 ! MI tiered lessons 4-MAT Jigsaw tiered centers varied questioning taped material tiered products strategies anchor activities learning contracts interest centers 4 arying organizers small group instruction | interest groups varied texts Group Investigation varied homework varied supplementary orbitals compacting materials independent study varied journal prompts literature circles Complex Instruction Carol A. Tomlinson + UVA ‘97_ | etc.One i | How am I going to make the task appealing, inviting, and intriguing to my students? | Does the task absolutely and with no ambiguity call on students to grapple with one or more of the key understandings and skills of the unit? | Is the task crafted at very high levels of thought and production for the students who will perform it? Are you confident it will stretch them in use of information, critical and creative thinking, reflection on their thinking, skill and accuracy, research, insight, or other areas valuable in this effort. Are the directions written in such a way that the students cannot take the “low road” or the easy way out with their work? Are they; written to direct students to the “high road” of the quest for quality in work and thought? i | i i | ' E | | | | | 8QGWwIss fOr ya) wy Olffereatiated Jastruction (Use portions applicable to your teaching/learning needs) © Fre you dear on what you want the student to: > mow (fects. information)? > understand (principles. generalizations, ideas)? > be able to do as a result of this/thess Leaming experience(s)? @ !n deciding on content, have you thought about and selected: > altemate sourcesiresources? > varied support systems (reading buddies, tape recordings, digests, direct Instruction ‘groups. organizers, extenders)? > varied pacing plans? @ Hove you made plans to pre-ossess student readiness so you can make appropriate content andlor activity assignments? Does the pre-assessment give a picture of understanding ‘and shill vs. facts only? Does the pre-assessment focus squarely on items in #1 above?) @ Fs you essign students to groups of tasks, howe you mode cartain > student assignments to groups vary from previous recent ones? > students are encouraged to “work up?” cael provisions are made (If appropriate) for stidents who need or prefer to work alone? 3 group size matches student need? © %5 you ceate differentiated activities. have you made certain: all of them call for high level thinking? all of them appear about equally interesting to your leamers?: if readiness based, they vary along the continua of the equalizer? if interest based, students have choices to make about how to apply skills and understandings or how to express them? there are opportunities for varied modes of leaming to accommodate varied learning profiles? e0ch octivity Is squarely focused on one (or 0 very feu) hey concepts and/or ‘generalizations each activity requires all students to make sense of (own) the key concept(s\ generalization(s)? student-choice is maximized within teacher-generated parameters needed for fous and growth? ‘oppropriate skills have been integrated into the activity requirements? expectations for high quality task completion are dearly delineated for students? you have @ plan for gathering on-going assessment data from the activity? you have @ plan/mechanism for bringing dosure and darity to the tasks? VYVY vyvy v VYVY -52-Winen ceating assignments ror oirTerenticted products, have you mace certain: 2 they vary along the continua of the equalizer based on student readiness? > they require ail students.to use the key conceots, generalizations. ideas and shils to solve problems, extend understandings. and/or ceate meaningful products? > they maximize srudent choice cations within parameters necessary to cemonstete essential understandings and skills? > hey include a core of dearly delinected and appropriately challenging expectations for the content of the product (whet understandings ond skills it must demonstrate, what sorts of resources must be used, etc), processes involved in praduction (planning), goal-setting, time line use, use of a process og, seif- evaluation, crafts/stages. etc.), and eroduction requirements for the oroduct (0.9. whet ill constitute on effective video or speech or proposal or photo essay, etc.)? > they provide for additional criteria for success to be added by the student, and by the t teacher for individual students? > there are plans for formative evaluation and modification of the product? > there are plans for summative evaluation by teacher, stident. peers. and others (0.9. parents, “real audience) based on the product alteria? > you hove invelved and/or informed parents as appropriate? Have you also thought about: > use of Instructional suategies such as contracts, centers, interest groups, compacting, ete. which might help you vary leaming options? > use of smail groups for direct Instruction (reteaching, extension)? > sampling students to assess understanding, group processes, production needs? > mecningful tasks for reinforcement, extension, exploration when students complete required work? Carol Ran Tomlinson UVa. - 1996 ~53-sour paenpery 9oL-e LU, Spxe0g 20104 sour -buINO | pue sawey ‘sueay, ‘sveuuoj-1ad § suonenuig ff seouaas ssdng fl uworresadooo pue ‘sous seus popiosai ade], suoquaui sayndwo>, siefoud fea y 2xeW 5,177] sazque8i0 ‘oures Uo Suypposseos BurAre | uorssaidxa 40 Sapou! pautea 10) suondo| ; steusew Areuourajddns pore, aimjoa] weouoWY MON Aeq-v-u8isoq suazjuedi0 Buykre A ‘sures3oud saindwioo Ireg-werp asazaquy kq suonesoydyg PUDIUD parenogan usd SIIP{S puarxa 40 yoeay-ar 07 sdoysysom ii | ! D suondo 1 W LVW-> ff Sumas yeo8 soyseay-swapmis| stoenuog Sure] ff suondo soysueym Suised poue,, Sontanoe papus-uado, SiUSWISSassYy @ANEWOIY spenqio| uopreiadoos pure ‘ous sixay, adniny siduioud jeusnof pate a Puadapur “uonresoqei}oo Jo asf) sorpms 1wapuadapu Sorppng Suypeau yo asp) suondo s0aowoH, 54009 Jo s90}049|WN 2 to Differentiate Content * Reading Partners / Reading Buddies * Read/Summarize * Read/Question/Answer ¢ Visual Organizer/Summarizer + Parallel Reading with Teacher Prompt * Choral Reading/Antiphonal Reading * Flip Books ¢ New American Lecture * Split Journals (Double Entry-Triple Entry) * Books on Tape + Highlights on Tape + Digests/“Cliff Notes” * Notetaking Organizers ° Varied Texts * Varied Supplementary Materials ¢ Highlighted Texts + Think-Pair-Share/Preview-Midview-Postview Tomlinson - ‘00 ---~8l- Key parts of idea, chapter, approach... Etc. How to use ideas/ information Why an idea is important What a puzzling passage seems to mean Questions the student has ‘What a key word means ‘Why something seems puzzling A prediction based on current information A reaction to a passage A personal experience tha connects with a passage Acomment on the author’s view, style, etc. ° Ee. (ADVANCED VERSION) STUDENT RESPONSE ANOTHER 3 pee at oo + Key passages * Key vocabulary * Organizing concepts + Key principles * Key patterns + Why ideas are important * How the author developed his/her argument, line of thought, etc. + How parts and whole relate + Assumptions of the author + Key questions including those that probe for deeper understanding) perspectives *a satirist * a political cartoonist etcgournal p apd %o 7 < Set No.2 » - < BPA Crete fore ns visu wih PA Vasmuneyvatt wemennene @ \ naration, of couse) tat shows he ee emotional state of the little prince | seh (if you are typical ofthat group)? Now. who will you | oe at what you believe are the 8-10 most veo yore yp een fe low imponant points in the book. Explain Pr ray wealthy Hispanic female why you selected these events. 4 poor Hispanic male, 26 | = 8 poor white female. 30 middle class African American male, 50 ~ a middle cas. eldedy, white male. 8 B. Create a fortune lines visual (with ~ smother category of your choice narration, of course) that shows the BY. we a aaa Pande eaee - You are in town meeting the month of emotional state of the Gitte ps Presidential election. The group of six talking together comes from varied age groupe, regions tine poops {obs and socioeconamic sans Each is typeal ela | at what you believe are the 8-10 most important points in the book. Be sure to arrange them in the order in which farang sei yn he aca they happened rather than the order Srna tor toy arias el abut they are written about in the book. choice 4 years ater. defend your selection of events and your chronology. ‘you think that was a good idea or a bad idea? ‘Why do you think so? Why did he decide to come home? Was that a good idea or a bad idea? Why do you say 30? B. Ir you were Max's mom or dad, white about what you would think when he went to his room, when be ‘went where the wild things were, when he came home. C. Max sometimes talks to himself. Tell us what he Says when he goes to his room, goes through his visit to the wild things, decides to come bome and gets back to his room. What do he and his parents say the next morning? DD. Wor does it really mean to go where the wild things are? Tell a story about a time when that bappened to ‘You or someone you know. Tell enough so we can See bow the two stories are alike and different.A. A classmate had to leave the room today just as the lab experiment was beginning to come to a conclusion. Please write that student a note explaining what happened in the lab, why it happened, and what practical use there is in the real world for what the experiment shows us. You're hishher only hope for clarity! Be as much help as possible. B. Select a key or critical element in the experi- ment today. Change it in some way. What will happen in the experiment with that change? Why? What principle can you infer? Be sure you go for something useful, insight- ful, and intellectually or scientifically meaningful at your choice. A. Write a step by step set of directions, including diagrams and computations, to show someone who has been absent how to do the kind of problem we've worked with this week. B. Write a set of directions for someone who is going to solve a problem in their life by using the kind of math problem we've studied this week. Explain their problem first. Be sure the directions address their problem, not just the computations.Reading Response Journal & P When you read your student-choice book, remember to write in your journal at least 3 times a week. Use one or more of the questions or \prompls below to guide your thinking. 