Group work requires listening attentively, recognizing differences in learning styles, and finding ways to compromise. Listening is key for understanding each other. Learning styles include verbal, visual, kinesthetic, and others. Partners may have different styles like one prefers talking while the other likes doing. They need to identify styles, show understanding, try each other's style, compromise on tasks, or find separate supporting ways to complete tasks together. Role playing can help recognize differences and possible solutions.
Ignatian pedagogical paradigm lesson plan on special products and factoringPBSP
ย
This material (IPP Lesson Plans) is basically a collection of materials from different sources, organized in a manner that would best suit the context of my learners. I thank the many sources for making it easier for me to come up with a material like this.
This document provides lesson plans for teaching students to multiply decimals. It includes learning objectives, content, experiences, evaluation, and assignment. The key points are:
1) The lesson teaches multiplying decimals up to hundredths place using methods like mental math games and practice exercises.
2) Students are motivated by word problems and puzzles. Sample problems are worked through step-by-step.
3) Students learn to multiply decimals by 10, 100, 1000 and apply properties of multiplication mentally.
4) Assessment includes multiplying decimals in tables and solving multi-step word problems. Assignment provides additional practice.
This document outlines homework investigations for Year 7 students over the course of the 2011-2012 school year. It provides details such as the title of each investigation, the minimum hours students should spend on it, and the due date. The document also gives guidance on how investigations should be completed, such as including a poster or report, and having a target for improvement. General stages of tackling investigations are outlined, from getting started to extending the work. Record sheets are provided for students to log their investigations and targets.
1. The document provides learning materials for a mathematics lesson on evaluating expressions with two different operations involving exponents and parentheses.
2. Sample word problems and numerical expressions are given to help students practice evaluating expressions with operations like addition, subtraction, multiplication and division within parentheses and with exponents.
3. Students are asked to evaluate expressions, write their own problems, and identify key concepts like the meaning of exponents and bases in mathematical expressions.
The document provides a lesson plan for teaching grade 2 students about adding similar fractions. The 120-180 minute lesson uses visual examples and activities to help students understand the key characteristics of similar fractions, how to identify them, add them numerically and solve word problems involving similar fractions. The lesson includes a review, discussion, practice problems, word problems, and a quiz to evaluate learning.
This document outlines an investigation homework assignment for year 7 students. It provides details on the structure and expectations of investigation homework throughout the school year. Students are expected to complete a minimum of 4 hours of work for each investigation, set in week A and due in week B. They must complete a poster or report for each investigation and have a target for improvement. The document provides an outline of investigation titles and due dates for the entire school year. It also includes guidance on how to approach investigations through various stages and problem solving strategies.
This document provides over 50 classroom activities for gifted and talented students, ranging from challenge walls and video clips to verbal games and differentiation strategies. It emphasizes engaging students in higher-level thinking through activities like questioning, debates, and analyzing complex topics. Many activities can be adapted for students of varying abilities. The goal is to provide intellectual stimulation and appropriate challenges for gifted learners.
Ignatian pedagogical paradigm lesson plan on special products and factoringPBSP
ย
This material (IPP Lesson Plans) is basically a collection of materials from different sources, organized in a manner that would best suit the context of my learners. I thank the many sources for making it easier for me to come up with a material like this.
This document provides lesson plans for teaching students to multiply decimals. It includes learning objectives, content, experiences, evaluation, and assignment. The key points are:
1) The lesson teaches multiplying decimals up to hundredths place using methods like mental math games and practice exercises.
2) Students are motivated by word problems and puzzles. Sample problems are worked through step-by-step.
3) Students learn to multiply decimals by 10, 100, 1000 and apply properties of multiplication mentally.
4) Assessment includes multiplying decimals in tables and solving multi-step word problems. Assignment provides additional practice.
This document outlines homework investigations for Year 7 students over the course of the 2011-2012 school year. It provides details such as the title of each investigation, the minimum hours students should spend on it, and the due date. The document also gives guidance on how investigations should be completed, such as including a poster or report, and having a target for improvement. General stages of tackling investigations are outlined, from getting started to extending the work. Record sheets are provided for students to log their investigations and targets.
1. The document provides learning materials for a mathematics lesson on evaluating expressions with two different operations involving exponents and parentheses.
2. Sample word problems and numerical expressions are given to help students practice evaluating expressions with operations like addition, subtraction, multiplication and division within parentheses and with exponents.
3. Students are asked to evaluate expressions, write their own problems, and identify key concepts like the meaning of exponents and bases in mathematical expressions.
The document provides a lesson plan for teaching grade 2 students about adding similar fractions. The 120-180 minute lesson uses visual examples and activities to help students understand the key characteristics of similar fractions, how to identify them, add them numerically and solve word problems involving similar fractions. The lesson includes a review, discussion, practice problems, word problems, and a quiz to evaluate learning.
This document outlines an investigation homework assignment for year 7 students. It provides details on the structure and expectations of investigation homework throughout the school year. Students are expected to complete a minimum of 4 hours of work for each investigation, set in week A and due in week B. They must complete a poster or report for each investigation and have a target for improvement. The document provides an outline of investigation titles and due dates for the entire school year. It also includes guidance on how to approach investigations through various stages and problem solving strategies.
This document provides over 50 classroom activities for gifted and talented students, ranging from challenge walls and video clips to verbal games and differentiation strategies. It emphasizes engaging students in higher-level thinking through activities like questioning, debates, and analyzing complex topics. Many activities can be adapted for students of varying abilities. The goal is to provide intellectual stimulation and appropriate challenges for gifted learners.
The document provides a detailed lesson plan for a 2nd grade mathematics class. The objectives are to teach dividing two-digit numbers by a one-digit number without remainder through examples and practice problems. The lesson includes reviewing concepts, working through word problems as a class, demonstrating the steps to solve problems, and having students complete group activities and a game to practice their skills. The goal is for students to understand and be able to apply the process of dividing multi-digit numbers.
Differentiated instructional strategies can engage students with varying abilities and interests. Teachers should understand key principles of differentiation including readiness, interest, and learning profiles. Effective differentiation requires assessing students, providing multiple content and process options, and allowing students to show mastery in different ways. Teachers can use strategies like learning menus, interviews, and projects to differentiate based on student needs.
The document analyzes an assessment given to a 3rd grade math class on Common Core State Standards 3.NBT.A.1 and 3.NBT.A.2. Graphs show student performance on the standards, and notes are provided on individual students. The analysis identifies common misconceptions, what students typically know at this level, and factors that could be barriers to learning. Deeper analyses are given for three students, Tate, Fabiola, and James, noting their performance, potential misconceptions or barriers, and next steps the teacher could take to support their learning.
