EXTERNAL DRIVERS Education Trends Changing Society/Workplace
Technology Global Competition Economic Trends Demographics S.
Gendron, Kentwood presentation, March 2011
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Schools are Improving School Improvement S. Gendron, Kentwood
presentation, March 2011
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Schools are Improving School Improvement Changing World S.
Gendron, Kentwood presentation, March 2011
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Rigor/Relevance For All Students
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Knowledge Taxonomy Knowledge Taxonomy 1.Awareness
2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation
S. Gendron, Kentwood presentation, March 2011
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Application Model 1. Knowledge in one discipline 2. Application
within discipline 3. Application across disciplines 4. Application
to real-world predictable situations 5. Application to real-world
unpredictable situations S. Gendron, Kentwood presentation, March
2011
ELA Skill: Write clear and concise directions or procedures.
GroupRank Overall9 Business/Industry2 Other Non-educators10 English
Language Arts Teachers25 Other Educators8 S. Gendron, Kentwood
presentation, March 2011
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ELA Skill: Give clear and concise oral directions. GroupRank
Overall7 Business/Industry3 Other Non-educators9 English Language
Arts Teachers28 Other Educators7 S. Gendron, Kentwood presentation,
March 2011
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Math Skill: Apply the Pythagorean Theorem to right triangles.
GroupRank Overall20 Business/Industry29 Other Non-educators31
Mathematics Teachers4 Other Educators24 S. Gendron, Kentwood
presentation, March 2011
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Math Skill: Understand accuracy and precision of measurement,
round off numbers according to the correct number of significant
figures, and determine percent error. GroupRank Overall12
Business/Industry3 Other Non-educators10 Mathematics Teachers30
Other Educators8 S. Gendron, Kentwood presentation, March 2011
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Social Studies Skill (Economics): Investigate how a
cost/benefit analysis can influence decisions based on profits and
losses. GroupRank Overall22 Business/Industry3 Other
Non-educators15 Social Studies Teachers57 Other Educators18 S.
Gendron, Kentwood presentation, March 2011
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Social Studies Skill (History): Analyze major global
occurrences from 1000 BCE 1914 CE (onset of World War I) and
describe the causes, consequences, or results. GroupRank Overall21
Business/Industry24 Other Non-educators21 Social Studies Teachers8
Other Educators23 S. Gendron, Kentwood presentation, March
2011
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Standards Charge
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Common Core Standards Criteria Rigorous Clear and specific
Teachable and learnable Measurable Coherent Grade by grade
standards Internationally benchmarked S. Gendron, Kentwood
presentation, March 2011
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Common Core State Standards Fewer, Clearer, Higher
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STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN
HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS JUNE
2010
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STANDARDS FOR MATHEMATICS JUNE 2010
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To develop assessments that dont simply measure whether
students can fill in a bubble on a test, but whether they possess
21 st century skills like problem-solving and critical thinking and
entrepreneurship and creativity. Goal of Next Generation
Assessments S. Gendron, Kentwood presentation, March 2011
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How We Teach Makes A Difference!
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Complete the Active Learning and the Personalization Checklists
independently Discuss with team Underline Pervasive and
Considerable Circle Initiated or Absent Arrive at consensus on
item(s) of concern
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Community Curriculum Assessment Essential KUDs (Targets)
Engagement Teaching up Teacher/Student Connections Safe Environment
Shared Partnership Pre-Assessments Formative (on- going)
Assessments to inform instruction 3-P Grading Instruction
Addressing Readiness, Interests, Learning Profiles Multiple
strategies Flexible management From C. Tomlinson, Wildly Exciting
Education 2010
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Linear Schoolhouse Smart - Sequential ANALYTICAL Thinking About
the Sternberg Intelligences Show the parts of _________ and how
they work. Explain why _______ works the way it does. Diagram how
__________ affects __________________. Identify the key parts of
_____________________. Present a step-by-step approach to
_________________. Streetsmart Contextual Focus on Use PRACTICAL
Demonstrate how someone uses ________ in their life or work. Show
how we could apply _____ to solve this real life problem ____.
Based on your own experience, explain how _____ can be used. Heres
a problem at school, ________. Using your knowledge of
______________, develop a plan to address the problem.
CREATIVEInnovator Outside the Box What If - Improver Find a new way
to show _____________. Use unusual materials to explain
________________. Use humor to show ____________________. Explain
(show) a new and better way to ____________. Make connections
between _____ and _____ to help us understand ____________. Become
a ____ and use your new perspectives to help us think about
____________.
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Story Response: Choice Board (Triarchic Intelligences) TARGET:
I can describe the theme or message that a writer or author wants
to communicate.
