Elem 3275 Balanced Stanley


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  • Elem 3275 Balanced Stanley

    1. 1. ELEM 3275 Dr. Brian Housand East Carolina University Balanced Stanley Flat Stanley Online Resources A Balanced Curriculum Your Assignment
    2. 2. Here is the book that started all of the fuss. First published in 1964. It is the story of a young boy who is “flattened” by a bulletin board, but it otherwise unharmed. Being “flat” allows him to be able to do new things. Such as being able to be sent places in the mail. In 1995, Dale Hubert, a third grade teacher in Ontario, had the idea to create a Flat Stanley to teach letter writing to his students. Since that time, thousands and thousands of Stanleys have been sent around the world.
    3. 3. http://www.flatstanley.com/ Wikipedia on Flat Stanley Flat Stanley Goes High Tech Flat Stanley Goes “Virtually” to the Moon Edutopia on Flat Stanley Flat Stanley Online
    4. 4. <ul><li>By now, you have spent a great deal of time exploring the NCSCOS, and perhaps you have begun to wonder how a teacher manages to squeeze in all of the curriculum requirements in the 180 days of the school year. </li></ul>
    5. 6. What Is A Balanced Curriculum?
    6. 7. What is a Balanced Curriculum? <ul><li>Includes Entire Standard Course of Study (SCS) </li></ul><ul><li>Educates the Whole Child ( BEP ) </li></ul><ul><li>Includes a Challenging and Common Curriculum (CCSSO) </li></ul><ul><li>Is Based on Best Knowledge of How Children Develop and Learn (NASBE) </li></ul>
    7. 8. What is a Balanced Curriculum? <ul><li>Prepares Students for Success in School and in Life (NCLB/NCDPI) </li></ul><ul><li>Is Inclusive of All Subjects versus Only Those Subjects Tested (NCLRC) </li></ul><ul><li>Promotes Brain Growth and Development through an Enriched Environment (Diamond & Hopson) </li></ul>
    8. 9. What is a Balanced Curriculum? <ul><li>Creates Active Participants Rather Than Passive Observers (Diamond & Hopson) </li></ul><ul><li>Allows Students to Use the Whole Brain (Zull) </li></ul>
    9. 10. Gathering Information Creating New Ideas Analyzing or Making Meaning Acting On Those Ideas
    10. 11. What a Balanced Curriculum is NOT : <ul><li>An Individual Effort </li></ul><ul><li>Planning and Teaching in Isolation </li></ul><ul><li>Teaching to the Test </li></ul><ul><li>Teaching ONLY English Language Arts and Mathematics </li></ul><ul><li>“ One Size Fits All” </li></ul>
    11. 12. What a Balanced Curriculum is NOT: <ul><li>Teaching without Assessing Student Needs </li></ul><ul><li>Teaching 15- Minute Classes to Hundreds of Students </li></ul><ul><li>Teaching the Text </li></ul><ul><li>Teaching the Teacher’s Favorite or Most Comfortable Topic(s) </li></ul>
    12. 13. What a Balanced Curriculum is NOT: <ul><li>Teaching Some Disciplines Sporadically (seasons or holidays) </li></ul><ul><li>“ Fake” Integration </li></ul><ul><li>A Program </li></ul><ul><li>Only for Some Children </li></ul>
    13. 14. Why Teach a Balanced Curriculum? <ul><li>Standard Course of Study (As Required by NCGA/SBE) </li></ul><ul><li>Fundamentally Complete Program of Education (BEP) </li></ul><ul><li>Workforce Readiness </li></ul><ul><li>Superior and Competitive Education – Beyond “Sound and Basic” (Governor’s Education First Task Force) </li></ul>
    14. 15. Why Teach a Balanced Curriculum? <ul><li>Life Skills (CCSSO) </li></ul><ul><li>Connections (Jensen) </li></ul><ul><li>Multiple Intelligences (Gardner) </li></ul><ul><li>Meets the Needs of All Children </li></ul>
    15. 16. From the standpoint of the child, the great waste in the school comes from his inability to utilize the experiences he gets outside the school in any complete and free way within the school itself; while on the other hand, he is unable to apply in daily life what he is learning in school. That is the isolation of the school - its isolation from life. John Dewey, 1899
    16. 17. For the first time in history, our jobs as educators is to prepare our students for a future that we can not clearly describe.
    17. 18. The illiterate of the 21st Century will not be those who cannot read or write, but those who cannot LEARN , UNLEARN AND RELEARN . (Toffler, 1970)
    18. 19. Is it CUTE, Or Does It COUNT?