This document provides a list of 46 classroom activities for gifted and talented pupils, along with brief descriptions of some of the activities. The activities are aimed at challenging gifted students and can also be adapted for lower ability students. The document encourages differentiating instruction for students of varying abilities. It also notes that while the activities target gifted learners, they can still be effective for lower ability students with slight modifications.
This lesson plan introduces first grade students to math mountains as a way to find unknown partners in addition equations. The lesson will have students:
1. Learn that math mountains show the total and two partners, and that switching partners does not change the total.
2. Practice finding missing totals and partners in math mountains by counting on with circles or fingers.
3. Play a game called "Addition Detective" in groups to further practice these skills.
4. Take the game home to teach their families and continue practicing unknown partners.
The document is a daily lesson log for a 5th grade math class that covers factors, multiples, divisibility rules, and order of operations over five days. It includes the content and performance standards as well as learning competencies and objectives for the week. Each day's lesson plans involve reviewing concepts through drills and examples, practicing skills through group and individual activities, and applying the concepts to word problems. The lessons aim to help students develop mastery of these mathematical concepts.
The document discusses various math manipulatives and activities that can be used in the classroom including color tiles, geoboards, toothpicks, playing cards, dice, and base-ten blocks. It provides examples of opening activities, explanations of why manipulatives are important, and cheap alternative manipulatives. The document also includes transcripts from video recordings of classroom lessons using these manipulatives and discussions of the mathematical concepts being taught.
This lesson on tiered instruction provides students with activities at different levels based on their readiness.
Tier 1 students are given a labeled Venn diagram and sort numbers into the appropriate circles. Tier 2 students are given an unlabeled Venn diagram and must decide the labels. Tier 3 students are given number cards and a number line to place the numbers on. The lesson tiers the product or outcome expected from students based on their skill level in math.
This document summarizes a daily lesson plan for a Grade 8 mathematics class on probability. The lesson plan covers key concepts of probability including calculating the probability of simple events and appreciating its importance in daily life. Example probability problems are provided to help students understand concepts like determining possible outcomes and calculating probabilities. A quiz is used to evaluate student learning, and additional activities are suggested for students requiring remediation.
Padre,mary aicytel n. beed-3 a dlp (mathematics 1&2 addtion)JENNYLYNPADRE
ย
The document outlines a detailed lesson plan for a Grade 1 mathematics class on addition. The lesson plan includes:
- Learning objectives for students to understand addition, addends, and sums
- Materials needed including visual aids and flashcards
- A step-by-step procedure for the teacher that includes reviewing previous lessons, motivating students with a song, presenting and discussing addition, and having students work in groups on addition problems
- An evaluation section with an addition quiz and assignment for students to draw objects representing addition
This lesson plan template outlines a lesson to review different types of division problems through the use of stations. The lesson will have 5 stations for students to rotate through, each focusing on a different way to practice division including long division cards, word problems, pick and solve boards, a remainder game, and fact family tasks. Students will solve problems at each station and record their work and answers on a record sheet to turn in at the end. The lesson aims to prepare students for an upcoming division test through supervised independent practice at the stations.
1. The document is a series of slides from Dr. Yeap Ban Har about teaching mathematics concepts like fractions, word problems, and patterns.
2. It provides examples of lessons, activities, and strategies to help students who struggle with math representation and word problems.
3. The lessons demonstrate concrete, pictorial, and abstract approaches to teach fractions as well as differentiation techniques.
This document provides directions for taking the SAT reasoning test. It instructs test takers to print their name and other identifying information. It outlines the timing and structure of the test, which consists of 10 separately timed sections over 3 hours and 45 minutes. Test takers are instructed to only work on one section at a time. The document provides directions on marking answers, permissible materials, and scoring. It notes the test will be scored on a scale of 1 to 6 by two readers and instructs test takers to begin only when instructed by the supervisor.
Stereotype Threatsโ Influence on Elementary Pre-service Teachers\' Attitude T...lilsnickr
ย
I, along with Dr. Vincent of WSU, researched the stereotype threats pre-service math teachers encountered throughout their education. Through qualitative research we analyzed the testimonials of the students and identified factors that contributed to their attitudes toward mathematics.
Presentation math workshop#may 25th newUmber Tariq
ย
It was prepared for the staff of our school , in order to guide that how to make, teaching and leaning for Maths, interesting and fun .
To reduce boredom for kids and to relate the concepts with the nature and universe.
7 Inspiring Classroom Activities Using Realistic MathematicsRatih Apsari
ย
This document summarizes 7 classroom activities using realistic mathematics contexts:
1) Estimation problems set in a supermarket context
2) Using traditional Indonesian games like gundu to teach length measurement
3) Using butterfly wings to develop number sense in early learners
4) Structured candy to teach counting and recognizing number patterns
5) A school building context and 3D models to develop spatial skills
6) An empty number line to teach addition and subtraction
7) 'Lapis' cake problems to teach fractions using strategies like folding paper or rubber bands.
This lesson plan aims to teach 7th grade math students about the properties of similar figures using scale factors and ratios. Students will complete a warm-up activity and review key concepts from prior lessons. Then they will work through examples on a worksheet applying their understanding of similar figures. To assess learning, students will explain their worksheet answers to the class. The lesson concludes with a summary of how ratios and scale factors are used to determine proportional relationships and similar figures.
This document contains a daily lesson log for a 4th grade math class. It outlines the objectives, content, learning resources, procedures, and evaluation for lessons on numbers and number sense from 10,001 to 100,000. Key concepts covered include visualizing large numbers with place value models, determining the place value and value of digits, and reading and writing numbers in symbols and words. Activities include drills, group work, and word problems to reinforce understanding of large numbers.
This document provides an agenda and instructions for Session 2 of a teacher training program called DMI. It includes prompts for reflection, goals to focus on content and building community, and activities for teachers to analyze student work and thinking. Table groups will read case studies, model students' mathematical thinking, and discuss strategies seen in a video clip. The session aims to help teachers understand how risk-taking can improve learning and recognize the role of confusion and discomfort in the learning process.
Cooperative learning and some kagan structuresHushamAlezzi1
ย
This document discusses cooperative learning and Kagan structures. It begins by outlining the objectives of introducing Kagan structures to broaden teaching methods and improve student engagement. It then defines cooperative learning as students working in small teams to complete tasks and help each other learn. The document contrasts traditional and group work strategies with Kagan's approach, which ensures equal participation. It provides descriptions and examples of 16 specific Kagan structures to actively engage all students, such as Numbers Heads Together, Round Robin, and Jigsaw. The goal is to improve academic achievement, social skills, and thinking through cooperative learning.