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Analytic Listen to or read a story and create a chart that
tells events in the story and how they contribute to the theme of
the story. Practical Think of a time you or someone you know was in
a situation similar to the main character in the story. Draw and/or
write about it and include the theme or message that was similar to
the story. Creative Imagine that the story continues after the last
page. Use Prezi or PowerPoint or act out the next scene. This scene
should relate to the theme or message of the story.
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Immigration: Choice Board (Triarchic Intelligences) TARGET: I
can explain the meaning of melting pot, mosaic, and salad bowl as
they relate to immigration in America.
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Analytic Analyze how and why the U.S. population has shifted
from a melting pot to a salad bowl or mosaic as it has assimilated
new immigrants. Show your analysis in a diagram. Practical Think of
the population of Grand Rapids and Kent County. Is it better for
Grand Rapids to assimilate new people to this area like a melting
pot or a salad bowl? Defend your position in a Podcast. Creative
Create a different pair of metaphors to characterize how immigrants
assimilated in the past and how they assimilate today. Write an
explanation for each or create a visual to depict them.
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Story Elements: Tic-Tac-Toe Board (Auditory, Visual,
Kinesthetic) Target: I can describe the elements of a story
(characters, setting, plot).
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Novel Think Tac-Toe Directions: Select and complete one
activity from each horizontal row to help you and others think
about your novel. Remember to make your work thoughtful, original,
rich with detail, and accurate. Create a pair of collages that
compares you and a character in the book. Compare and contrast
physical and personality traits. Label your collages so viewers
understand your thinking. Write a bio-poem about yourself and
another about a main character in the book so your readers see how
you and the character are alike and different. Be sure to include
the most important traits in each poem. Write a recipe or set of
directions for how you would solve a problem and another for how a
main character in the book would solve a problem. Your list should
help us know you and the character. Draw/paint and write a greeting
card that invites us into the scenery and mood of an important part
of the book. Be sure the verse helps us understand what is
important in the scene and why. Make a model or a map of a key
place in your life, and an important one in the novel. Find a way
to help viewers understand both what the places are like and why
they are important in your life and the characters. Make 2
timelines. The first should illustrate and describe a least 6-8
shifts in settings in the book. The second should explain and
illustrate how the mood changes with the change in setting. Using
books of proverbs and/on quotations, find at least 6-8 that you
feel reflect whats important about the novels theme. Find at least
6-8 that do the same for your life. Display them and explain your
choices. Interview a key character from the book to find out what
lessons he/she thinks we should learn from events in the book. Use
a Parade magazine for material. Be sure the interview is thorough.
Find several songs you think reflect an important message from the
book. Prepare a Podcast. Write an exhibit card that helps your
listener understand how you think these songs express the books
meaning. Novel Title:
____________________Author:_______________________ Activities
Selected: _______, _____, _____ Student:
______________________
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Counting Principles & Probability: Tic-Tac-Toe Board
(Auditory, Visual, Kinesthetic) Targets: I can write the steps of a
math induction proof for a given series. I can apply Pascals
Triangle to find the coefficients of a binomial expansion. I can
apply the Binomial Theorem to expand a binomial. I can find
probabilities of mutually exclusive & independent events. V.
Thomasma, Kentwood
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Poetry: Learning Menu Probability: Learning Menu Targets: Not
determined
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Experimental Design: Tiered Assignment Think Dots TARGET: I can
explain the various stages in the experimental design process.
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Basic
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Basic Cube Record Sheet. STEPS 1. 2. 3. 4. 5. 6.. WHATS THE
DIFFERENCE? Independent Variable - Dependent Variable -. MUSICAL
EGGS Question: Does listening to music cause chickens to lay more
eggs? Hypothesis:. PREDICTING EGGS Hypothesis: Listening to music
causes chickens to lay more eggs. Prediction: If And Then 5. DOUBLE
T 6. GRAPH IT
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V. Thomasma, Kentwood
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Show-And-Tell Boards All students have the same TASK, but have
a choice of SHOW AND TELL. Top row what they could show Bottom row
what they could tell Need 1 SHOW & 1 TELL
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TARGET: I can write in a technical format. TASK: Write a set of
directions for a household task or school activity.