1. A good reader thinks about what he or she reads. What's something ‘you think is especially important or interesting in your reading? Reflect on why these things stand out in your mind. In our own lives, where we are and conditions (weather, time of day, who we're with, where we are) can really affect us. Talk about how setting has affected you in the past ~ and how it affects characters ‘and actions in the book. |. What can we leam from characters in the book and their experiences? (For example: that sometimes we are victims of our circumstances, that getting to know someone helps us appreciate them more, that we should accept responsibility for our actions, ‘tc.). In addition to saying what we can lear, explain how that ‘could apply in your life or the life of someone you know. dingram of what has been going on in a character's life. Annotate your fortune lines with events and an explanation of why you drew each segment as you did. Include at least 5 events. |. Pick one character that interests you. Write about how the character reminds you of someone you know. Write also about times when you've been most like this character. ‘Assume the following are criteria of effective writing: It captures your attention, hooks you, Ttmakes you think even after you stop reading, It paints pictures in the reader's mind, © It surprises the reader — seems fresh, not predictable or cliched, © Ithelps you reflect on your own life or wortd. Using these criteria, evaluate the quality of the book you're reading. Use words or phrases, comparisons, figures of speech and other elements you select to help us see where you think the author is ‘most effective in writing. Tell why you think your selection(s) work as they do. Find quotations (in Bartlet’s ora similar source), song lyrics, a cartoon, or a real world symbol that you think represents what the author wants us to think about. Explain your choice and be sure to link it with the book. ‘What advice would you give a character at this point in the book. Defend why you think it’s good advice. Do you think the character would accept your advice? Why or why not? Be a detective, Develop a profile of a character of your choice by giving details about the character and why you think each one is important for us to know. Create aT matrix for your lists. Add to the list as you continue to read. See if you can figure out what makes the character tick.1. Describe It Look at the subject closely (perhaps with your senses CUBING as well as your mind) 2. Compare it What is it similar to? What is it different from? 3.Associate it What does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings? Let Or you can your mind go and see what Styou can feeli have for the subject Connect it feelings you have for the subject. Illustrate it 4, Analvze it change it Tell how it is made. If you can’t Reavy . nge it really know, use your imagination i . , “en | Question it 5. Apply it Cartoon it Tell what you can do with it. Satirize it How can it be used? } Evaluate it 6. Argue for it or against it. Take a stand. Use any kind of reasoning you want -- logical, silly, anywhere in between. “Tana “une MY 5 aoymIBe oo4>s sippy prepared to teach ito the cass Describe the way the lines are arranged. “Ayye20 trejdxo o1 pasedaud SSuipuy dypy poou ‘wood 24 poe sBuysoy Z away we puns L199} sayeods ain s20p moH, and then in half again, serge Folds ae par In each of the 4 (markers, pencils), and ! sive your pictures tide that is connected to the poem but nat the tile Sewing : Mlustrate the sering of! ‘your poem. Use color-s2- IDEAS FOR CUBING IN MATH. . . Describe how you would solve ____ Analyze how this problem helps us use mathematical thinking and problem solving. Compare this problem to one on p.__ Contrast it too Demonstrate how a professional (or just a regular person) could apply this kind of problem to their work or life. Change one or more numbers (elements, signs) in the problem. Glve a rule for what that change doe: Create an interesting and challenging word problem from the number problem. (Show us how to solve it too) Diagram or illustrate the solution to the problem. Interpret the visual so we understand. IDEAS FOR KINESTHETIC CUBE Xl Arrange _____into a 3-D collage to show Make a body sculpture to show __ Create a dance to show Do a mime to help us understand Present an interior monologue with dramatic movement that _. Build/construct a representation of Make a living mobile that shows and balances the elements of ____ Create authentic sound effects to accompany a reading of __ Show the principle of _____ with a rhythm Pattern you create, Explain to us how that works.__ Cubing by Readiness, and Jigsaw Understand: Functions of cell organelles relatedness of each organelie’s function with others* Key Vocabulary (nucleus. mitochondria, endoplasmic reticulum. ribosome. nucleo- lus. vacuole. golgi body. lysome. cell membrane) Do: Analyze and explain a facet of cell function and interrelationship of pans First: Class reading and discussion of cell. parts. and interrelationships — followed by a diagnostic quiz. Next: The teacher assigns students to Jigsaw groups of 6 -- and a task numbered 1-6 within the Jigsaw groups. Tasks escalate.in difficulty and may also tap interest or learning profiles. Bislor=A DilLenee co, 1. Deseribe cell pars (structure) and function 2 Dlustrate a cell with organelies and functions 3. Analvze how each cell partis related 10 others ‘4. Compare location of the organelle with its functions and relationships 5. Connect how inerrelationships among organelle functions are like other interrelationships in life 6. Apply what you've learned to predict how organism functions are like cell functions. Within “speciality” groups (all the 4's. for example) students devise a way of sharing their tasks and under- standings with the Jigsaw “home base” groups. Once back in Jigsaw home base groups, each individual is responsible for (@) presenting and answering questions about one facet ofthe cube, (b) taking notes, asking questions, achieving under- standing about the other $ facets of the cube. Snidents have an opportunity to pose questions and ask for clarification from the whole class. They then select either 4 quiz or a journal entry on the topic to demoastrate their understanding. Deve Tuckey Hihand Pat iis Oe BIOLOGY A Differentiated Lesson Using Sternberg’s Intelligences ‘earning Goats: Know - Names of cell pars, functions of cell pans Understand - ceil is a system with interrelated parts ‘Do - Analyze the interrelationships of cell parts/functions Present understandings in a clear. useful. interesting and fresh way After whole class study of @ cell, srudents choose one of the following sense-making activities. Analytical Use a causeieffect chain or some other format you develop to show how each part of a cell affects other arts as well as the whole. Use labels, directional ‘markers, and other symbols as appropriate to ensure that someone who is pretty clueless about how a cell works will be enlightened after they study your work. Practical: Look around you in your world or the broader world for systems that could serve as analogies for the cell. Select your best analogy ("best most clearly matched. ‘most explanatory or enlightening). Devise a way te ‘make the analogy clear and visible t an andience of peers. ensuring that they will develop clearer and richer insights about how a cell works by shariag in your work Be sure to emphasize both the individual functions of ct parts and the interrelationships among the parts Creative: Use uniikely stuff to depict the structure and function of the cell. with emphasis on interrelationships among eac! of the parts. You should select your materials carefully reveal something important about the cell. its parts. and. their interrelationships your ahas should tigger ours, ‘OR Tella story that helps us understand a cell as a system with interdependent actors or characters. a plot © cary Out. 2 setting. and even a potential conflict. Use your own imagination and narrative preferences to help us gain insights into this remarkable system. ‘Students share their work in a 3 format — first tiads of students who completed the same option, then triads with each of the 3 categories represented. This is then followed by a teacher-led, whole class discussi of cells as systems, then a “Teacher Challenge” in which the teacher asks students to make analogies or other sorts of ‘comparisons berween cells, cell parts, or iterrelationships and objects, photos, or examples produced by the teacher,“an ooo aw 0 sa aotduoo Kom says sa op oye pooper nS] “P¥peq Aen stent pm Bun sd oon, ae] teat 20 ¢1n tapes ina og naapen oo fone ey] ye 90 90 aon myo Mapper oo ap nj smn am Rea] “(ei 1H mg) yey a som [7] ‘upenenpan ‘army 2nct4oe ot uonmogejoosoynia8 exmbar expe yen a4, “tags nt pus dnd om jo Bypurany 2404 A 8 eR 24, [7] {ata pee ary un 40 pom equou deat y>ee way opngumues hmoduy ReSIen LC] “Raper ym 0 PMO PELON ] “no prods foams ge meet eed og ener pa yom oad 9 ma 1 enpea o pavodus sym prmmapatenspes “et ym sg pmann mapns BOM Fno4 303 I8EPIDOI roGOway Supoos isnt #20 pore se SHOUT ‘ppow waco seep ut moqu Soyusvay pare Fung poy Aoxp soon yy 07 stuapmas soy pores ons “sourputadapuoiut par aren “peqynoo ‘amyno 07 parejas sopdoaad paw soydunexa 204 Baryooy 291 Pino daqp yep suepms Joq popumuas upg “Expy “tog run 24 oy ane payeyeg » pansaa enaywods ‘Fond pay “(sxospjos woyy axan24 FtmpHppmn) qDLAND0p | (uu 18 poyoo| “1a 4p pasenomp pure pros -- Shep Aro pp Aoyp eu 2p Sung] ay (td) 2ep Burkpr anor suopeys Joy pure MIS “Ip SAIPNIS 10190§ - { aposg LSTUALNI AG NOLLVIINTUALAGDeveloping a Tiered Activity Select the activity organize; fox * generalization ‘Gseanal ‘building a framework of understanding Think about your students/use assessments * readiness range * interests * learning profile * talents Create an activity that is * imeresting * high level * causes students to use key skill(s)to understand a key idea Clone the activity along the ladder as needed to ensure challenge and success for your students, in * materials - basic to advanced * form of expression - from familiar to unfamiliar * from personal experience to removed from personal experience * equalizer Match task to student based on student profile and task requirements ate“soos Aut wrmBatA ‘oq tAsmMOHeY ‘poof, aneg Xq 14) Uo paseg, “sjeutrue pue syuejd jo sassaooid aft] 2p sanianoe 94) 01 (aimyeroduta) pure 343}]) o8uEYo JeuOseas Jo drysuoneyal op pueisiopun pue sje3yseaur [1M WopMys oy 1"? “YMeY otp Jo uonwios otp Aq pasneo ose Aep 2 YSU» —_YBI] 2p WAY Jo don0s TF UNS Off) » Surpnpour ‘uns 2 yueg om us9M70q sdrysuoNesas o1seq ay pueisiopuN 2p a1eSNSOAU ia JUSPNYS BY], 9°] 19909]96 10} STOS "BA UO pasug sf YSE) sISIIPUAS/MayAar PIyEH UAL SILI, *AyJeIO “syiom qed yore | urefdxa 0} Apear og “suostas pus yy31u | ‘suoseos pue 431U Moy pue japour | ‘uoNwalD INOA TIA pue Aep ‘uonnjoaas | pue Aep ‘uonnjoaas Jo Sujmerp mof