This lesson plan is for a Year 7 class on The Hunger Games. The objectives are for students to describe the reaping scene in detail and recall events from Chapter One. Activities include recapping the previous lesson, reading chapters aloud, watching a video of the reaping, discussing descriptive techniques in pairs, mindmapping words for different techniques in groups, and sharing ideas through a carousel activity. Formative assessment includes recapping and a think-pair-share. Students' homework is to write a diary entry imagining witnessing the reaping from District 12.
The document provides a detailed lesson plan for a 2nd grade mathematics class. The objectives are to teach dividing two-digit numbers by a one-digit number without remainder through examples and practice problems. The lesson includes reviewing concepts, working through word problems as a class, demonstrating the steps to solve problems, and having students complete group activities and a game to practice their skills. The goal is for students to understand and be able to apply the process of dividing multi-digit numbers.
Differentiated instructional strategies can engage students with varying abilities and interests. Teachers should understand key principles of differentiation including readiness, interest, and learning profiles. Effective differentiation requires assessing students, providing multiple content and process options, and allowing students to show mastery in different ways. Teachers can use strategies like learning menus, interviews, and projects to differentiate based on student needs.
The document analyzes an assessment given to a 3rd grade math class on Common Core State Standards 3.NBT.A.1 and 3.NBT.A.2. Graphs show student performance on the standards, and notes are provided on individual students. The analysis identifies common misconceptions, what students typically know at this level, and factors that could be barriers to learning. Deeper analyses are given for three students, Tate, Fabiola, and James, noting their performance, potential misconceptions or barriers, and next steps the teacher could take to support their learning.
This document provides a list of 46 classroom activities for gifted and talented pupils, along with brief descriptions of some of the activities. The activities are aimed at challenging gifted students and can also be adapted for lower ability students. The document encourages differentiating instruction for students of varying abilities. It also notes that while the activities target gifted learners, they can still be effective for lower ability students with slight modifications.
This lesson plan introduces first grade students to math mountains as a way to find unknown partners in addition equations. The lesson will have students:
1. Learn that math mountains show the total and two partners, and that switching partners does not change the total.
2. Practice finding missing totals and partners in math mountains by counting on with circles or fingers.
3. Play a game called "Addition Detective" in groups to further practice these skills.
4. Take the game home to teach their families and continue practicing unknown partners.
The document is a daily lesson log for a 5th grade math class that covers factors, multiples, divisibility rules, and order of operations over five days. It includes the content and performance standards as well as learning competencies and objectives for the week. Each day's lesson plans involve reviewing concepts through drills and examples, practicing skills through group and individual activities, and applying the concepts to word problems. The lessons aim to help students develop mastery of these mathematical concepts.
The document discusses various math manipulatives and activities that can be used in the classroom including color tiles, geoboards, toothpicks, playing cards, dice, and base-ten blocks. It provides examples of opening activities, explanations of why manipulatives are important, and cheap alternative manipulatives. The document also includes transcripts from video recordings of classroom lessons using these manipulatives and discussions of the mathematical concepts being taught.
This lesson on tiered instruction provides students with activities at different levels based on their readiness.
Tier 1 students are given a labeled Venn diagram and sort numbers into the appropriate circles. Tier 2 students are given an unlabeled Venn diagram and must decide the labels. Tier 3 students are given number cards and a number line to place the numbers on. The lesson tiers the product or outcome expected from students based on their skill level in math.
This document summarizes a daily lesson plan for a Grade 8 mathematics class on probability. The lesson plan covers key concepts of probability including calculating the probability of simple events and appreciating its importance in daily life. Example probability problems are provided to help students understand concepts like determining possible outcomes and calculating probabilities. A quiz is used to evaluate student learning, and additional activities are suggested for students requiring remediation.
Padre,mary aicytel n. beed-3 a dlp (mathematics 1&2 addtion)JENNYLYNPADRE
ย
The document outlines a detailed lesson plan for a Grade 1 mathematics class on addition. The lesson plan includes:
- Learning objectives for students to understand addition, addends, and sums
- Materials needed including visual aids and flashcards
- A step-by-step procedure for the teacher that includes reviewing previous lessons, motivating students with a song, presenting and discussing addition, and having students work in groups on addition problems
- An evaluation section with an addition quiz and assignment for students to draw objects representing addition
This lesson plan template outlines a lesson to review different types of division problems through the use of stations. The lesson will have 5 stations for students to rotate through, each focusing on a different way to practice division including long division cards, word problems, pick and solve boards, a remainder game, and fact family tasks. Students will solve problems at each station and record their work and answers on a record sheet to turn in at the end. The lesson aims to prepare students for an upcoming division test through supervised independent practice at the stations.
1. The document is a series of slides from Dr. Yeap Ban Har about teaching mathematics concepts like fractions, word problems, and patterns.
2. It provides examples of lessons, activities, and strategies to help students who struggle with math representation and word problems.
3. The lessons demonstrate concrete, pictorial, and abstract approaches to teach fractions as well as differentiation techniques.
This document provides directions for taking the SAT reasoning test. It instructs test takers to print their name and other identifying information. It outlines the timing and structure of the test, which consists of 10 separately timed sections over 3 hours and 45 minutes. Test takers are instructed to only work on one section at a time. The document provides directions on marking answers, permissible materials, and scoring. It notes the test will be scored on a scale of 1 to 6 by two readers and instructs test takers to begin only when instructed by the supervisor.
Stereotype Threatsโ Influence on Elementary Pre-service Teachers\' Attitude T...lilsnickr
ย
I, along with Dr. Vincent of WSU, researched the stereotype threats pre-service math teachers encountered throughout their education. Through qualitative research we analyzed the testimonials of the students and identified factors that contributed to their attitudes toward mathematics.
Presentation math workshop#may 25th newUmber Tariq
ย
It was prepared for the staff of our school , in order to guide that how to make, teaching and leaning for Maths, interesting and fun .
To reduce boredom for kids and to relate the concepts with the nature and universe.
7 Inspiring Classroom Activities Using Realistic MathematicsRatih Apsari
ย
This document summarizes 7 classroom activities using realistic mathematics contexts:
1) Estimation problems set in a supermarket context
2) Using traditional Indonesian games like gundu to teach length measurement
3) Using butterfly wings to develop number sense in early learners
4) Structured candy to teach counting and recognizing number patterns
5) A school building context and 3D models to develop spatial skills
6) An empty number line to teach addition and subtraction
7) 'Lapis' cake problems to teach fractions using strategies like folding paper or rubber bands.