    19. 20. <ul><li>Due June 16, 2009 </li></ul>Your Assignment
    20. 21. Balanced Stanley <ul><li>Use Flat Stanley as a theme to create a Balanced Curriculum for a grade level that you choose. </li></ul><ul><li>You will need to “create” 8 activities that incorporate Flat Stanley in some way. Be sure that Stanley is an integral part of your activity. </li></ul><ul><li>These 8 activities should cover at least 5 content areas. </li></ul><ul><li>You must address at least 10 objectives from the NCSCOS. </li></ul>
    21. 22. Balanced Stanley <ul><li>Part of the “fun” of this activity is creating your own Flat Stanley. </li></ul><ul><li>You can create a Stanley, some other character, or a “flat” version of yourself. The point is to be creative. </li></ul><ul><li>You will need to include at least 3 photos of your “flat” creation in action. You don’t have to mail it. You could show your Flat Stanley in action around the house. </li></ul>
    22. 23. Balanced Stanley <ul><li>You should create a Power Point for your activities. </li></ul><ul><li>Be sure to make it visually appealing and show some creativity in your presentation. </li></ul><ul><li>Check your spelling and grammar! </li></ul><ul><li>Save file in this format: </li></ul><ul><ul><li>Your Name – Flat Stanley.ppt </li></ul></ul>
    23. 24. <ul><li>I have included some examples from students last semester. Be sure to read my comments in the notes section. </li></ul>Some Examples
    24. 25. <ul><li>Due to lack of healthy eating and regular exercise, Flat Stanley’s Grandmother experienced a heart attack. Flat Stanley now realizes the importance of exercise, and he wants to start an exercise program! For breakfast, he ate doughnuts and drank Coca-Cola. Instead of warming up or cooling down, Stanley just jumped right into running three miles. The rest of the day he felt very sick. Why? What did he do wrong? </li></ul><ul><li>Students will identify healthy foods and </li></ul><ul><li>how to properly warm-up and cool- </li></ul><ul><li>down. In groups of two or three, students </li></ul><ul><li>will make scenarios of a proper work-out </li></ul><ul><li>and what is found in a good diet. Students </li></ul><ul><li>will also bring in a nutrition label from one </li></ul><ul><li>of their favorite snack foods, and will discuss </li></ul><ul><li>why it is good and/or bad for them to </li></ul><ul><li>consume. </li></ul>Stanley sliding at the park! (Click to play video) or watch it here on YouTube!
    25. 26. Activity 1 Locating Iceland <ul><li>Social Studies </li></ul><ul><li>Objective 5.05: Interpret maps, charts, and pictures of locations </li></ul><ul><li>English Language Arts </li></ul><ul><li>Objective 2.08: Interpret information from diagrams, charts, and maps </li></ul><ul><li>-Students will mail Flat Stanley to Iceland! They will locate Iceland and its capital city of Reykjavik. </li></ul><ul><li>-Students will be asked to notice the map key and be able to identify various landscapes and points of interest on the map. </li></ul>
    26. 27. Using sunscreen so he want get sunburn in the Keys…..
    27. 28. Activity 3: Flat Stanley collects data in communities around the globe <ul><li>Flat Stanley loves learning about the diversity in communities all over the world. His favorite hobby is to collect data in various communities and organize it on the computer in a spreadsheet. Let’s learn how he does that! </li></ul><ul><li>In this activity the teacher will take a guided census of the students in the classroom (acting as the community). On the board they would make various categories such as: How many people in your family? How many pets? What area code do you live in? What year were you born? Have the students come up to the board and write in their answers in the correct column. Discuss with the students how this information is important in their economy. </li></ul>
    29. 30. On the airplane… <ul><li>While on the airplane to California, Stanley was looking out the window and saw a zoo of birds. He started to count them and got up to 99!! </li></ul><ul><li>Math Objective 1.01 Develop number sense for whole numbers through 99. </li></ul><ul><li>Make sure the students know their numbers up to 99. Be sure to students know how the number looks and how to write it. </li></ul>
    30. 31. SCIENCE OBJECTIVE 4.05- OBSERVE AND DESCRIBE HOW MUSCLES CAUSE THE BODY TO MOVE. <ul><li>ACTIVITY 5- </li></ul><ul><li>Miss Saver did a lot of hopping in New York (because she doesn’t have legs). When you hop, walk or run, what bones do you use? How do the muscles help the bones? Create a story board by coloring in the bones and muscles you use when you walk, run or hop. </li></ul>
    31. 32. <ul><li>THE END! </li></ul>BEST FRIENDS