asn Jo 0) youne ‘uonejor “‘uonejor | Jo wed youo urejdxa 0} J1QI0 Qy8ra 8 qureq om surejdye | s,ypreq amp suredxo pue Aynuspt ye—) ‘Kep ‘yureg ‘uns yey wood Ba | Jem Alo\s B ILA, SaOUIIUIS BILIA\ | OY) JOJ sfaquy aye “suoseas pur yy3ru meydxy oF 40M VY Pld “suoseas pur jy3tu | ‘suoseas pue y3Tu pure ep 038019 “SyIOM Yue, pur Aep ayearo pus Aep oyearo 0} syiom yureq |O ay) JO UoNNOAer 0} SyJOM que 0} SOM YE, ay) Jo uoNNjoaar i pue uonnor ay) Jo UoRNjoAal au Jo uoRNoaar pue wonejor g ay) Moy sMoYs pur uonejor pue uoneio! | oy) Moy sMoYs Jey) jem moys yoddnd | 94) Moy sMoys Jey) oy) Moy SMoYs | BulMeEIp voyeur 0} 10 YOod Ba}BIID | JepourkyonHsuoD | yey) amMyord wyureg | —JajnduI09 ayy asp) (42432801 om4 ayj asn pup Mod PoTUOZLOY YIva WoL as~“bs auo yo1d jsnus tuapnjs yoog) POL P Moly, UD T V -37-14009 2 ado ipo CHB] Hoe) ynca ‘xm wou arg fy #0} “19S on sopeeatd ‘mento pessoas tn ao orgdefeuap suo pov 0 -epidod ognaqe neo vera jw oY ot 00 40} opto 9) 0 Sogn ase ‘ua ap one an 1 pro Hanada ur (uted 20) a 0M OK BUN OF soqUIENHDy ‘roMH0 pus nos djoq or 04 feucZtOY No" 00 a}ojduioo W 19}2g :suoNDO:IC, 01-00] YUIEL [240N ayeinaae « {euysy0 « [B19P tHYM You 6 mpysnoyy « 210M OK ayeUL OF tp Samo pure NOK day o} MO jaduion "y 1aI—g -suondaNIC, spquioway{“Jasou Mok jnoge fewozH0y yous Woy Aaqoe a 301-20 FURIE T240N_| -41-AVL WaLovuvAS Ja1ummD 31 MOHL “oy 10 wy moge Mou oF Suny wuerodus Woy 7 sae ay) oH SUN s2I>—NBY AVAL WALOVUVHD— INOW: Use of past tense verbs (reguier) —~= DO: Sentence construction from 4 ‘Given English sentences. supply tHe correct German pronoun And reguiar past tense verb, AS Beroas PincsAs te vey of «Oona, pers em ving Dd ce mo pn Dec emo epee el cme) ews Te Lac Main (Fer rey acon the me mt pc = ‘Arma ih ye ting oie ena sete os Beatie ce; Comers obec it rj metres ph pen tet wey ‘cence now fy ane erg oe eooof athe ib scent make: ' © eae tatty fr es | O Mt cer Bee ' Meco Hag Ti | niet ed Bere oe Up ate (Geet oppareny fe mate temo heretics at ence Ly enuy CAFLURERD | ‘Know — Names of New World Explorers Key events of contribution Principle/Generalization Understand -- Exploration involves ris. Exploration involves costs and benefit. Exploration involves success and failure. ‘GROUP A Using a teacher provided list of resources and list of Product options. show how 2 key explorers tcok chances, experienced success and failure. and brought about both positive and negative change Provide proofievidence SROUP B Using reliable and defensible research, develop a way 10 show how the New World explorers were paradoxes. Include and go beyond the ‘unit's principles. PRODUCT OPTIONS — THE GOOD LIFE Making Choices Aboet Tobacco Use ‘Aller must. ue key facts from class + be appropriate/usefil for its ee eacarch target madience make a complete came * give evidence of revision & * provide defensible evidence ‘goality in content & presentation forthe case be though provoking rather + weigh varied viewpoines than preciceableDiem oe Ee ‘The learning experience begins with a whole dass activity with he following elements: A Differentiated Mathematics Learning Experience Two related components of the sicth grade mathematics ‘curriculum are that seudents willbe able to generate rules by simple concrete models and that seudents wil be ‘able o represent situations and number patterns with tables. graphs, verbal rales, and equations ‘© Read aloud The King's Chessboart (wise man solves problem fr bing: ‘hs a hia reward that he receive one praia of rice on the fist square of 2 chestbourd with the amount 0 be doubled everyday una ll -qeaes have bees coum: © Slop tuoughour the sory zo sudent can use calculator figure out te ‘mumber of fee grains that ar beng soummulated: This learning experience is designed to engage students {in problem-solving situations that involve searching for ‘meaning in partes and organizing information about ‘the pasterns to enable them to figure out the rules under- lying the paserns. ‘© Discus with siden bow mathematicians reading this tory would have the urge wo tnalae this information iato numerical form and then 0 play ‘witht mse if there is something happening here tht canbe described. ‘mathematically; {© Presale sil of using 2 tenble sean organizing tool to bel think ‘ecopnie. nd predict panera, © Discus the panera inthe abe; ‘Concent: Panerns ‘Generalization Principle: There ae rules that govern patterns. Knowledge: Exponents, exponential growth, particular number pauiers (powers of 2, squared numbers) Understanding: Pater can be generalizable, and mathe- ‘maticians can use symbolic language (algebra) to describe paters efficiently and in general terms. ‘Skill: Organizing a search for pattems using a ttable 1 Hip smoot formulate verbal ule to describe the panera (doubles each time"), > Present te nvion that mathematicians woud also want to be able 19 ‘describe whats happening ia an ciceat way, 50 the idea of exponen ‘wes crete at some time in our mashematical history; "© Discus the soson that machematicians would also want tbe able 10 make a general satement about the pater they see bee, ist the ‘eal re iat the symbolic language of algebra (1k doubles every time” becomes 2°) and bow the table bel you se the paners more my Pecos tm 08 2) ‘A Dideemant Maem Lee Suse iCommd, ‘The leaning experiace then continues with set of tered scivises ‘ing a differeat problem to provide opporanies fr stant o look for meaning in panera ming (ables as an organizing lool The ‘snudoss ae assigned tone of three groups, based oe readiness. ‘All tree groupe have a common: ‘salve the same problem (The Locker Problem), taut produce a rable, ees write a description ofthe proces they followed te discover the pane: tees write a description ofthe pater inet, wing ‘ether words or rymbal. ‘The nciviey ia diferentatad, a follows: Smt Teale counters are provided for prysicaly modeling the open/cloue sequence: “1 pric ia provided so students can record the opencose position {for he fet 16 locker: eden are roquized to write a description of wat bey id 10 ‘scorer the pater and to describe the panera in words. rome 2: “4 peptic is provided so smadents can record the open/close position for the fet 16 locker: ~smadens mut produce a able and no format it provide: + sadens are required to write a description of ther process snd > ‘describe the patra ia words. Som aly the problem is provided (20 papi, no formaned tbe), + madents tart produce a able. boo format is provided: + student must wis description of what they dd to slve the problem ‘ed mant provide the generalized, algebraic rele.Name, POETRY CONTRACT eating a Rhymii Your Write An Acrostic Wheel Wheel Poem Use your spelling lists to write a poem that sounds | Be sure it includes as a way to get started. like Shel Silverstein might | alliteration. have written it. A cinquain Use kid pix or other clip Use good descriptive (check with another art to illustrate a simile, words in a poem that cinquain writer to make | metaphor, or analogy on helps us know and sure you got the pattern our class list, or ones you understand something right.) create. important about you. Interpret C_) | Research Famous IlustrateaPoem =) Person “How to Eat A Poem..” Take notes. Write a clerihew| Find a poem we've read that uses what you leamed. (It can have more than one stanza.) that you like, or one on your own. []Justrate it. Write about why you illustrated it as you did. Student Choice ps Oo Student Choice 2 O Student Choice n ODIFFERENTIATED INSTRUCTION IN ACTION Scenarjo #: For several days in Mrs. Jacobsen’s sixth grade science class, students have been investigating the impact of simple machines on modern technology and our current lifestyles. The study is part of an on-going attempt to help students make connections between science and daily life. Students have been assigned to one of two “task force” groups by Mrs. Jacobsen based on her on-going assessment of their readiness levels, interests and learning profiles. Task Force #1 will work in smaller groups of three or four students (self-selected). They are looking at simple machines at work in more complex ways in the school. They will complete a photo safari (using a Polaroid) of places in which they hypothesize one or more simple machines are “disguised” as part of something more complex, complete photo layouts naming their found objects and stated hypotheses of which simple machines are involved and why they think so, and search out evidence which supports or refutes their hypotheses (including classroom & library reference books and designated school staff. Students must then add a “tested hypothesis” statement in which they note whether their original hypothesis was accurate and why or why not. Students in Task Force #2 must determine a school, personal or societal need which is unsolved, research the need so they understand it in some detail, and develop a device for addressing the problem. The device must contain at least three simple machines working in concert with one another (and other elements). They must make a written or graphic design of their device, carefully delineating its parts and how they work together as a whole. They may then make a working model, non-working but accurate and proportional model, model in which humans take on the roles of the parts of the device and demonstrate how it works, or another student-proposed demonstration. enario #: In eighth grade math, Miss Harrington has a wide range of students in her class—even though they are all in Algebra 1, Sometimes, she does board demonstrations for the class on new concepts or topics which students seem to have difficulty grasping. She makes an effort to use no more than about 15-20 minutes for the demonstrations. She then has students work in a variety of groups. Sometimes students select from a list of activities which they feel would benefit them most, findanother student who needs the same practice, and pair up to work on a given activity. Sometimes she assigns students to mixed-readiness pairs or quads for peer tutoring, Sometimes she does direct instruction with a number of students, while others work independently on assigned problems or their long-term independent study projects, and still others work in pairs at blackboards with assigned problems (so that she can monitor their work even while she is busy with other students). All students in her class have long-term independent study projects throughout much of the year. They vary in complexity, duration and the amount of structure provided by the teacher, but all of the projects require that students grapple with math at work in the world, and expand their skills of independence. All allow a range of options through which