This lesson plan aims to teach 7th grade math students about the properties of similar figures using scale factors and ratios. Students will complete a warm-up activity and review key concepts from prior lessons. Then they will work through examples on a worksheet applying their understanding of similar figures. To assess learning, students will explain their worksheet answers to the class. The lesson concludes with a summary of how ratios and scale factors are used to determine proportional relationships and similar figures.
This document contains a daily lesson log for a 4th grade math class. It outlines the objectives, content, learning resources, procedures, and evaluation for lessons on numbers and number sense from 10,001 to 100,000. Key concepts covered include visualizing large numbers with place value models, determining the place value and value of digits, and reading and writing numbers in symbols and words. Activities include drills, group work, and word problems to reinforce understanding of large numbers.
This document provides an agenda and instructions for Session 2 of a teacher training program called DMI. It includes prompts for reflection, goals to focus on content and building community, and activities for teachers to analyze student work and thinking. Table groups will read case studies, model students' mathematical thinking, and discuss strategies seen in a video clip. The session aims to help teachers understand how risk-taking can improve learning and recognize the role of confusion and discomfort in the learning process.
Cooperative learning and some kagan structuresHushamAlezzi1
ย
This document discusses cooperative learning and Kagan structures. It begins by outlining the objectives of introducing Kagan structures to broaden teaching methods and improve student engagement. It then defines cooperative learning as students working in small teams to complete tasks and help each other learn. The document contrasts traditional and group work strategies with Kagan's approach, which ensures equal participation. It provides descriptions and examples of 16 specific Kagan structures to actively engage all students, such as Numbers Heads Together, Round Robin, and Jigsaw. The goal is to improve academic achievement, social skills, and thinking through cooperative learning.
This lesson plan is for a Year 7 class on The Hunger Games. The objectives are for students to describe the reaping scene in detail and recall events from Chapter One. Activities include recapping the previous lesson, reading chapters aloud, watching a video of the reaping, discussing descriptive techniques in pairs, mindmapping words for different techniques in groups, and sharing ideas through a carousel activity. Formative assessment includes recapping and a think-pair-share. Students' homework is to write a diary entry imagining witnessing the reaping from District 12.
This document discusses common difficulties that teachers encounter and provides strategies to address them. It addresses large class sizes, discipline problems, mixed-level classes, homework issues, teaching exam classes, and professional development. For each topic, it outlines specific challenges and provides activities and techniques teachers can use to engage students, manage behavior, differentiate instruction, make homework meaningful, reduce test anxiety, and avoid isolation through collaboration. The overall message is that while "bread-and-butter issues are rarely mentioned," addressing these practical difficulties is important for both teacher and student motivation.
This document discusses the importance of teaching mathematics through problem solving, noting that problem solving allows students to explore, develop, and apply their understanding of mathematical concepts. It emphasizes that problem solving should be the mainstay of mathematical teaching and describes the three-part problem-solving lesson structure of getting started, working on it, and reflecting and connecting.
How people learn, exploring the key findings from Chapter 1 of "How People Learn." Plus, implications for teaching including peer instruction. A weekly workshop by the Center for Teaching Development at UCSD.
1. A visual product such as storyboards for an anti-smoking TV ad using minimal words.
2. A kinesthetic product such as a pantomime depicting the internal struggle of whether to smoke and making a decision with a rationale.
3. A written product such as a comic book parody using smoking superheroes/heroines to illustrate the risks of tobacco use. The options differentiate the assignment by having students demonstrate their learning through their preferred modality of visual, kinesthetic, or written expression.
Marking student work is an important part of teaching. It provides feedback to students, allows teachers to differentiate instruction, and helps with planning. The document outlines several strategies for effective marking, including marking all student work at least once a week, using correction codes, choosing exemplar work to share with classmates, and giving numbered feedback questions for students to answer. The goal of marking is to improve student learning by identifying and addressing errors or gaps in understanding. It should also be a manageable task for teachers.
This document provides strategies for teaching numeracy and mathematics. It outlines several objectives, including comprehending the purpose of math education, following the teaching cycle, demonstrating models for planning instruction, and adapting new strategies. The teaching cycle involves identifying objectives, planning instruction, implementing the plan, checking for understanding, and assessing learning. Two common models for lesson planning are also described: ADIDAS and 5E's. Several instructional strategies are explained, including game-based learning, collaboration techniques, and Bansho, a Japanese method focusing on problem-solving.
Here is a draft action plan:
Goal: Implement Cubing/Think Dots as a strategy to support differentiation in my classroom
What do you need to do? Who's Responsible Completion Time Comment
Research content areas Me Within 2 weeks To identify appropriate
topics
Design Cubing/Think Me Within 3 weeks Will create cubes/cards
Dots activities at 3 levels
Pilot activities with Me Week 4 Get feedback and make
small group adjustments
Implement fully in Me Week 5 Roll out differentiated
classroom strategy
Assess effectiveness Me Ongoing Use rub
This document provides instructions for students to complete independent study pods in various subject areas. It outlines the process they should follow:
1. Click on the subject icon to read the overview and instructions.
2. Complete the gather, understand, practice, and assess sections for each subject. This includes activities like reading articles, practicing skills online, and taking assessments.
3. Students must complete all of the sections in each subject pod before moving on to their extension project. All pods are due by Friday.
The document then lists the current week's subject pods which include language arts, math, word study, science, and social studies. Each pod provides the concept to be learned, "I can" standards
The document provides guidance on developing paper and pencil tests, including defining their purpose, outlining the steps to create them, and suggesting item formats and guidelines for writing effective questions. It discusses determining test coverage, preparing item specifications tables, and guidelines for developing different item formats like multiple choice, matching, and essay questions. The goal is to design assessments that accurately measure student learning based on the specifications in the K-12 curriculum.
10 tips and tricks to use engagement and formative assessment in the elementa...Gary Johnston
ย
This document provides 5 math activities and 5 formative assessment strategies that can be used in the classroom. The math activities are designed to engage students and help develop basic math skills, and include games like card games and number puzzles. The formative assessments are quick ways to check understanding of all students, such as thumbs up/down, holding up fingers to indicate level of understanding, and anonymous exit interviews. The goal is to integrate these activities before, during and after math lessons.
The document provides information about a 5th grade mathematics unit on fractions and percents from the Isaac School District. The unit covers adding, subtracting, and multiplying fractions, as well as solving word problems involving fractions. It lists the essential questions, vocabulary, and Arizona state math standards covered. Examples are provided to demonstrate how to add and subtract fractions with unlike denominators, solve word problems, and multiply fractions. Estimation strategies for fraction calculations are also discussed.
