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Waflt deepening the impact of our classroom activities
- 1. 11/8/10 1 Deepening the Impact of Our Classroom Activities WAFLT November 5, 2010 Jackie Dove dovej@elmbrookschools.org Helena Curtain hcurtain@uwm.edu Enduring Understanding: The basis of all student activities is meaningfulness. Focus Question: How can we deepen the impact of our activities by making them more meaningful? Cognitively Engaging Culturally Connected Communicatively Purposeful Deepen Impact With Tasks That are Intrinsically Interesting Cognitively Engaging Culturally Connected Communicatively Purposeful Intrinsically Interesting
- 2. 11/8/10 2 Developing Thematic Units What does it take to make a task intrinsically interesting? Using Brain Friendly Instruction Using Story Form Structure Using Multiple Intelligences Establishing a Context Establishing a Context What does it take to make a task intrinsically interesting? Topic: Food No Context Vs. Context Games Stories How Do We Create Context Music, dance Songs, chants, Poetry Rhymes
- 3. 11/8/10 3 Social situations: role plays Drama Using Brain-friendly Instruction What does it take to make a task intrinsically interesting? Social Emotional Search for Meaning Memory Unique • make connections by identifying patterns & linking new information to existing knowledge What the Brain Needs • social connections • meaningfulness • emotional connections The Search for Meaning is Basic to the Human Brain (& Second Language Acquisition!) The Brain makes connections by identifying patterns and links new information to existing knowledge (MEMORY)
- 4. 11/8/10 4 The Brain is an Emotional Brain Celebrations Theater/role play/drama Rituals Teams interplay Music, games, activities Mascots The Brain is a Social Brain What does it take to make a task intrinsically interesting? Using Multiple Intelligences 2 + 2 Logical-Mathematical Spatial Intrapersonal Bodily-Kinesthetic Interpersonal Musical ABC Linguistic Naturalist Multiple Intelligences Using Story Form Structure What does it take to make a task intrinsically interesting? Beginning Middle EndStory Form
- 5. 11/8/10 5 Developing Thematic Units What does it take to make a task intrinsically interesting? Topic: Food What does it take to make a task intrinsically interesting? Theme: Columbian Exchange What does it take to make a task intrinsically interesting? Timeline of Columbus’ Voyages/ Routes Colors Of Food Food Groups Geography/Climate Where Is It Grown? Foods Of the New World (Circa 1492) Foods Of the Old World (Circa 1492) Common Staples Then and Now Food Pyramid: 1492, Today Cognitively Engaging Culturally Connected Communicatively Purposeful
- 6. 11/8/10 6 What does it take to make a task intrinsically interesting? Three simple examples. Where’s the Teddy Bear?Where’s the Teddy Bear? What’s in Your Sandwich Activity Finding Differences Activity Deepen Impact With Tasks That are Intrinsically Interesting Cognitively Engaging Culturally Connected Communicatively Purposeful Cognitively Engaging
- 7. 11/8/10 7 Connecting to the Regular Curriculum What does it take to make a task cognitively engaging? Using Academic Skills and Processes Part 1: Connecting to the Regular Curriculum What does it take to make a task cognitively engaging? What are we already doing ? Novice Level Activities No soy un abrigo. Connecting to the Regular Curriculum Geography Mathematics Measurement: Temperature Conversion
- 8. 11/8/10 8 Mathematics Statistics • Read, interpret, and construct graphs United States: The Revis family of NorthCarolina Food expenditure for one week: $341.98 Favorite foods: spaghetti, potatoes, sesame chicken Mexico: The Casales family of Cuernavaca Food expenditure for one week: 1,862.78 Mexican Pesos or $189.09 Favorite foods: pizza, crab, pasta, chicken Ecuador: The Ayme family of Tingo Food expenditure for one week: $31.55 Family recipe: Potato soup with cabbage Intermediate Level Activities Connected to the Regular Curriculum Community issues, current events Environmental concerns Significant historical events Nutrition, fitness, and health Effects of technology in the modern world Part 2: Using Academic Skills & Processes What does it take to make a task cognitively engaging?