students can study and express their understandings. For students advanced in a particular segment of algebra, independent projects often serve as a sort of compacting, allowing these students to work on their personal investigations in lieu of homework and/or classwork on which they have already shown mastery. ‘Scenario #3 Mr. Greene has a music class in which fifth and sixth graders leam to play the recorder and ultimately play for a variety of school and community events. Some of his students have no experience with music, some played with the recorder group last year but have no other musical experience, and some are quite talented with musical instruments beyond the recorder. He often arranges music so that the score contains some basic parts which allow students to play while they explore key concepts related to rhythm, melody, etc. on a foundational level. He takes care to have other parts which require more complex fingering, reading and rhythm. In addition, he adds brief solo parts which can be taken on by individuals especially talented in music. He says he can begin a class with all students reading a piece together, break up the whole group so that he works first with the more basic group, the intermediate group, and the advanced group separately, and finally bring everyone back together again. He likes the fact that everyone plays real music, everyone makes a contribution, and everyone is challenged at an appropriate level of readiness. In addition, he likes the fact that often a student who begins at a novice level will demonstrate considerable facility with reading and playing music fairly quickly and can move to more complex music easily and quickly enough to keep them interested.Scenario #4 Miss Justin works with her English 7 students in a variety of ways to tap into their interests, readiness levels and learning profiles. Based on pretesting, she assigns students to different vocabulary studies, super sentences and spelling lists. In writing, students often select topics of interest to them for particular writing assignments. For each writing form (e.g. essay, letter to the editor, etc.) there are certain “criteria for success” required of all students. In addition, students learn to pinpoint personal goals and base student-generated criteria upon those goals—and Miss Justin generally adds a couple of criteria to each student's general and personal list for major assignments. In literature, students often select novels, dramas or short stories of interest to them to accompany whole-class pieces—thus enabling common focus with personalized “side explorations.” Further, products can often be produced alone or in student-selected groups of specified size and offer options for expression of student learning, as well as guidance for how to ensure top quality production. Miss Justin finds Group Investigation appropriate for high level study of student-generated topics, and Teams, Games & Tournaments to be useful for study of vocabulary, basic literature information, grammar constructs and other straightforward data requiring student mastery. Scenario #5 Mr. Phillips has three strategies which he is particularly comfortable using in high school biology to address the academic diversity in his mixed ability classroom. He routinely uses the New American Lecture format (incorporating focused review, discussion, and graphic organizers) to ensure that all students are prompted in regard to the key content of his lectures. He also routinely uses a set of five different graphic organizers to guide students in their analysis of required reading. All require analysis of key information, but some require greater leaps of inference from the students than do others. In product design, he likes offering three options to students- -one more analytical in nature, one more practical and one more creative. He finds that students come to understand their own strengths better through the year and find science a more relevant endeavor because they can put to work what they learn in a way which fits their own learning strengths. In labs, he sometimes offers two optionsbased on assessment of student understanding of key concepts—one designed to give students concrete, hands-on experience watching key principles in action, and a second designed to necessitate that students develop labs on their own to demonstrate key principles. Finally, he often uses varying tests based on student readiness and learning profile. In all test situations, students must demonstrate the ability to use key principles, but some students do so at a more basic level and some at a level which adds variables, introduces “fuzzy” problems, or requires considerable abstraction. Prepared by Carol Tomlinson, University of Virginia‘The following ideas can be utilized in ways that produce and show significant long-term leaming and the ability to access, interpret, utilize, and disseminate. However, if we aren't careful, they can result in a flurry of activity with very litle significant leaming or evidence of learning, 14 Create travel brochures including recommendations for inter-cultural interactions. Create simulations showing real-life applications of a concept or competence. Create and defend concept maps. Explain/describe a complex concept - checking and adjusting to be certain audience understands. Create 2 life form (simulated) for a given environment. Create and publish a newsletter with reflections and predictions. Create an advertising campaign. Develop a diet for a particular person that utilizes best available information. Produce a recommendation based on a study of “truth in advertising,” ‘Analyze, interpret and evaluate family financial structures and procedures in order to create and defend a family financial structure and the procedures by which it will function. Determine or choose ill-defined problems - determine best possible solutions. Write and share or perform stories/plays around real-world problems and solutions. Analyze attributes of great and famous people - then create and role play @ great person showing how he/she has/can benefit others. Create and operate a micro-society. The Performance Learning & Assessment Toolbox 1.0 © 1995 Peak Learning Systems, V13 34, Build and use a diorama to teach a meaningful concept. Use a knowledge of one language to interpret common written communication in another, unknown language. Create depictions of complex concepts, issues, connections. ‘Acting in the role of 2 particular species (e.g. grizzly bear), publish a newslenter that reports regularly on different regions and the advantages and disadvantages to you of living in or visiting these places. Create questions, tasks, and rubrics that will prove someone can do or understand something. Design models, role plays, and simulations for a purpose relevant to others. Build “models” in the community that teach the public difficult to perceive subject matter, For example, build a scale representation that shows distances within the solar system, Develop and present supporting information that explains and justifies what has been built. Create and lead self-assessment conferences based on portfolios showing evidence of status and growth with specific outcomes. Write 2 note to a friend explaining or describing a concept or skill. Design, do, and defend quizzes, tests, assessments, and performances. Explain/describe the process for something. Create ard present a personal poster showing who you are, what you're proud of, and what your goals are. Design and do a research project for a relevant purpose. Write songs that convey significant messages Develop a supported projection as response to, “What would happen if Maintain portfolios with refl jons on growth Discem pattems and explain As a class, develop quality standards for work and behavior based on a careful study of exemplary models. Analyze for commonalties and differences. Find and disprove misperceptions. The Performance Learning & Assessment Toolbox 1.0 © 1995 Peak Learning Systems V-236. 38. 39. 40. 41 42. 43. 45. 46. 47. 48. 49, 50. 51. 53. 34, Using published cartoons as a central vehicle, present a position and support for it. Many people believe J.F. Kennedy was shot by someone on the “grassy knoll.” Prove or disprove the “shot from the grassy knoll” theory using physics, mathematics, and publicly available archives. Design cardboard packages that are most economical given the dimensions and weights of the intended contents. Explain or describe something through metaphors. Teach middle school students reasons that they consider relevant for studying chemical reactions. Design and direct tours. Regularly summarize into sentences “most significant or usable learnings.” Take famous quotes from famous people and explain why they are important still today — such as “Ask not what your country can do...” by J.F. Kennedy. Create and use an educational game. ‘Adopt an endangered specie and develop and share an analysis of the advantages and disadvantages of protecting and not protecting it. Create and explain a flow chart. Develop, defend, and respond appropriately, to questions that are appropriate differentiators for Advanced Placement Exams. Design a mural/billboard to... - then explain and justify your work. Design and execute an experiment. Recreate an historical period. (Identify and explain connections - then make predictions based on patterns.) Create and market a product. Design and implement a personal wellness program. Design a research supported wellness program that is custom tailored for a relative. In your plan, address fitness, exercise, nutrition, and motivation. Teach concepts to others. Create simulations of historical/cultural interactions, problems, and solutions. The Performance Learning & Assessment Toolbox 1.0 © 1995 Peak Learning Systems V~61. 62. 63. 66. 68. 69. 70. 