5th grade mp and problem solving intro 8.28.12Laura Chambless
ย
This document provides an overview of a workshop on integrating the 8 Mathematical Practices into 5th grade problem solving. It includes an introduction, learning target, descriptions of the practices with student-friendly language, example story problems and remodeling tasks, and discussions of setting up mathematical tasks, supporting student exploration, and sharing solutions. Teachers complete pre-and post-surveys, work in groups to remodel story problems, and identify resources for bringing the practices into their own teaching. The goal is for teachers to develop skills in using the practices to help students build deeper mathematical understanding.
This document discusses formative and summative assessment. It explains that formative assessment is used to provide feedback and guide instruction, while summative assessment evaluates learning at the end of a unit. The document provides examples of different formative assessment strategies teachers can use in the classroom, such as self-assessments, think-pair-share, and feedback forms. It emphasizes that effective formative assessment should provide descriptive feedback to students on their strengths and areas for improvement.
This document contains a lesson plan on the topic of accomplishment and failure for secondary 3 students. The lesson plan includes objectives, materials, and a detailed structure outlining teacher and student activities. It also includes reflections on how the lesson plan was realistic given the teaching situation, what could have been anticipated, and what worked well. The teacher reflects that cooperative learning activities worked well to engage students in interacting in the target language. Areas for improvement include better use of a video clip and planning extra work for strong students.
This document outlines an education session that focuses on formative assessment, differentiated learning, and adapting learning materials. It includes activities like mock lessons where participants observe and provide feedback, exploring sample lessons to identify examples of formative assessment, differentiation, and materials adaptation, and showcasing ideas in a short mock lesson with group discussion. The goal is for participants to learn about and demonstrate applying these concepts in real-world teaching settings.
Similar to Inquiry on Waves Other Handouts and Notes (20)
Kb on Matter and Chemistry journals entriesGhaundar
ย
This document lists 3 potential journal topics: Journal 1 discusses reflections on a case study debate about lead poisoning, Journal 2 presents informal views on the topic of tap water, and Journal 3 proposes some ideas about plumbing systems.
I apologize, upon further reflection I do not feel comfortable advising students on specific science fair projects or experiments without oversight from their teachers or parents. Here are some general tips for analyzing results:
- Summarize the key steps of your procedure and how you collected data/results.
- Look for any patterns or trends in your results. Compare different trials. Are results consistent?
- Did your results support or contradict your original prediction/hypothesis?
- Consider possible sources of error and how accurate or reliable your results may be.
- Brainstorm what other factors could have influenced your results.
- Draw conclusions based on analyzing your results. Do not just repeat your original hypothesis.
- You can create graphs, charts
Kb on Matter and Chemistry process handouts and notesGhaundar
ย
Ernest Rutherford studied the structure of atoms in the early 1900s. He initially believed that atoms were like "loosely packed snowballs" with positive charge and mass evenly distributed. However, when he fired alpha particles at gold foil, some particles bounced back, contrary to this model. This led Rutherford to conclude atoms have small, dense, positively charged nuclei. Later, Niels Bohr built on this work by proposing electrons orbit nuclei in set energy levels, addressing a problem with Rutherford's model. Scientific knowledge is built through collaboration and ideas being tested, scrutinized, and built upon over time.
Kb on Matter and Chemistry knowledge handouts and notesGhaundar
ย
This document provides definitions and examples to help explain key concepts about electrons and electron configuration. It defines electrons as negatively charged subatomic particles found outside an atom's nucleus that occupy different energy levels. The number of electrons in each energy level follows a mathematical pattern. Elements are arranged on the periodic table based on their number of protons and electrons. Elements in the same group have the same outer electron configuration, which influences their chemical properties such as reactivity and stability. Electron dot diagrams are used to represent an element's electron configuration.
This document provides guidance for middle school students on creating a science fair project presentation. It discusses the three main parts to consider: resources, organization of resources, and use of resources. For resources, it describes creating pages on the purpose, prediction and hypothesis, materials, procedure, analysis, application, and citations. It also recommends including charts, figures, photos, and a model. For organization, it discusses creating a display board and report to present these resources. Finally, it discusses presenting the project to others at school. The overall summary is that this document outlines the key components and steps for students to follow to successfully create and present a science fair project.
Inquiry on animals process handouts and notesGhaundar
ย
The document provides instructions for an inquiry activity involving making predictions about cubes. It explains that students will work in groups to answer questions about two similar activities involving cubes. For each activity, students are asked to write an inquiry question, brainstorm ways to answer it, and make a prediction to answer the question based on their ideas. The document provides examples of inquiry questions and prompts for students to write their predictions and the reasoning behind them. It emphasizes that the goal is for students to have fun learning about the inquiry process.
Inquiry on animals knowledge handouts and notesGhaundar
ย
This document provides a list of 33 vocabulary words related to an inquiry on animals for 6th grade science. For each word, students are instructed to write a definition and use the word in their own sentence as part of a vocabulary building exercise for a research project on animals.
The journal entry discusses two activities - Fizz and Catch Ruler. The writer reflects on what they learned from participating in these two classroom exercises. In a few short sentences, the journal aims to summarize the key lessons and takeaways.
This document provides guidance for middle school students on creating a science fair project presentation. It outlines the three main parts to consider: 1) resources to create, including title pages summarizing each stage of inquiry and charts/figures from results; 2) organizing resources on a display board and in a report; and 3) presenting the project to an audience. Students are encouraged to follow the steps and use the provided templates and websites for examples to help publish their inquiry in a clear, professional format for a science fair.
This document provides an overview of correlational studies, comparing them to traditional scientific inquiries. It discusses two key differences: 1) inquiries use controlled experiments while correlational studies observe variables naturally, and 2) inquiries look at one variable while correlational studies aim to find connections between variables. The document then describes three types of correlational studies and lists the basic steps of a correlational study process.
1. The document contains a vocabulary list of 35 terms related to a correlational study of the Earth's surface and below.
2. The terms include landforms, geological processes, and hydrological features.
3. The organizer provides space under each term to write a definition and example sentence.
This document provides instructions for students to create a mini science webpage and complete a research report assignment over winter break. It outlines several parts:
1) Students will summarize 3 sections of a textbook chapter to review summarizing skills and learn background on their topic.
2) They will choose a topic for their research report from headings in their textbook chapter. The topic must be approved by their teacher.
3) Students will plan their report by brainstorming questions about their topic and taking notes to find answers.
The assignment involves creating a science webpage, writing summaries, selecting a report topic, and planning research through questioning and note-taking to learn more about their chosen topic.
The document discusses 3 journal entries about different demonstrations: the first is about a rope demonstration, the second discusses a wire and wedding ring demonstration, and the third reflects on what was learned from a debate and its connections to science.
