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