- 9. 11/8/10 9 Science Reading Math Soc/Sci compare ideas classify compare contrast sort sequence collect data take notes collect data collect data interpret data organize facts analyze interpret data communicate results logically arrange information graph, construct tables make maps predicting predicting predicting predicting Academic Skills & Processes Original Terms New Terms • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Creating • Evaluating • Analyzing • Applying • Understanding • Remembering Blooms Revised Taxonomy Cognitively Engaging Academic Skills and Processes Classifying Sequencing Comparing and Contrasting Academic Skills and Processes Classifying: Graphing Classifying Process of grouping things that are alike into categories on the basis of their characteristics Category 1 Category 2 Corn Beans Apricots Tomatoes Cherries Lettuce Peas Broccoli Grapes Oranges Potatoes Beets Carrots Parsnips Onions
- 10. 11/8/10 10 Foods that grow ABOVE the ground Foods that grow BELOW the ground. What are some other ways to classify foods? Foods I like, don’t like Hot and cold Processed, unprocessed Salty, sweet Food groups Time of day eaten Sequencing hot ________________________ cold favorite _______________least favorite unhealthy ________________ healthy most protein ___________ least protein … 4000 B.C. Oranges and watermelons 3600 B.C. Popcorn 2000 B.C. Marshmallows 490 B.C. Pasta and macaroni 200 B.C. Potatoes 1395 Gingerbread and Lebkuchen 1484 Hot dogs 1544 Tomatoes in Europe 1553 Potatoes in Europe 1762 Sandwiches 1819 Spaghetti Sequencing: Foods Timeline Comparing and Contrasting Process of identifying similarities and differences between or among things or ideas
- 11. 11/8/10 11 Comparing & Contrasting Example: Venn Diagram Comparison Matrix TOPIC Item 1 Item 2 Academic Skills and Processes Deepening Typical Language Activities Deepening Where’s the Teddy Bear? Activity How to make it cognitively engaging? Where’s the Teddy Bear?
- 12. 11/8/10 12 How do we make it cognitively engaging? Deepening Sandwich Activity Deepening Finding Differences Activity How do we make it cognitively engaging? Deepen Impact With Tasks That are Intrinsically Interesting Cognitively Engaging Culturally Connected Communicatively Purposeful
- 13. 11/8/10 13 Culturally Connected Deepen Impact With Tasks That are Culturally Connected Deepen Impact With Tasks That are Whose Culture? Whose Culture? Shower Curtain French Farm Scene French Student Writings
- 15. 11/8/10 15 Authentic Children’s Literature Labeled over text Original Text Culturally-Based Teacher or Student-Written Stories Llego a Arequipa, Peru Teacher-written Story Estoy cansada.
- 16. 11/8/10 16 Voy a mi casa peruana. Student-written Narrative Voici Ma Maison Voici ma maison. Elle est immense, élégante, et vielle. Elle n’est ni petite, ni ordinaire. C’est 150 chambres. Il y a beaucoup de fleur et arbre dans le jardin. La salle à manger est très grande, et très élégante. Le chambre à coucher est très grande, et très élégante aussi. Le jardin est très grand et très beau. Voici ma maison. Elle est en Martinique. Ma maison est très petite et un peu moche. Elle a 1 pièce. Ma maison n’est pas magnifique, charmante, élégante, et grande. Elle n’a pas de salle à manger, de cuisine, ni de salle de séjour. Il y a des toilettes derrière ma maison. La maison n’a pas de jardin, ni une terrasse. Ma chambre est très petite, et moche. Ma maison a 1 chambre. Finalement, il n’y a pas d’arbres derrière la maison, mais près de ma maison il y a une océan immense! Student Writing Albrecht Dürer, 1507 Using Art Images as Visuals Franz Marc Gallery Little Blue Horse Dog in the Snow Two Cats The Tiger The Monkeys The Yellow Cow
- 17. 11/8/10 17 Gustave, Class Mascot Taking a Trip to France Mascots taking cultural trips! Gustave at Sacre Coeur Gustave buying a baguette Culturally Based Mascot Taking USA TRIP German Mascot Visits Door County Cultural Practices Ride on a Bateau Mouche
- 18. 11/8/10 18 Looking Out The Train Window Airplane Trip to …. Deepening the Impact of Typical Language Activities with CULTURE Deepening Where’s the Teddy Bear? Activity Where’s the Teddy Bear? French Floor Plan
- 19. 11/8/10 19 Paris Berlin Botero How can we add Culture? Deepening Sandwich Activity Croque Monsieur Deepening Finding Differences Activity How can we add Culture?