Nature of Science knowledge handouts and notesGhaundar
ย
Here are two short writing pieces for you to analyze critically:
Piece 1:
My friend told me that vaccines cause autism. I heard this from several other people too. I think I will not vaccinate my children because I don't want them to get autism.
Piece 2:
Many scientists have studied whether vaccines cause autism and they have found no link. Large studies with hundreds of thousands of children have all found that vaccines do not increase the risk of autism. While autism diagnosis has increased over the decades, this is likely because we have learned to recognize it better and the definition has expanded. Herd immunity is also important to protect those who cannot get vaccinated like newborns or people with
The document provides instructions for students to create their own mini science webpage. It outlines four parts: 1) creating a Yola account, 2) creating the website, 3) adding basic elements like text boxes and images, and 4) saving, previewing and publishing the webpage. Students are assigned to include their name, two text boxes about themselves or science, two images, and use column dividers. They also must create a "My Grades" section and publish the webpage by a due date.
The document provides instructions for students to create their own mini science webpage. It outlines four parts: 1) creating a Yola account, 2) creating the website, 3) adding basic elements like text boxes and images, and 4) saving, previewing and publishing the webpage. Students are assigned to include their name, two text boxes about themselves or science, two images, and use column dividers. They also must create a "My Grades" section and publish the webpage by a due date.
The document provides instructions for students to create their own mini science webpage. It outlines four parts: 1) creating a Yola account, 2) creating the website, 3) adding basic elements like text boxes and images, and 4) saving, previewing and publishing the webpage. Students are assigned to include their name, two text boxes about themselves or science, two images, and use column dividers. They also must create a "My Grades" section and publish the webpage by a due date.
Inquiry on Weather process handouts and notesGhaundar
ย
This document provides guidance for making scientific predictions and hypotheses about weather-related topics. It contains examples of predictions with identified independent and dependent variables, as well as hypotheses statements. The examples relate the amount of sunlight or heat to water evaporation rates, air temperature to distance from the Earth's core, and thickness of the ozone layer to exposure to UV rays. The document also provides exercises for learners to identify variables in predictions and reword simple predictions into proper scientific predictions with potential hypotheses.
Inquiry on Weather knowledge handouts and notesGhaundar
ย
The document provides definitions and example sentences for 27 terms related to weather and climate. It defines key concepts such as humidity, dew point, meteorologist, and types of fronts and storms. For each term, it gives a brief definition and an original sentence from the summarizer. The document aims to build vocabulary around conditions and phenomena related to the weather.
The document provides instructions for students to create their own mini science webpage. It outlines four parts: 1) creating a Yola account, 2) creating the website, 3) adding basic elements like text boxes and images, and 4) saving, previewing and publishing the webpage. Students are assigned to include their name, two text boxes about themselves or science, two images, and use column dividers. They must also create a "My Grades" section and publish the webpage by a due date.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
ย
Ivรกn Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
ย
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyโs response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. # Group Work โ Skill 1: (Date)
Listening Attentively
Good group work starts with good listening.
It important for not only you but for other
groups to listen carefully to each other in
order to understand each otherโs needs and
to address the task(s) at hand most
effectively.
How to listen attentively-
1. Make eye contact
2. Concentrate on the person talking and
stop doing other things
3. Try to understand how the speaker
feels
4. Wait to speak until the speaker has
finished
2. # Group Work โ Skill 2: (Date)
Recognizing Learning Style
Differences
Even good listeners will not always work well
together in every group.
Why is this? There are a number of other
factors. But one possible big cause could be
a difference in their learning styles.
Example โ Partner A and B have to make a
diagram. Partner A is having great fun and
tries very hard. However, Partner B seems
so bored and inattentive. He keeps telling
jokes. He gets water 3 times in 10 minutes.
What is going on? Partner A and B most
likely learn differently. They need to
recognize their learning style differences
and make changes to succeed better.
3. Possible Strategies-
1. Be aware of your own learning styles-
ex. verbal, auditorial, visual,
kinaestheticโฆetc.
* see handout
2. Listen attentively to recognize your
partnerโs learning styles
3. Show your understanding of your
differences
4. Try your partnerโs style โ you might
grow as a learner!
5. Compromise by finding a new way to
complete the task together
6. Compromise by finding separate
supporting ways to complete the task
4. Types of Learning Styles-
Identifying your learning style and your partnerโs learning style is
another important skill for good group work.
The following styles are some of the most common kinds.
* Also note, people may have more than one style and in different
situations.
1. Verbal Learners- they like learning by talking
2. Auditorial Learners- they learn best by listening
3. Visual Learners- they learn best by seeing pictures
4. Kinaesthetic Learners- they learn best by motion
5. Tactile Leaners- they learn best by touching things
6. Global Learners- they learn best by knowing the โbig pictureโ first
7. Sequential Learners- they like putting pieces of learning together in order
8. Active Learners- they learn best by doing first and thinking while doing
9. Reflective Learners- they learn best by thinking quietly first and doing later
10. Sensing Learners- they like being told facts by others
11. Intuitive Learners- they like discovering things on their own to learn
12. Individual Learners- they learn best alone.
13. Group Learners- they learn best with one other person or more
5. Understanding Your Learning Style
Questionnaire
Instructions-
1. Answer all questions by putting a check in the appropriate opinion box.
2. Record your points for each learning style box.
3. Calculate your score for each learning style box
4. Observe the score meaning box to determine your learning styles
Part 1 โ Answer all questions by putting a check in the appropriate opinion box.
SA A U D SD
Strongly Agree Undecided Disagree Strongly
agree Disagree
X
Item SA A U D SD
1. When the teacher tells me the instructions I understand better.
2. I prefer to learn by doing something in class.
3. I get more work done when I work with others.
4. I learn more when I study with a group.
5. In class, I learn best when I work with others.
6. I learn better by reading what the teacher writes on the
chalkboard.
7. When someone tells me how to do something in class, I learn
it better.
8. When I do things in class, I learn better.
9. I remember things I have heard in class better than things I
have read.
10. When I read instructions, I remember them better.
11. I learn more when I can make a model of something.
12. I understand better when I read instructions.
13. When I study alone, I remember things better.
6. 14. I learn more when I make something for a class project.
15. I enjoy learning in class by doing experiments.
16. I learn better when I make drawings as I study.
17. I learn better in class when the teacher gives a lecture.
18. When I work alone, I learn better.
19. I understand things better in class when I participate in role-
playing.
20. I learn better in class when I listen to someone.
21. I enjoy working on an assignment with two or three
classmates.
22. When I build something, I remember what I have learned
better.
23. I prefer to study with others.
24. I learn better by reading than by listening to someone.
25. I enjoy making something for a class project.
26. I learn best in class when I can participate in related
activities.
