CLMS DARLENE POPE

FEBRUARY 28, 2010SACRAMENTO, CA

Flipping Through History

Topics

Academic /Historical LanguageTranslating NotesEnhancing the Basic Flip BookComplex tasks

Helpful Hint…number the pages of your handouts…front side only 1-11

Increasing Rigor

Costas Level of Thinking

Marzano’s Effective Strategies

Multiple Intelligence

Historical Thinking Patterns

Vocabulary Flip Words

Vocabulary

Costas Level of ThinkingLevel 2 Classification

Marzano’s Effective StrategiesSimilarities and

DifferencesGenerating and Testing

HypothesesNonlinguistic

Representation

Multiple Intelligence Verbal Linguistic Visual Spatial Mathematical Logical Bodily Kinesthetic

Historical Thinking Patterns Will vary with topic and

sophistication of the students. ESP (Economic Social

Political) GRAPES (based on CA state

standards for 6 & 7 especially)

Vocabulary

What It Looks Like

How to Do It

Make a matchbook foldable.Put the word on the small flapPut a visual of the word on the front coverPut the definition on the lower part of the

inside.Optional-put another component (Frayer

model) on the upper part of the inside cover.

Translating NotesBig Idea or

question.

Visualization of notes

Notes

Translating Notes

Costas Level of ThinkingLevel 2 – Analyze Level 3 – Interpret

MarzanoNotetaking & summaryGraphic RepresentationSimilarities and

differences

Translating Notes

Multiple Intelligence Verbal Linguistic Visual Spatial Bodily Kinesthetic Mathematical Logical Intrapersonal*Interpersonal if students then

switch papers translate back into words.

Historical Thinking Pattern Will vary with task

What it looks like…

How to Do ItFold a piece of lined paper in half the long way. Take notes on the left side of the page as you

would for Cornell Notes.Write relevant questions/comments/important

terms on the right side of the page.Fold the page so the note column covers the

question column and you see half of the blank side of the page.

Translate the important ideas of the notes into a visual representation so that all key points are included.

Use a scissors to cut each section with a visual to form a flap for each visual.

The Non-traditional Flip Book

Flip Books

Costas Level of Thinking Level 1 – Identify Level 2 – Analyze,

categorize, compare, organize, sequence

Level 3 – Interpret, imagine, evaluate, invent

Marzano Nonlinguistic

representation Similarities and differences Graphic Organizer

Flip BooksMultiple Intelligence

Verbal LinguisticVisual SpatialBodily KinestheticMathematical Logical

Historical Thinking PatternCategorization Bias-perspectiveCause & EffectCompare & ContrastChange across time.

What It Looks Like

Flip Books.pptx

VariationsSections

3 branches of government Steps to a war/revolution Compare components among different cultures

Geography Religion Art Political Economic Social

Historical PerspectiveLevels of ImportanceShapes

Of a countryElectronic Sources

http://www.readwritethink.org/files/resources/interactives/flipbook/

http://www.enchantedlearning.com/crafts/Facetemplate.shtml

How to Do It

Basic HintsDecide on the # of pages you want in the flip book

Divide that # by two-this is how many pieces of paper you will need

Stagger the sheetsFold sheets to make one more stagger in the middle

If you use colored paper these middle pages will be the same color…be sure there are 2!

Staple at the topIf cut the pages into columns-do not cut the cover

or back page Book tends to fall apart if you do.

Consider…

Adding a written component to organizational flip books Rank the steps to the Civil War. Justify – Describe why you chose your top three steps.

ComplexTasks

Complex Tasks

Costas Level of Thinking Level 2 – Apply,

compare/contrast, analyze, sequence, categorize, justify

Level 3 – Evaluate, judge, generalize, synthesize, interpret, speculate

Marzano Summary Graphic organizer Nonlinguistic representation Similarities and differences Generating and testing

hypotheses Cooperative learning

Complex Tasks

Multiple Intelligence Verbal Linguistic Visual Spatial Mathematical Logical Intrapersonal Interpersonal

Historical Thinking Pattern Cause & effect Compare & contrast Change across time Chronological thinking Categorization Historical perspective

How to Do It

What It Looks Like

student work\Complex Tasks.pptx

Increasing Access…the importance of scaffolding

Complex tasks need careful scaffoldingWhen teaching a thinking pattern…use information the

students are already familiar with Prior knowledge Personal experiences of students Review content previously studied

Imbed a scaffolding progressionCreate Graphic Organizers that can then be cut and

pasted onto the flip book. Make an electronic version of your graphic organizer that

can be downloaded by students and completed on their computer.

Consider grading content mastery not compliance… Deadlines

Sample Scaffolding Progression

Powerpoint and handouts are available at www.strategicteaching.wordpress.com