74, Identify community and/or environmental problems - then research or design experiments to determine and justify best possible solutions Design, construct, and use 2 teaching museum. Design, create, and publish a study guide. Develop and use consensus building skills in authentic situations Create a presentation about the correlation between employee fitness to job performance, absenteeism, and emotional stability. Present your findings to the Eppropriate audience, being sure to include vieble recommendations and plans for 2 healthier work environment. Given data on graphs, write a story that represents the data or graph, Given headlines or claims with background data, explain whether or not the claims are reasonable. Given trends or sample data, make and justify predictions. Given multiple or competing interpretations of given data, justify each interpretation. Develop applications for available software and/or other technologies. Develop 2 landscape plan for a member of the community. The plan must be based oon the expressed tastes, needs, and resources of the person and the environmental needs and conditions of the region. Put 2 famous Truman). ‘on in history on trial in light of what's known today (Harry Determine how subject matter is used by local professionals and present to you students. Publish a voters’ guide. Use the ants to heighten community awareness of local or national issues. Produce an orientation video for new stu! Build 2 model to test a hypothesis. Create and perform a "You Are There” showing past and present connections Use writing, speech, music, and photos to present family folklore. Develop and share children’s stories that convey 2 rele =nt message The Performance Learning & Assessment Toolbox 1.0 ©1995 Peak Learing Systems V-¢8. 79. 80. 81 84, 85. 86. 87. 88. Make predictions based on the identification and analysis of trends Invent, produce, and market a product. For actual maintenance projects being planned at your school, research the projects in order to determine the specified amount of materials and resources necessary to complete the projects. Find applications of what is being taught in the physical world. Research a current topic, write an article about it, and also write an editorial and draw an editorial cartoon. Portray conditions, issues, or recommendations in a target language Publish a newsletter portraying inaccurate perceptions being created currently through misuses of statistical procedures. Determine with justification whether contestants on “Let's Make a Deal” should stick with their first choice or switch to a new door after they are shown what's behind one of the doors. Examine and analyze tabularly presented data in order to create representative graphs - then make and defend predictions based on the trends in the data. Use at least 5 persuasion techniques in either writing or speaking to endorse a position; assess the effectiveness of your efforts and explain why you used the techniques the way you did based on the conditions inherent in the task. When presented with a reasonable hypothesis, design an executable experiment to test that hypothesis, perform the experiment, draw conclusions regarding their hypothesis, and assess the effectiveness of your experiment. ‘An African elephant ate 37 peanuts. An Indian elephant ate 43 peanuts. How many fewer peanuts did the African elephant eat that the Indian Elephant? Listen carefully to what we know, Determine ways to answer this question. Explain your thinking, Work through the following problem being careful to show each step. Wnte a description of each step and explain why you did it. Justify the reasonableness of your answer. ‘The school is interested in knowing exactly how much tile it will take when the floor is retiled. Determine the square footage necessary, and the number of nine inch square tiles that will be needed if there is about a 2% waste factor. Use wntten text and diagrams to describe your procedures. The Performance Learning & Assessment Toolbox 1.0 © 1995 Peak Learning Systems VS91 92, 93. 94, 95. 96. 98. 99, 100. Postal rates have been figured by the ounce since July 1, 1885. Here are the rates for the past 62 years: Based on the postal rates since 1932, predict the cost cof mailing a one ounce first class letter in 2001. When if ever do you think the cost will be $1.00? Explain your reasoning. Assuming the earth's population will continue to increase at the same rate it is today, how long will it be until the earth will probably not be able to produce enough food for everyone? Present your findings in the form of a school science advisory. Design and build a Cube that looks like a rubric cube and uses the corresponding ‘square on each side to display five significant categories of information about the concepts, people, periods, etcetera on one of the sides. In writing or speech, express a conclusion regarding an issue based on the results of ‘comparing, contrasting, and evaluating the points of view of two authors or speakers. Based on a survey of at least 20 students, and 10 parents of children between the ages of 5 and 10, determine the predominant position in your sample toward regulating violence toward people in cartoons on Saturday mornings. Develop and present 2 position paper to be presented to your local television station that Tepresents this predominant position and supports it using the constitution and recent court rulings. Document the improvement in your effons in a portfolio that includes specific evidence of your performance levels over the last & weeks. In a leter to your porfolio reader, identify the specific evidence in your portfolio that shows the improvernents you have achieved. Find places in our community where the concepts we have been studying are being used or exist. Determine why each of the concepts was used the way it was or why each is an example of the concept Put together a picture/drawing album showing the application and the reason why it is an application. Use your album to teach younger students the reasons why what we're learning is important Refer to the aftached charts and graphs distributed by various political candidates. Determine how the charts actually misrepresent the data. In writing, explain how ‘the misrepresentations are created. Also, describe how the charts should be done to accurately reflect the data, Explain the potential disadvantage to the voters in inaccurately interpreting the data. In writing or speech, summarize 2 piece of significant non-fiction writing in order to convey the essential points to a specific audience. Review all the concepts with which we have worked. Determine all the ns between them. Cons 2 map/web that shows all the concepts The Performance Learning & Assessment Toolbox 1.0 ©1995 Peak Learning Systems V-689. 90. 91. 96. 97. Review what we know about physics in order to design an experiment to show at what angle a three foot ramp should be placed to cause a marble rolling down it to then roll the greatest distance across the floor. Describe, conduct, and report on your efforts Use the documentation for 2 software package to leam how to use a procedure Provide evidence that you learned the procedure and how to apply it, The procedure needs to be one NOT taught in class or previously known Postal rates have been figured by the ounce since July 1, 1885. Here are the rates for the past 62 years: Based on the postal rates since 1932, predict the cost of mailing a one ounce first class letter in 2001. When if ever do you think the cost will be $1.00? Explain your reasoning. ‘Assuming the earth’s population will continue to increase at the same rate it is today, how long will it be until the earth will probably not be able to produce enough food for everyone? Present your findings in the form of a school science advisory. Design and build a Cube that looks like a rubric cube and uses the corresponding square on each side to display five significam categories of information about the concepts, people, periods, etcetera on one of the sides. In writing or speech, express a conclusion regarding an issue based on the results of comparing, contrasting, and evaluating the points of view of two authors or speakers. Based on a survey of at Jeast 20 students, and 10 parents of children between the ages of 5 and 10, determine the predominant position in your sample toward regulating violence toward people in canoons on Saturday momings. Develop and present a position paper to be presented to your local televisior station that represents this predominant position and supports it using the constitution and recent court rulings. Document the improvement in your efforts in a portfolio that includes specific evidence of your performance levels over the last 8 weeks, In a lemer to your portfolio reader, identify the specific evidence in your portfolio that shows the improvements you have achieved Find places in our community where the concepts we have been studying are being used or exist. Determine why each of the concepts was used the way it was or why each is an example of the concept. Put together a picture/drawing album showing the application and the reason why it is an application. Use your album to teach younger students the reasons why what we're learning is important. The Performance Learning & Assessment Toolbox 1.0 © 1995 Peak Learning Systems “899. 100, 101 105, 106, 107. Refer to the attached charts and graphs distributed by various political candidates Determine how the charts actually misrepresent the data. In writing, explain how the misrepresentations are created. Also, describe how the charts should be done to accurately reflect the data. Explain the potential disadvantage to the voters in inaccurately interpreting the data. In writing or speech, summarize 2 piece of significant non-fiction writing in order to convey the essential points to a specific audience. Review all the concepts with which we have worked. Determine all the connections between them. Construct a map/web that shows all the concepts, examples of each, and shows the connections. For each connection, explain your reasoning. Use sampling to determine, track and predict the population of a targeted entity within an environment. Identify and research a famous historical personality in order to role-play that person. Write a biographical entry and present yourself to your classmates/parents. Clearly portray your historical contributions. Identify what have been significant effects of your life's contributions on today's society -- explain and justify your thoughts. Based on at least three sources, develop and share 2 report on a given topic for the purpose of informing others. Create a “truth in advertising” campaign for a food product. Research the ingredients, the print and media sales programs, the targeted audience for the product, and the ways the product is displayed in supermarkets. Develop an advertising campaign for the product and present it to the class. Then explain how you have used persuasion techniques and how your campaign should be considered to be ethical. ‘Write a modem day myth that incorporates what we have learned in our study of mythology. Then explain what your myth reveals about manikind and society today. Use a motion detector and a TI 82 calculator to develop graphical representations showing the relationships between distance, rate, and time. Select a country and do research on the customs and beliefs of that country. Examine official tourist brochures and articles containing interviews with different classes of residents. Then produce a report that compares and contrasts the different views. The Performance Learning & Assessment Toolbox 1.0 © 1995 Peak Learning Systems V-7108. Study a wide range of magazines, newspapers, televised commentaries, and the Tike. Identify several issues of interest, watch and read widely about these issues. ‘chant the various viewpoints on each issue, and discuss the information supporting each. Prepare a media guide to one of the issues. 