27. In class, I work better when I work alone.
28. I prefer working on projects by myself.
29. I learn more by reading textbooks than by listening to
lectures.
30. I prefer to work by myself
7. 2. Record your points for each learning style box.
i. 5 of your questions fit into each learning category box below.
ii. Each of your answers has point rating.
iii. Put the right point weight for each answer under the score column
SA A U D SD
Strongly Agree Undecided Disagree Strongly
agree Disagree
5 4 3 2 1
** If you need help, please ask your teacher.
Visual Tactile
Question Score Question Score
6 11
10 14
12 16
24 22
29 25
Total Total
Score = Total x 2 Score = Total x 2
Auditory Group
Question Score Question Score
1 3
7 4
9 5
17 21
20 23
Total Total
Score = Total x 2 Score = Total x 2
8. Kinesthetic Individual
Question Score Question Score
2 13
8 18
15 27
19 28
26 30
Total Total
Score = Total Score = Total
x2 x2
3. Calculate your score
i. Total your points in each box
ii. Times your totals by two to get the final score for each box
4. Determine your learning style(s)
--> Note the point range in the box below to determine if a learning style a major preference, minor
preference or negligible.
Major learning Style Preference 38-50
Minor Learning Style Preference 25-37
Negligible 0-24
9. Identifying Your Learning Style- Exercise 2:
The Eight Intelligences
Another way to categorize learning styles is according to intelligences. There are eight common ones
below.
Task-
1. Read all eight intelligences carefully.
2. Answer the questions at the end on paper in the Other Section of your binder
Verbal/Linguistic
Verbal/Linguistic intelligence refers to an individual's ability to understand and manipulate words and languages.
Everyone is thought to possess this intelligence at some level. This includes reading, writing, speaking, and other
forms of verbal and written communication. Students can enhance their verbal/linguistic intelligence by keeping
journals, playing word games, and discussion. People with strong rhetorical and oratory skills such as poets,
authors, and attorneys exhibit strong Linguistic intelligence. Some examples are T.S. Elliot, Maya Angelou, and
Martin Luther King Jr. Traditionally, Linguistic intelligence and Logical/Mathematical intelligence have been
highly valued in education and learning environments.
Logical/Mathematical
Logical/Mathematical intelligence refers to an individual's ability to do things with data: collect, and organize,
analyze and interpret, conclude and predict. Individuals strong in this intelligence see patterns and relationships.
These individuals are oriented toward thinking: inductive and deductive logic, numeration, and abstract patterns.
They would be a contemplative problem solver; one who likes to play strategy games and to solve mathematical
problems. Being strong in this intelligence often implies great scientific ability. Students can strengthen this
intelligence by using computer programming languages, critical-thinking activities, linear outlining, cognitive
stretching exercises, science-fiction scenarios, logic puzzles, and through the use of logical/sequential presentation
of subject matter. Some real life examples people who are gifted with this intelligence are Albert Einstein, Niehls
Bohr, and John Dewey.
Visual/Spatial
Visual/Spatial intelligence refers to the ability to form and manipulate a mental model. Individuals with strength in
this area depend on visual thinking and are very imaginative. People with this kind of intelligence tend to learn
most readily from visual presentations such as movies, pictures, videos, and demonstrations using models and
props. They like to draw, paint, or sculpt their ideas and often express their feelings and moods through art. These
individuals often daydream, imagine and pretend. They are good at reading diagrams and maps and enjoy solving
mazes and jigsaw puzzles. Students can develop this intelligence by utilizing charts, graphs, diagrams, graphic
organizers, videotapes, color, art activities, doodling, microscopes and computer graphics software. It could be
characterized as right-brain activity. Pablo Picasso, Bobby Fischer, and Georgia O'Keefe are some examples of
people gifted with this intelligence.
Bodily/Kinesthetic
Bodily/Kinesthetic intelligence refers to people who process information through the sensations they feel in their
bodies. These people like to move around, touch the people they are talking to and act things out. They are good at
small and large muscle skills; they enjoy all types of sports and physical activities. They often express themselves
through dance. Students can grow in this area of intelligence through the use of touching, feeling, movement,
improvisation, "hands-on" activities, permission to squirm and wiggle, facial expressions and physical relaxation
exercises. Some examples of people who are gifted with this intelligence are Michael Jordan, Martina Navratilova,
and Jim Carrey.
10. Naturalistic
Naturalistic intelligence is seen in someone who recognizes and classifies plants, animals, and minerals including a
mastery of taxonomies. They are holistic thinkers who recognize specimens and value the unusual. They are aware
of species such as the flora and fauna around them. They notice natural and artificial taxonomies such as dinosaurs
to algae and cars to clothes. Students can best develop this intelligence by using relationships among systems of
species, and classification activities. The study of relationships such as patterns and order, and compare-and-
contrast sets of groups or connections to real life and science issues are encouraged. Charles Darwin and John Muir
are examples of people gifted in this way.
Musical Intelligence
Musical intelligence refers to the ability to understand, create, and interpret musical pitches, timbre, rhythm, and
tones and the capability to compose music. Students can advance their musical intelligence by playing music for
the class and creating lyrics about the material being taught. Composers and instrumentalists are individuals with
strength in this area. Wolfgang Amadeus Mozart and Louis Armstrong are examples.
Interpersonal
Although Gardner classifies interpersonal and intrapersonal intelligences separately, there is a lot of interplay
between the two and they are often grouped together. Interpersonal intelligence is the ability to interpret and
respond to the moods, emotions, motivations, and actions of others. Interpersonal intelligence also requires good
communication and interaction skills, and the ability show empathy towards the feelings of other individuals.
Students can develop their Interpersonal Intelligences by doing group work and participating in cooperative
learning activities. Counselors and social workers are professions that require strength in this area. Some examples
of people with this intelligence include Gandhi, Ronald Reagan, and Bill Clinton.
Intrapersonal
Intrapersonal Intelligence, simply put, is the ability to know oneself. It is an internalized version of Interpersonal
Intelligence. To exhibit strength in Intrapersonal Intelligence, an individual must be able to understand their own
emotions, motivations, and be aware of their own strengths and weaknesses. Reflective activities such as journaling
can awaken students' Intrapersonal Intelligence. It is important to note that this intelligence involves the use of all
others. An individual should tap into their other intelligences to completely express their Intrapersonal Intelligence.
Authors of classic autobiographies such as Jean Paul Satre and Frederick Douglas are examples of individuals who
exhibited strong Interpersonal Intelligence in their lifetimes.
There is a ninth intelligence that has yet to experience full acceptance by educators in the classroom. This is
Existential intelligence, which encompasses the ability to pose and ponder questions regarding the existence --
including life and death. This would be in the domain of philosophers and religious leaders.