- 20. 11/8/10 20 Van Gogh Intermediate Level Activities Culturally Connected Historical and cultural figures, stereotypes Origins of rites of passage, social and regional customs Cultural, historic and geographic aspects of travel Geographically and culturally appropriate clothing Cultural differences in health care How do leisure activities affect societal values. Deepen Impact With Tasks That are Intrinsically Interesting Cognitively Engaging Culturally Connected Communicatively Purposeful Communicatively Purposeful Deepen Impact With Tasks That are Language Functions Socializing Exchanging information Getting things done Expressing attitudes Establishing/maintaining communication
- 21. 11/8/10 21 Linguafolio Beginning I can ask and answer questions on a variety of familiar topics, such as leisure activities, family, food, school, and weather. Developing I can ask and answer simple questions about food, shopping, travel and lodging when traveling to an area where the language is spoken. One Word Answers VS. Phrases and Complete Sentence One Student at a Time VS. Engaging ALL students Deepening the Impact of Questions Sample Progressively More Difficult MOPI Questions: Your sister is older than you? What is it like having an older sister? Do you live in a house or an apartment? Can you tell me about your favorite room? Deepening the Impact of Questions Sample MOPI Questions: Who does the cooking? How do the household chores get done in your home? When did you start playing soccer? What were some of the influences and circumstances that led to your becoming a soccer player?
- 22. 11/8/10 22 What did you do in Madrid? Tell me about something unexpected that happened while you were in Madrid. Partner Group Work Deepening Where’s the Teddy Bear? Activity How to make it communicatively purposeful. Where’s the Teddy Bear?What’s the Teddy Bear Doing?
- 23. 11/8/10 23 Jigsaw Let’s Extend this Activity! Animals Jigsaw Group Activity 1 How can we deepen the impact? 1. Animals Jigsaw Activity • Form groups of 6 with neighbors • Designate a secretary for the day to read and record. • Read discuss 2 extension ideas on the paper. • List on back how they connect to the 4 areas of focus in this workshop Animals Jigsaw Under which category/categories do these extension activities fit? Intrinsically Interesting Cognitively Engaging Culturally Connected Communicatively Purposeful Animals Jigsaw Share your group’s findings!
- 24. 11/8/10 24 Here’s your class warm-up (bell work): You write 3 verbs on board and students must conjugate each verb on paper. Whole Group Sample Activity How can we deepen the impact? Small Group Activity : How can we deepen the impact? Fix the Activity!! Fix the Activity Share your group’s findings! • Turn in your suggestions • All ideas will be posted on the wiki Helenacurtainswiki.wikispaces.com Fix the Activity!!
- 25. 11/8/10 25 Cognitively Engaging Culturally Connected Communicatively Purposeful Enduring Understanding: The basis of all student activities is meaningfulness. Focus Question: How can we deepen the impact of our activities by making them more meaningful? Deepening the Impact: Goal Setting Deepening the Impact: Set a goal for yourself to create an extension for one activity while at the conference. Deepening the Impact: Take the pledge!
- 26. 11/8/10 26 Deepening the Impact: I pledge to look at each activity through the lenses we examined today. Intrinsically Interesting Cognitively Engaging Culturally Connected Communicatively Purposeful