SHOWAnimotoDiagram or Flow Chart How-to Brochure TELLUse topic
headings and paragraphs Use detailed numbered or bulleted steps
Write detailed sentences
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TARGET: I can describe events that occurred during the civil
rights movement TASK: Describe a significant event that occurred
during the civil rights movement. SHOWCharts and graphs Timeline of
incidents related to the event Illustrations, photographs,
graphics, or artifacts TELLNewspaper article Video news interview
using the Flip Camera Podcast
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Graphing: Cubes (novelty) TARGET: I can solve a problem in a
variety of ways.
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Ancient Civilizations: Cubing (Multiple Intelligences) Learning
Goals: Students will Know: The geographic, political, economic,
religious, cultural, and social structures of an ancient
civilization. Understand: Our understanding of why civilizations
dominate or decline can be expanded by studying the people and
events of ancient civilization. Do: I can create a product that
demonstrates an understanding of aspects of ancient
civilizations.
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Describe the economy Describe some of the main cultural
activities. Identify the location of the civilization and describe
the connections between the geography and development of the
civilization. Describe the social system. Describe the type of
government or leadership that was present. Describe the traditions
and beliefs. Roll the topic cube to determine the topic that will
be explored. Roll the product cube to determine how understanding
of the topic will be represented. Ancient Civilizations Topic
Cube
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Brochure Talk Show Wordle Advice Column Prezi Public Service
Announcement using Podcast Roll the topic cube to determine the
topic that will be explored. Roll the product cube to determine how
understanding of the topic will be represented. Ancient
Civilizations Product Cube
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Fahrenheit 451: RAFT TARGET: I can identify specific
characteristics of a character. I can write with the voice of a
character. I can find evidence to support my perspective and
include it in my letter. I can correctly address an envelope.
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Heather L. McKinney-Rewa, E. GR.
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Solve absolute value equations and inequalities and justify
steps in the solution: RAFT TARGET: I can Solve absolute value
equations. Explain the steps in solving absolute value equations.
Identify no solution scenarios. Identify extraneous solutions.
Solve absolute value inequalities. Explain the steps in solving
absolute value inequalities. Tell if an absolute value inequality
is always, sometimes, or never true.
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Choices involving Learning Profile
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http://www.niehs.nih.gov/kids/music.htm#index What is your
preferred Learning Profile? Write Draw Act Sing Build
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Differentiation Profiler You have just attended a stimulating
workshop on differentiated instruction and you feel motivated to
let the world know more about differentiated instruction. Your
world might be a group of students, parents, fellow teachers,
and/or the general public. You will join a group of workshop
participants who are as motivated as you are and share your
excitement about differentiate instruction to spread the news about
this teaching and learning philosophy! TARGET: I can explain key
elements of differentiated instruction.
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Differentiation Musician Your mission is to write and perform a
song (any style of music) about the experience of observing in a
classroom which is focused on developing units and using strategies
that help to differentiated instruction. You can make up a new tune
or write new lyrics that fit with an existing melody. You should
have at least one verse about each of the FOUR elements that should
be the focus of a differentiated classroom. Include a chorus about
the goal of differentiated instruction. Make it personal and
fun.
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Differentiation Writers Your task is to write an article for
USA Today telling the public how differentiated instruction helps
teacher to meet the needs of diverse learners in their classrooms.
You should minimally include the following information: How
students differ as learners. How student learning differences
affect how students learn. Evidence you have that explains that
students work harder when what they are asked to do connect to
something they are interested in doing and/or connects to their
learning profile. Identify classroom techniques/strategies that
support the achievement of students who have different readiness
levels, different interests and/or different learning
profiles.
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Differentiation Builders Your group has been commissioned to
build a model of a differentiated classroom for a local museum
featuring best practices in education. Your model must accurately
reflect the FOUR elements of differentiated instruction in a
classroom where these elements are being practiced. You must be
able to explain your model to museum officials.
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Differentiation Actors Your job is to create and perform an
episode of a children's or teenagers television program. This
episode should be all about differentiated instruction. Be sure to
include the following information: What is differentiated
instruction. What it is like being in a classroom where
differentiated instruction is practiced. How you (the student) will
benefit from being in a classroom where differentiated instruction
is practiced.
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Differentiation Artists Create a poster or series of posters
that clearly illustrates the key points of what it means to
differentiate instruction. Your poster(s) will be designed for
those who are unable to read, so it/they must communicate clearly
through pictures and graphics, and should not rely heavily on
captions. Your posters should depict the three sets of FOUR
elements of differentiated instruction. Poster paper, markers and
other materials are available; let your instructor know what else
you need.