109. Select a particular topic and find examples of presentations in different media conceming that topic. Identify the media that you feel best serves the topic and justify your selection. The Performance Learning & Assessment Toolbox 1.0 © 1995 PeakLeaming Systems V8Performance Title of Task: Subject Area(s). Task Planner Designer(s). Grade Level: > Content Standard(s): wnat shouia ine student understand and be able to do? > utah’s Lite skill to be Assessed: (Check one or mors) Life Long Learner: has gained the basic knowledge and developed the individual learning skills that support continous education, encourage etfective participation in a democratic society, and maximized employment opportunities. Complex thinking: has acquired a variety of thinking skils and is capable of using them appropriately in diverse situations. Effective Communication: successtuly interacts with others using a variety of mediums £9, reading, writing, speaking , listening, painting, singing, playing instruments, dancing, dramatizing, sculping. Collaboration: works effectively with others to identity and achieve specified resutts Responsible Citizenshi personal and public good, participates in the local and world communities to promote Employability: well prepared to obtain and keep employment in fields of interest and is Capable of changing careers and seeking additional training as nesded Life Skill Focus: identity what aspect of the Life Skil you have chosen will serve as a focus for tis performance task For example: This task wil focus on teaching and assessing “plans, organizes and selects ideas to com wmunicate™> Describe how the students will demonstate their knowledge, skills or understanding? (wnat wil the student produce, demonstrate, buiid, Create, write, perform, develop atc.?) > pertormance Criteria: identty the crteria that wil be used to assess student work Be sure to include criteria which can be used to assess both the content (standards) as well as the Lite Skill. The performance task you have designed and performance criteria usad to assess the student's work " > Scoring System: Develop and attach adraft of the ‘scoring system that will be given to students and used to evaluate their work. Ths system may be a rubric or some other Scoring system which effectively communicates to students the crtena that will be used 10 assess their work and level of performance considered acceptable. > Samples of Student Work: cotect Tepresentative samples of student work indicative of all levels of performance (i.e. high achievment, average achievement, ails to mee the mimimum standards). This work can be used to retine your performance task and rubne ‘These samples can also serve as models for your students in the future. Copy ight W. Chalk 1998 Life Lang Leaming & AssociatesArtifact Word Web Industrial Arts Project Family Tree Relief Map Living Constitution or Bill of Rights current photos or sketches that represent constitutional issues Shadow Box Totem Pole Kite Jewelry Replicate or Design a Dance Pantomime Fashion Show - specific era Talent Show - specific era Documentary Recreate News, Weather, Sports Bulletin Boards Simulations Impersonations Puppet or Ventriloquism Magic Recreate prop or abject - Lincoln's hat Calligraphy of Quotations Graphic Organizers, Venn Diagrams Sculpture Photos Costume Needlework Videotape Brochure Prepare a meal or cooking demonstration Design a flag Pinata Invention Architectural de Comic strip Children’s book with visuals explaining an event ign VISUAL PRODUCTS Mobile Anagram Mosaic Crafts: quilts dolls masks origami weaving Time capsule Design musical instrument Design scientific instrument Map Flip chart Flow chart Presentation Museum exhibit Mural Poll, Survey, Questionnaire Redesign a map Slide Show Parade Float Play scenery Graph Chart Poems - Haiku News story Cartoon Jokes Games or Puzzles Advertisements Petition Poster Last Will & Testament Scrapbook Awards, Computer program Collage Diorama Timeline Scale model Painting or Drawing Leamer Outcome - Quality Producer orsDiscussion Seminar Speech Debate Re-create a scene or trial Presentation Poll, Survey, Questionnaire Slide show Fictional conversation Movie script Play script Poem reading Reviews - event, film, ete. Current events report Jokes Advertisements Song lyrics Intercom announcement Last Will & Testament Eulogy - person, idea, concept Oral history account Awards presentation Rap Video tape Audio tape Read a children’s story ORAL PRODUCTS Panel Discussion Recite prose or poetry Storytelling Conduct an interview Seance Skit Oral journal Documentary Monologue or Soliloquy Re-create News, Weather, Sports Satire or Comedy of a factual event Oral test - individual or group Simulations Conduct a press conference Readers theatre Impersonations Ventriloguism Stand-up comic Lip-syne Voice-overs Create a tongue twister Melodrama Convention camer Outcome - Quality Producer Orsrm WRITTEN PRODUCTS Speech Letters or Correspondence Editorial Press release Recreate scene, trial Journal or Diary Itinerary Presentation Poll, Survey or Questionnaire Action plan New laws or treaties Poem Fictional conversation Short story Movie script Play script Contract Poems Autobiography Biography Essay Research paper Reviews - event, film, ete. New story Current even Jokes, riddles Advertisements Song lyrics Memoir Petition Intercom announcement Last Will & Testament Obituary - person, idea concept Awards Computer program Resume or cover letter Menu or Recipe eport Fictional story using historical facts Rap Folktale Video Brochure or Audio tape script Architectural design Children’s book Slide show script Time capsule Fable or myth Re-write Constitution or Bill of Rights Create a test or exam - student made Write a Motto or Group Philosophy Skit Documentary Monologue or Soliloquy Re-create News, Weather, Sports Satire or Comedy using factual event Melodrama Essa *Survival Guide "You Are There “Trivia Bow! “Handbooks “Important Immigrants *Globe Game "Campaign Speeches "Famous Leaders * Write More Learn More, P.D.K. Resource, Language Arts Materials Leamer Outcoore - Quality Producer OPsSAMPLES OF COMPLEX THINKING SKILLS MATCHED TO PRODUCTS DECISION MAKING - outline and select from alternatives - Write a speech ~ Write a letter informing decision + Write a press release + Write an editorial + Plan a debate + Make a recommendation to a historical figure ~ Re-create a trial for an important person or event INVESTIGATION - explain a past event or a future scenario + Write a journal + Plan an itinerary - Write a chapter for a history book - Plan a presentation on a problem ~ Design a museum exhibit ~ Re-create a scene as it may have happened ~ Design a mural to reflect an event EXPERIMENTAL INQUIRY - Generate and test a hypothesis ~ Plan an experiment to test a hypothesis. + Take a poll to test hypothesis PROBLEM SOLVING - overcome obstacles or constraints + Devise a plan ~ Write an Action Plan - Write a speech outlining a plan Deliver a speech ~ Propose a plan to a historical person + Re-partition an area to solve its political difference ~ Propose new laws or treaties to solve specific problems ‘VENTION - develop a unique product or idea + Write a poem + Create a slide show ~ Write a fictional conversation between historical characters + Write a short story > Plan a float based on an idea or theme + Design a mural ~ Redraw am: More appropriate political or cultural divisions tmer Outcome - Quality Producer QP3events | diary television collection radio people puzde — diagram : photographs newspapers books 8 oe ma ist diorama p ‘construct scrapbook discover teach Paint stitchery be mobile model records fiims identify listen | aaioutate interview d experiment illust tration a fiimsrips / research’ [OE ses noon s ; feport Jrecommendatio observe BY as . ‘ 1 , nowiedge” Appli- \\ stimulate graph letter vale i ‘ a evaluate & Compre} cation Classify roup i survey discussion categorize separate a pane! compare questionnaire news item dissect : : commercial court trial contrast recommend combine invent \ advertise teport ’ survey choose compose. \ survey conclusion. hypothesize predic: oc value role-play _ Sm3€ infer ae product imagine write chart create. self-evaluation slory BOEM es tggn news article TV: adio show i new game advertisement Cee faniomime suruciure magazine song invention —_ recipe pubpet show = color, smell, taste machine ramWORKING: IN STRUCTURED GROUPS IN A COOPERATIVE MANNER TOWARD A COMMON GOAL 4 oO Z Z 4 < ww 4 w 2 eS < 4 wa 3) ° ° oOuM 92mg soue9 Spnpong jo sajdwex SINOOUSSVTD SIIGNLS TWIDOS AOd SAIDILVALS ONIdNOAD XY oo(te 0 rescuer rouping that Leads to Real Learning ite Learning Group Strategies Problem-Solving Partnership Cooperative Teams collaborative Groups Two to three students per group. Thvee to four students per group. Thee to six students per group, The duration of group work Is short ‘The duration of group work ranges The duration of group work can be (part of a lass period ta a few days) from several days to several weeks. short (days) or longer (weeks or even months) The specific task or problem to solve The problem or task s clearly defined The task or problem is open-ended s limited in scope (a single problem by the teacher. and may cover large amounts of oF question oa limited set) and 1s course content ssually a challenge or practice activity ‘or students lo apply recent learning. \utle anpoacesosohngthe team pln of peat and goss suutent oes ae ble and may Yoblemateenauaged ee sno Spe, andes a gh charge oughout ep of Inge ig sore most acre Each student hasa ceay sage Seis ose nd roblmandalesonalesouions dened oeinthe eam auras ‘slp the ents ak ae yarsners othe pose fede eestene eprer he tiue aute aa so we feeriatestme oteacheach Sige ways inp adi students have an ae Open communication and multiple foo eplinanidsass Teammembes share adeso —_Sbpoathen ae chased Ter siiestedsoutonsas elas wan me tamenok fsb es. ident ae melee neta fees Alteam menéers mustconnbute or SSEUHON abut ew, recedes lew understandings are developed the team cannot progress. (Teams Information, interpretations, resource Viheindvut briteteam and, Snot ese gehen Teor materials, and their own or other students’ work product represents the enti team, toup and as discussions land The team focus ison cooperation 3S sides ae constr amare ofthe 3iuions) provide mediate well a5 on achievement of goal Pekar eee ‘edback to the student. Awareness of the group process is as 7 T as well as the product or goals, They know they can change diection 10 meet goals important as completing the task dutce: Damian, Carol. (2001). Student Learning Groups that Really Work mission of Eisenhower National Clearinghouse. visi ENC Online (enc org) Mote infor ud Kup May be found in the PLS course AchieLing Student Outcomes Thc I PLS at 801-526-4630 for the course closest 10 you iC Focus 812), 25-29. Reprod 66 “My heart is singing for joy this morning. A miracle has happened! The light of understanding has shone upon my little pupil's mind, and behold, all things are changed! 