This slide should be shown as participants enter the room.
Introduce the concept of KUD.
Continue with the concept of KUD.
Continue with concept of KUD.
Introduce the HOOK activity. Poster paper should be in place at the front of the room. Allow 5 minutes for brainstorming session.
Have a whole group discussion regarding the group responses. Make connections between prior knowledge that students will need to know to complete a cubing/think dots activity.
Trainer should place table vocabulary cards on each subject area table group. Trainer will introduce the vocabulary and how it relates to Bloom’s and Cubing/Think Dots activities. After the whole group discussion of cubing statements slide #7, participants will be given Bloom’s Taxonomy (Handout B) to use with the Active Learning activity.
Trainer will lead a discussion on the various reasons of why Cubing/Think Dots is an effective strategy for differentiated instruction.
Trainer will lead a discussion on when Cubing/Think Dots could be used in the classroom.
Trainer will discuss the directions for cubing using slide 10 as a guide. Participants will have a paper copy to refer to throughout the discussion.
Trainer will discuss the example and make reference to the use of levels of questioning.
Continue with example.
Continue with example.
Trainer will now discuss the reading example.
Continue with example.
Continue with example.
Presenter will explain the directions for Think Dots. Participants will have a paper copy at their tables to refer to throughout the discussion. A created example of the product would be helpful to show as the presenter discusses the directions.
Presenter will discuss the example of a Think Dots template completed for a Math level 1.
Continue with example.
Continue with example.
Presenter will discuss some different uses for Cubing/Think Dots and how these activities can be changed to fit a teacher’s needs.
Presenter will continue with some other ideas and suggestions.
Participants will use the direction handouts (Handouts C & D) for Cubing/Think Dots, the template handouts ( Handout F & G). Participants will begin using the supplies in their resource baskets to create their own Cube or Think Dot activities. Presenter will move throughout the room to assist and answer questions.
Trainer will discuss the reasoning behind the use of assessment.
Participants will use the Cubing/Think Dots Rubric to assess the Cube or Think Dots example that they created. Trainer might use the option of a peer evaluation if time permits.
Trainer will discuss the importance of reflection and instruct the participants to answer the reflective questions on slide 26 on index cards. Presenter will collect index cards to use for feedback.
Presenter will discuss the importance of a action plan in implementation of the Cubing/Think Dots strategy.
Participants will complete their individual action plan to use as a continuation of their implementation of the Cubing/Think Dots strategy.
CUBING/THINK DOTS Strategies That Support Differentiated Processing
KNOW• Participant will use key principles of effective differentiation as related to cubing and ThinkDots.
UNDERSTAND• The practical applications and skills of cubing and ThinkDots as related strategies that support differentiated processing.
DO• Effectively create and implement cubing and ThinkDots activities.
LET’S TRY IT• With your table group, brainstorm the different uses for a cube.• A recorder will write the top three responses on the poster paper at the front of the room.• You’ll have 5 minutes to complete this task.
DEBRIEF• How did your group identify the uses for the cube?• Did experiences from your past and present help you identify the many uses of the cube?
CUBING STATEMENTS• Describe it: Look at the subject closely (perhaps with your physical senses as well as your mind).• Compare it: What is it similar to? What is it different from?• Associate it; What does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject.• Analyze it: Tell how it is made. What are it is traits and attributes?• Apply it: Tell what you can do with it. How can it be used?• Argue for or against: Take a stand. Use any kind of reasoning you want-logical, silly, anywhere in between.
WHY WOULD YOU USE CUBING/THINK DOTS?• To engage your students in idea and information processing activities.• To match your students learning profiles and current needs.• To engage your students forward on many learning continuums.• To identify the students readiness levels, interests, learning styles.• To use an on-going assessment process.
WHEN WOULD YOU USE CUBING/THINK DOTS?• After a unit has been presented and students are familiar with the elements of the unit and conceptual skills, Cubing/ThinkDots is an activity to help students to Think about and make sense of the unit and concepts they are studying. The teacher first defines readiness levels, interests and learning styles in the class, using on-going assessment. Decide what you want your students to know, do, and understand.
DIRECTIONS FOR CUBING• First Step: (use on of the cubes) – Write 6 questions that ask for information on the selected unit. – Use your 6 levels of Bloom intelligence levels or any of the cubing statements to design questions. – Make questions that use these levels that probe the specifics of your unit. – Keep one question opinion based---no right or wrong.• Second Step: (use other cubes) – Use the first cube as you average cube, create 2 more using one as a lower level and one as a higher level. – Remember all cubes need to cover the same type of questions, just geared to the level and one as a higher level. – Label your cubes so you know which level of readiness you are addressing.• Third Step: – Always remember to have an easy problem on each cube and a hard one regardless the levels. – Color code the cubes for easy identification, also if students change cubes for questions, for learning style groups. – Decide on the rules. Will the students be asked to do all 6 sides? Roll and do any 4 sides? Do any two questions on each of the cubes?• Places to get questions – Old quizzes, worksheets, textbook-study problems, student generated, etc.
