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Explorations
Learning Environment
Learning Experiences
Student Strengths
Wow! Building must be their strength!
BridgingScaffolding Steps
1.__________________
2.__________________
3.__________________
4.__________________
5.__________________
Bridging
Initiating Activity
Target Performance
Bridging
• Using students strengths to bridge to literacy and numeracy skills
• Employing instructional strategies that tap different intelligences
Personal intelligences – Moral dilemmas Drama -- Emotional carpool and character interviews
Engaging in thinking
• Moral Dilemmas• Socratic Seminars• Futures• Hilda Taba techniques• Thinking routines
– Look, think, wonder
Understanding Pathway
Aesthetic
GraphNarrative
Experiential
Entry Points
Big IdeasFacts & Skills
Performances
Mural
Speech
Differentiation Points Within a Unit
• Entry Points or Teaching Activities• Resources: print materials, internet, art and
music, film, artifacts, interviews, observation, demonstrations, multi-media
• Exit Points or Performances of Understanding• Final Assessment
What is understanding?1. Representing ideas using more than one symbol
system.
2. Applying ideas to new situations
3. Making connections of abstract ideas across disciplines.
4. Making analogies or metaphors of abstract understandings.
Gardner’s Entry Points ENTRY POINT
DESCRIPTION
NUMERICAL/MATHEMATIC(Connects to Logical/Mathematical intelligence)
Describing the quantitative aspects or perspective of topic such as the amount of money lost during the stock market crash of 1929 to introduce a unit on the Great Depression.
EXPERIENTIAL(Connects with bodily-kinesthetic, perhaps personal and spatial intelligences as well)
Hands-on activities like performances or experiments,ie. introducing a unit on molecular bonding with a movement exercise or experiment.
Gardner’s Entry Points ENTRY POINT
DESCRIPTION
NARRATIVE(Aligned to linguistic intelligence)
Presenting a story to introduce a unit.
AESTHETIC(Associated with spatial and perhaps naturalist intelligences)
Using works of art to analyze some aspect of the topic to be studied.
Distance, rate, and time
• D= rt
• Ask questions about what you observe about the relationships between and among variables?
• See, Think, Wonder
• Experiment do explore wonderments and build understanding of relationships
DISCIPLINARY PERSPECTIVES
Creating understanding by using a multi-disciplinary representations of a concept or perspectives:
For example,How would an artist represent an understanding of the concept?
ENGINEERS• make models to explain or design how things work (architectural models, working models, prototypes, & three- dimensional models).
PERFORMING ARTISTS
communicate feelings and ideas through (skits, monologues, choreographed pieces including dance & music).
MATHEMATICIANS AND ECONOMISTS
Express ideas using mathematical representations
(formulas, tables, charts, graphs, timelines).
SOCIAL ACTIVISTS •focus on bringing about awareness of social problems and creating change through action-oriented events (public services, letter writing campaigns, legislation, speeches, demonstrations, media events, and effective use of the arts).
HISTORIANS•recreate the past through documenting and analyzing primary sources and communicate their findings using appropriate related products. ( story telling, photo essays, artifacts, video documentaries, interviews, timelines, historical essays).
http:/mesakids.ed.voicethread.com/?#q.b894105.i4764926
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http://animoto.com/play/n33GGqJBS0waB6S2hxbYJw?utm_content=challenger
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www.glogster.com
http://www.glogster.com/mirzie/to-kill-a-mockingbird/g-6km0h8jhnr9dptu773mlta0