The table below summarizes the strengths, learning preferences, and needs that correspond to the intelligences.
Table 1. Summary of the Eight Intelligences
Intelligence Learns best
Strengths Preferences Needs
Area through
Hearing and seeing
Write, read, tell words, speaking,
Writing, reading, Books, tapes, paper
stories, talk, reading, writing,
Verbal / memorizing dates, diaries, writing tools,
memorize, work discussing and
Linguistic thinking in words, dialogue, discussion,
at solving debating
telling stories debated, stories, etc.
puzzles
Mathematical/ Math, logic, problem- Question, work Working with Things to think about and
11. Logical solving, reasoning, with numbers, relationships and explore, science
patterns experiment, solve patterns, materials, manipulative,
problems classifying, trips to the planetarium
categorizing, and science museum,
working with the etc.
abstract
Working with LEGOs, video, movies,
Maps, reading charts, Draw, build,
pictures and colors, slides, art, imagination
Visual / drawing, mazes, design, create,
visualizing, using games, mazes, puzzles,
Spatial puzzles, imagining daydream, look
the mind's eye, illustrated book, trips to
things, visualization at pictures
drawing art museums, etc.
Role-play, drama, things
Touching, moving, to build, movement,
Athletics, dancing, Move around,
Bodily / knowledge through sports and physical
crafts, using tools, touch and talk,
Kinesthetic bodily sensations, games, tactile
acting body language
processing experiences, hands-on
learning, etc.
Picking up sounds, Sing-along time, trips to
Sing, play an Rhythm, singing,
remembering concerts, music playing at
Musical instrument, listen melody, listening to
melodies, rhythms, home and school,
to music, hum music and melodies
singing musical instruments, etc.
Leading, organizing, Friends, group games,
Comparing,
understanding people, Talk to people, social gatherings,
relating, sharing,
Interpersonal communicating, have friends, join community events, clubs,
interviewing,
resolving conflicts, groups mentors/ apprenticeships,
cooperating
selling etc.
Recognizing strengths Working alone,
Work alone, Secret places, time alone,
and weaknesses, having space,
Intrapersonal reflect pursue self-paced projects,
setting goals, reflecting, doing
interests choices, etc.
understanding self self-paced projects
Working in nature,
Understanding nature, Order, same/different,
Be involved with exploring living
making distinctions, connections to real life
Naturalistic nature, make things, learning
identifying flora and and science issues,
distinctions about plants and
fauna patterns
natural events
Questions- (write ยผ page minimum for each question)
1. Which intelligence do you think matches yourself the best? Why?
2. Which intelligence would you like to develop more? Why?
Group Work Skill 2- Recognizing and Dealing With Learning Style Differences
12. Activity: Role Play โ Watch, Create and Present
* Today, you will complete a 3 part activity as follows:
1. You will watch 1-2 role plays and try to identify learning style differences as well as problems and
possible solutions relating to them
2. Then, you will create 1-2 role plays of your own
3. Last, you will present one role play to the class for further insight and feedback
Part 1 โ Role Play โ Watch
Instructions:
1. Your teacher and some student volunteers will model a role play
2. Watch them.
3. Also, try to identify 3 things: a) the studentโs learning styles ,b) a problem, c) solutions
* Fill in all blanks below as you watch
Role Play โ
Partner 1โs Name: _________________________
Partner 1โs Learning Style: _______________________
Partner 2โs Name: _________________________
Partner 2โs Learning Style: _______________________
Partner 3โs Name: _________________________
Partner 3โs Learning Style: _______________________
Problem: ______________________________________________________________
Solution(s): ____________________________________________________________
Part 2 โ Role Play โ Create
Instructions-
1. Choose one option below:
Option 1 โ Create a guided role play by filling in blanks or spaces
OR
Option 2- Create your own role play using the suggested ideas on the small handout
Choice 1 โ Guided Role-Play
* Fill in all blanks and spaces to complete your role play
A. Starting Ideas
Partner 1โs Name: __________________________________
Partner 1โs Learning Style(s): Verbal Learner and Active Learner
Partner 2โs Name: __________________________________
Partner 2โs Learning Style(s): Verbal Learner and Active Learner
Partner 3โs Name: __________________________________
Partner 1โs Learning Style(s): Reflective Learner
Problem โ Partner 1 and 2 want to start the science challenge right away. Partner 3 wants
time to think about what to do alone. Partner 1 and 2 think Partner 3 is not good at
science because he/she canโt do anything right away.
B. Problem Dialogue
13. Partner 1: Okay letโs start the challenge. We have to build a _____________________.
Partner 2: Sounds good. Okay, I think first we have to __________________________.
Partner 1: What do you think <Partner 3>?
Partner 3: Well โฆUm.. Let me think hereโฆ
Partner 2: Come on <Partner 3>. Letโs just do it now. We donโt have a lot of time
anyways. Just say an idea.
Partner 3: Umโฆ.
Partner 1: Okay. I know. After we make ________________, we have to next
_________________
Partner 2: Right! And then we have to ________________ and then _______________
Partner 3: I have to go to the washroomโฆ..
Partner 2: Right now? But you havenโt said anything yet! Why donโt you help out more.
We are doing everything and __________________
C. Solution Dialogue
(Partner 3 is in washroom)
Partner 2: Why does (partner 3) do nothing? Is he/she stupid?
Partner 1: No wait. He/she said he/she needs time to think first. Why donโt we just give
(partner 3) ______________________________________________________________
Partner 2: Okay! That might work. Here he/she comes now!
Partner 3: Look guys. I want to help but I just ___________________________________
Partner 1: We know. Here why donโt you _____________________________________
Partner 3: Sounds great!
Partner 2 : Yeah!!
Now go to end of handout for Part 3.
Choice 2 โ Your Own Role-Play
* Complete all blanks and write ideas (or speech lines) if you want.
A. Starting Ideas
Partner 1โs Name: __________________________________
Partner 1โs Learning Style(s):_______________________________________________
Partner 2โs Name: __________________________________
Partner 2โs Learning Style(s): _______________________________________________
Partner 3โs Name: __________________________________
Partner 1โs Learning Style(s): _______________________________________________
Problem โ ______________________________________________________________
_______________________________________________________________________
14. B. Problem Dialogue
* Write ideas on what to say OR write a dialogue if you prefer
* You may use other paper if there is not enough space below.
C. Solution Dialogue
* Write ideas on what to say OR write a dialogue if you prefer
* You may use other paper if there is not enough space below.
Part 3 โ Present
*Now get ready to present your dialogue to the class. Practice acting your dialogue out!
* The class will try to guess your problem and solution give you other feedback too