9 9 Annie SullivanALL ABOUT CREATING COLLABORATIVE GROUPS THREE TYPES OF GROUPS 1. Study Groups. stay together all semester. They are selected by the | teacher and have as their primary purpose to help each other understand | and be able to apply the learning. They meet a minimum of twice a | week, |. Project Groups.....stay together for the completion of a project. They may be selected by the teacher or self-selected. Their primary purpose is to complete a complex project together. | 3. Activity Groups...stay together for an activity. They may be selected by the teacher or randomly selected. ‘Their primary purpose is to work together on a single activity or series of short activities. IDEAS FOR PUTTING STUDENTS INTO ACTIVITY GROUPS Lineups...ask students to line up by Beginning letter in last name Shoe size Their opinion about something How well they understand a concept Birthdays Hand size el ee ©1999 Donna Walker Tileston 14Number in family ‘Answers to math problems from lowest number to highest Favorite literature characters Who was born in the place furthest away to the closest 2. Four corners.....Ask students to go to the corner of the room that bears the name of their favorite literature character or the character with which they best identify. Trivia Pairs...place students in groups by matching puzzle pieces steps to a problem lines from a book, story or poem numbers, shapes, classifications eee ew 4. Appointments..students set appointments with class members using a clock diagram. When the teacher calls out a time, students work with the person that has signed for that time. ©1999 Donna Walker Tileston ISJIGSAW FORMAT The jigsaw is a procedure for structuring cooperative learning groups. Cooperative Groups 1. Forma triad 2. Learn the assigned material 3. Work cooperatively to ensure that all group members master his / her assigned material Preparation Pairs 1, Find a member of another group who hhas the same section as you do material, discuss it and it Practice Pairs 1. Meet with another person from a different group who has the same section as you do 2. Review how each person plans to teach the material to his/her group Make sure each group member is Prepared to teach the material Cooperative Groups 1. Meet with your original triad 2, Share your area of expertise with other triad members Learn the material being taught by other triad members Collaborative Worker Gf) af \ / Leamer Outcome - Collaborative WorkerPAIRED EXERICSE ON YOUR OWN Asa starting point for thinking about what we want students to know, do and be related to the role of citizen, prepare to describe a time in your life which it was critical to you (or to others) for you to understand and demonstrate civic knowledge and skills. What was the result of exercising your civic knowledge and skills? What might have happened had you not exercised your rights or fulfilled your responsibilities? WITH A PARTNER Share your memorable “citizen” experiences and consider the implication of these stories for defining the standards for civic educationCommunications Line Purpose: Stimulate discussion among students who do not know one another. ‘eldentify what students already know about a topic. ‘Stimulate interest in subject matter by connecting with the students personal experience ‘Teach active listening and beginning social skills to students Stucture: XXXXKXXKXKX oO000000000 Caveats: Use questions that require students to elaborate, explain or tell. Avoid questions that can be answered in one or two words, Teach students the behaviors you expect prior to the experience. Walk the line and have back up questions. Let students know the conversation will be timed. Always give to little time, You can always extend the time limit.Values Line Purpo: Builds accountability for thinking & contributing ideas Surfaces students’ points of view regarding a particular topic Student gain confidence in sharing their ideas Class builds knowledge around individual responses Provides an opportunity for students to practice their listening and speaking skills + Builds interest in topic by allowing students to provided input Structure: * Teacher presents a statement which relates to an issue to the whole group: Examples: Modern art is more creative than traditional art Capital punishment should be abolished Clinton should be impeached * Students mark a value line. * Students take a stance. * Students pair with someone in the same group * Folded value line * Students can engage in “Paraphrase Passport” Caveat * Questions should be opened ended and controversial in nature + Make students commit prior to the line so they won't follow their friends Modifications/Notes:Paired Reading Purpos « Practice reading skills. ¢ Develop listening and note taking skills Create accountability and interdependence among students « Increase comprehension through discussion Structure: «Two students are given a reading assignment. © Asone student reads a section/page of an assignment the other takes notes or highlights important ideas. © This process is repeated so each student reads and each student takes notes. © Student then discuss the reading together. Caveats: © Have questions ready to guide the discussion. © Avoid questions that can be answered in one or two words. © Teach students the behaviors you expect prior to the experience.Numbered Heads & Heads Together Purpose: Useful when teaching mastery of declarative knowledge Builds individual accountability in a group setting Students are able to rehearse their responses Student gain confidence in sharing their ideas Class builds knowledge around individual responses Structure: * Students number of (1,2,3...) in each group * Teacher presents the whole group with a question Students put their heads together and discuss question * A random number is called by the teacher * The student with this number is responsible for responding for the group. Caveats: * Structure numbering in a specific pattern in order to direct questions to specific students without them knowing it + Inform students in advanced that they may be called upon to share their thinking Modifications/Notes:Think - Pair - Share Purpo: Provides think time for student C'S S-) Students are able to rehearse their responses Student gain confidence in sharing their ideas Class builds knowledge around individual responses Structure: + Teacher provides question prompt to students Students are instructed to think about the prompt individually + Students are instructed to share their thinking with a student sitting next to them + Teacher asks students to share their ideas with the class (either randomly selected by asking for volunteers). Caveats: * Utilize questions that are opened end + Inform students in advanced that they may be called upon to share their thinking Think-Pair-Square Purpose: ‘This is an effective addition to think-pair-share particularly in problem solving activities. Structure: Ask two pairs to combine to form a group of four. Each pair then shares their solution to the problem presented.Experimental Inquiry appropriate facts, concep ciples to explain the phenotrenn ‘understanding the phenomenon, that edition. The experimental Lsign is seriously awed and the callec data sunDecision Making 1 2 3 4 Identifies some alternatives that are important and others that are not important and appropriate crileria for assessing the alternatives, alternative possesses each decision criteria and answers tl deciCommon Characteristics (. effective Learning Groups * Work done in groups is challenging and meaningful + The teacher is actively involved in the students’ learning process, serving as a resource person, questioner, quide, evaluator, and coach, * Learning goals and timelines are clearly understood by the students and monitored by the teacher, + Groups are heterogeneous, and all students are actively involved. + Cooperation is valued over competition + Students have a sense of being able to accomplish more learning with others than they can alone. + The gioup process provides a comfort level for discussion and aiting questions. ‘+ Student interaction and social skis are required, but the purpose Of grouping is not primarily social. Group time 1s not “fee time" for student {or teacher! ‘+ Mulinle means of assessment are possible (rubrics, portfolios, quizzes, interviews, presentations, ett Evaluation can be of the individual student, of the group, or a comibination of these. Source: Damain (2001) 66 There never has been, and cannot be, a good life without self-control.” 