DIRECTIONS FOR THINK DOTS• First Steps: -For each readiness level, write six activities on the pre-printed ThinkDots template should be created. - Use your 6 levels of Bloom intelligence levels or any of the ThinkDots statements to write a activity for each card. - Make the questions that use these levels that probe the specifics of your unit. - Keep one question opinion based—no right or wrong.• Second Steps: - Then cut each page into the six sections. - On the back of each card, dots corresponding to the dots on the faces of a die should be drawn on each of the six sections of the page. - Use the hole punch to make holes in one corner or in the top of each activity card. - Use a 1” metal ring to hold each set of six cards together. - Teacher may create an Activity Sheet to correspond to the lesson for easy recording and management.
a, b, c and d each represent a Explain the mathematical reasoning Explain in words what the equation different value. involved in solving 2x + 4 = 10 means. If a = 2, find b, c, and d. card 1. Solve the problem. a+b=c a-c=d a+b=5Create an interesting word problem Diagram how to solve Explain what changing the “ 3 “ inthat is modeled by 8x – 2 = 7x. 2x = 8. 3x = 9 to a “2” does to the value of x. Why is this true? Think Dots Title: Algebra level 1
a, b, c and d each represent a Explain the mathematical Explain how a variable is used to different value. reasoning involved in solving solve word problem. If a = 1, find b, c, and d. card 1. a+b=c b-b=d c + a = -aCreate an interesting word problem Diagram how to solve Explain whythat is modeled by 3x + 1 = 10. x=4 in 2x = 8,2x + 4 = 4x - 10. but x=16 in ½ x = 8.Solve the problem. Why does this make sense? Think Dots Title: Algebra level 2
a, b, c and d each represent a Explain the mathematical reasoning Explain how a variable in different value. involved in solving mathematics. Give examples. If a = 4, find b, c, and d. card 1. a+c=b b-a=c cd = -d d+d=aCreate an interesting word problem Diagram how to solve Given ax = 15, explain how x isthat is modeled by . 3x + 4 = x + 12. changes if a is large or a is small in value.Solve the problem. Think Dots Title: Algebra level 3
STUDENTS USE CUBES/THINK DOTs• Cubing• Students begin cubing by sitting with other students using cubes of the same color.• Students take turns rolling their cube.• If the first roll is an activity that the student does not want to do a second roll is allowed.• Teachers can create an Activity Sheet to correspond to the lesson for easy recording and management.• Think Dots• Students begin Think Dots by sitting with other student using activity cards of the same color.• Students roll the die and complete the activity on the card that corresponds to the dots thrown on the die.• If the first roll is an activity that the student does not want to do a second roll is allowed.• Teachers can create an Activity Sheet to correspond to the lesson for easy recording and management.
CUBING/THINK DOTS• Suggestions• Use colored paper to indicate different readiness levels, interests or learning styles.• Have students work in small groups.• Let students choose which activities- for example: choose any three or have students choose just one to work on over a number of days.• After students have worked on activities individually, have them come together in groups by levels, interest or learning style to synthesize.
LET’S TRY IT• Choose your unit from your conceptual skill that you would like to apply to your choice.• Choose Cubing or Think Dots…which one grabs you? Follow the instructions on the handout.
Let’s Assess• Assessing provides direction for the teacher to adjust to needs in order to ensure growth and success.• Assessing using a rubric is a key to understanding and attending to student interest and learning profile needs.
Cubing/Think Dots Rubric 2 13-Evidence of alignment with Bloom’s -Some evidence of alignment -No evidence of alignmentTaxonomy-Evidence that activities are designed -Some evidence of design for -No evidence of readiness, interest, orfor readiness, interest, or learning readiness, interest, or learning styles learning stylesstyles-Evidence of what students are to -Some evidence of what students are -No evidence of what students are toKnow, Understand, and Do to Know, Understand, and Do Know, Understand, and Do
Reflection• Explain your understanding of the skills involved in creating cubing/ThinkDots activities.• How did the activities lead you into a deeper need for exploration of the cubing/think dots?
Next StepsWhat is your next step in terms of Cubing/ThinkDots?
Cubing/Think DotsAction Plan WorksheetAfter attending training such as this, you are more likely to implement the ideas you have learned if youmake specific plans for follow-up.Prepare an action plan to implement Cubing/Think Dots.Goal:Implement Cubing/Think Dots as a strategy to support differentiationWhat do you need Who’s Completion Time Comment to do? Responsible