9 9 = Leo Tolstov Student Reflections team and Serve + tp:/iwwlearnandserve org! Learn and Serve Ame learning progiams in schools and community supports servi corporate an End of the Dav (or End of anizations ding fur ain immunity needs, the Week) Reflection activity into vou pproving thet academic shils and lear A citizensiip plan Allot the last 15 min sludents fo respond to a reflection Big Help + hnp,/jmmwanick.com Juestion ssitlen on the chalkboard Nickelodeon. Big Help se and empossers young folk 10 Stter they have written their ansisers, eet in their communities. The main focus this vear has been the condition of nate a brief class discussion ‘state’ suppl with students collecting and anah2ing Incal water sources, ste Things kids can 2 to hela of September 11 Potential questions: . way were ¥ou kind tc Outside-in File Conversion + someone today? hitp/mwww.outsideinserver.com/tectyle_formats html * what was hard for vou tc y Need to conver a computer filet his handy site allows users to + Hows wete vou helpful to someone test drive online sofnsare that e rent formats into hie files, toda The himt files are easih, opened 7 1 ans eae The Knowledge Loom + hitp//knowledgeloom org Loom to entity what works in teaching and learning achersy hina vane (2001). The Personal adapting “wh and Oaks, CA Cor promising classtoom stategies for implermening technolo, into lessonsZach draws in the equator, he finally begins to understand what she means about the earth “tilting,” PICTURE * Engaging in kinesthetic activity Kinesthetic activities are those that involve physical movement. By definition, physical movement associated with specific knowledge generates a mental image of the knowledge in the mind of the learner. (Recall from the previous discussion that mental images include physical sensations.) Most children find this both a natural and enjoyable way to express their knowledge. ‘The example below illustrates this in the context of a Math class. Example Often, to take @ brief pause in math class, Ms. Jenkins asks the students to think of ways they can represent what they are learning. For example, during the lesson on radius, diameter and circumference, Barry uses his left arm outstretched to show radius, both arms outstretched to show diameter, and both arms forming a circle to show circumference. During a different lesson on angles, Devon depicts obtuse and acute angles by making wide and not so wide “Ws” with her arms as the children yell out the degrees. They even have ways to show fractions, mixed numbers, and turning fractions into their simplest forms. Ms. Jenkins started the activity she called, Body Math, just to give the students a break from the routine of doing math drills, but then realized that it was a powerful way for students to show whether or not they understood the concept behind the problems. Once the word got around, other students could be seen peeking in the classroom to see what they were doing that day with body math. Insruction HandowyDraftl-- 0708/00, 31COOPERATIVE LEARNING 1. Organizing groups based on ability levels should be done sparingly. 2. Cooperative groups should be kept rather small {size Cooperative learning should be applied consistently and systematically, but not overused. Classroom Practice * Using a variety of criteria for grouping students When considering how to group students, remember that the first generalization above suggests that ability grouping should be used speringly. Indeed, students can be grouped according to interest, according to their birthday month, according to the colors they are weari alphabetically, or even randomly by picking names from a hat. To maximize students” experience, it is probably 2 good idea to use a variety of criteria as well as to adhere to the tenets of cooperative leaming to make the experience successful. .A variety of group structures have been suggested and exemplified by Kagan (1994). The example below describes the perspective of a student who experienced different types of cooperative learning groups. Example Tommy had not been happy when he heard that, in science, the students would be working in groups all year. Most of his experience with groups was in math, where in, what he called “the math for dummies” group. He hated it. But, as he listened to the science teacher, he began to understand how these groups would be formed and how often they would change. First, the teacher explained that they would be in groups about half of the time only. Then she explained that for the first unit, they would be placed in groups based on the type of pets they had. This would fe them some common experiences on which to build discussions of animals and their habits. If too many students had the same pets. such as a dog and a cat, or if only one student had a pet, for example, an iguana, they would mix and match until the groups were small but shared some common experiences with animals. Tommy ‘cided groups might be okay, after all * Informal, formal, and base groups One way to vary the grouping patterns within a class is to use the three rypes of cooperative learning groups identified by Johnson and Johnson 1999) ~ informal, formal. and base groups Informal groups (¢.g., pair-share, turn-to-your-neighbor) are ad hoc groups that last from a few minutes to a class period. They can be used to clarify expectations for tasks. focus students’ attention, allow students time to more deeply process information. or to provide time for closure. The example below depicts ht use informal groups of two while reading to students. Jnsrsction HandoueDeaft «67705100 2* Making physical models As the name implies, physical models are concrete representations of the knowledge that is being learned. Mathematics and science teachers commonly refer to the use of concrete representations as “manipulatives.” The very act of generating @ concrete representation establishes an “image” of the knowledge in students’ minds. The example below illustrates this in the context of a science class. Example Mrs, Allison helped her class to understand why we see different phases of the moon by presenting a concrete representation of the moon's monthly journey around the Earth and its relationship to the sun. For the moon, Mrs. Allison gave each student a white styrofoam ball and had them stick it on the end of a pencil. For the sun, she used a lamp with the shade removed. She told her students each of them would be the Earth. Mrs. Allison placed the lamp in the middle of the room, pulled down the window shades, and turned off the lights. Then she had each student place the bal] at arm’s length between the bulb and their eyes, simulating a total solar eclipse, which, she explained, is quite rare. Because the moon usually passes above or below the sun as viewed from Earth, Mrs. Allison then had her students move their moon up or down a bit so that they were looking into the Sun, From this position the students could observe that all the sunlight was shining on the far side of the moon, opposite the side they were viewing, simulating a new moon. ‘Mrs. Allison guided her students to move their moons in such a way that they observed first a crescent moon, then a half moon, a full moon, and a three-quarter moon. At each point, Mrs. Allison pointed out that the sun was always illuminating half of the moon (except in the case of an eclipse) and that the appearance of the these fractions of moon was due to the moon’s changing position in relationship to the Earth over the course of a month * Generating mental pictures The most direct way to generate nonlinguistic representations is to simply construct (i.e., imagine) a mental picture of knowledge being learned. For abstract content, these mental pictures might be highly symbolic. To illustrate, psychologist John Hayes (1981) provides an example of how a student might generate a mental picture for the following equation from physies: (MiM3)G F- ——— 2 ‘The equation states that force (F) is equal to the product of the masses of two objects (Myand M3) times 4 constant (G) divided by the square of the distance between them r. There are a number of ways this information might be represented symbolically. Hayes (1981) suggests an image of Insaco Hand Drt ~ £7105)00 48‘two large globes in space with the leamer in the middle trying to hold them apart: If either of the globes were very heavy, we would expect that it would be harder to hold them apart than if both were light. Since force increases as either of the masses (M; and M2) increases, the masses must be in the numerator. As we push the globes further apart, the force of attraction between them will decrease as the force of attraction between two magnets decreases as we pull them apart. Since force decreases as distance increases, r must be in the denominator. (p. 126) The example below depicts how a teacher might facilitate the construction of mental pictures in the context of a social studies class. Example Mr. Williams class is beginning a unit on the history of Native American cultures in the American southwest. T> begin, Mr. Williams introduces his students to the strategy of creating mental pictures of information and ideas. He tells them to imagine that they are early European explorers who have stumbled on the abandoned cliff palace of Mesa Verde. He has them close their eyes and imagine they are traveling by horseback through the canyonlands. He has them “feel” the hot desert sunlight, “see” the scrubby vegetation, and “smell” the junipers and pifion pines. “Imagine,” Mr. Williams says, “that you suddenly see something in the distance that looks like an apartment building carved into a cliff. Would you be puzzled? Curious? Frightened? Now imagine that you gallop your horse to the edge of the cliff and peer across at the black and tan sandstone and yes, it is something like an apartment building. There are ladders, black hole windows, and circular pits, but no people. It's absolutely quiet. There's no sign of life. ‘Would you wonder what happened to the people who lived there? What would you think about the builders of this mysterious structure? Would you be brave enough to go inside? What do you think you would find?” * Drawing pictures and pictographs Drawing pictures or pictographs (i... symbolic pictures) to represent knowledge is a powerful way to generate nonlinguistic representations in the mind, For example, most students have either drawn or colored the human skeletal system or have seen a picture of one in the classroom. Similarly, most students have drawn or colored a representation of the solar system. A variation of e picture is the pictograph, which is a drawing that uses symbols or symbolic pictures to represent information, The example below depicts this in the context of a geography lesson. Example Allison Mason's first graders always have a hard time understanding the abstract idea that the northern hemisphere tilts toward and away from the sun, causing summer and winter. She asks the students to draw a picture of the earth's movement as she describes each season. Zach draws the picture below. Based on the picture, Ms. Mason and Zach have a conversation about the earth’s tilt. When Iestracion HandoouDrft 0795100, 50Figure 6.7 Time Sequence Pattern in Arbitration Step 2: Both parties agree to have Figure 6.8 Process/Cause-Effect Pattern for Negotiation A third party (attorney) works out the settlement terms, Party One Behavior Kdispure Each side arises between two parties A settlement is reached shares important Pary Two Behavior Instruction HandouwDrftl 0705/00, aFigure 6.9 Concept Pattern for Voluntary Mediation Neighbor Consumers feel ae Justice a Centers Landlords and tenants Better Business Bureau Husbands Used bys Used to solve a variety of| variety of community isputes programs Voluntary Mediation Led bya Peer variety of Mediators people | Ombudsperson Social Services 7 } Helps reach an ee Instruction HandowDraft - 0708:00 4