Thinking routine
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This document describes a thinking routine called "Colour-Symbol-Image" where students make connections between the content they are learning and their own experiences. For each main idea, students choose a color, symbol, and picture to represent it. Recently, students used this routine to reflect on books teaching positive values like generosity, honesty, and prudence. They provided examples like choosing the color red for generosity because it comes from the heart, or a picture of a child helping another with a rope to represent prudence. The routine allows students to make their own interpretations as long as they provide reasoning.
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Lesson Plan TemplateContent Area or Developmental Focus All.docx
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This document summarizes art projects and assessments for 4th grade students. It describes color theory and line projects done in the fall, including worksheets blending colors and creating color wheels. In the spring, students created land formations by layering and gluing colored shapes. Another project involved sculpting original snack inventions out of clay and designing packaging for them. The teacher provided guidance and feedback on the projects, aiming to teach art skills while allowing for student experimentation and creativity.
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Lesson Plan Template
Content Area or Developmental Focus: All About Me (Self-Portrait)/ Social-Emotional
Age/Grade of Children: 12 months to 3 years old (Early Head Start)
Length of Lesson: 30 - 45 minutes
Goal
Recognize themselves as artists
Demonstrate a growing ability to care for themselves, their personal belongings, and to meet their own needs.
Objective
The child will use creativity to increase understanding and learning by creating a self- portrait.
Standards Included
Mississippi Early Learning Standards for Infants Through Four- Year - Old Children.
1. Make discoveries about self, others and the environment.
2. Find new things to do with familiar, everyday objects.
3. Shows delight in creating something new.
Materials
Various colors of people shaped poster board
Small hand mirrors
Crayons / Markers
Various colors of yarn (Hair)
Various colors of eyes
Glue
Introduction
The educator will tell the children that today we will be creating a self- portrait. The educator will communicate about portraits and why artists like to create them.
Lesson Development
The lesson will allow the children to understand similarities and differences between themselves and peers.
(For example: color of skin, eyes, and hair.)
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Support: The child may need support with choosing the right color of people shape poster, eyes, yarn, crayon, or marker for the color of their image.
Enrichment: The educator will encourage the child to add 1 or more of their favorite things, such as ear rings.
Assessment
(Practice/ Checking for
Understanding)
The educator will observe the children work to see what they have created. To see have they added any favorite things. Ask open-ending questions about their self- portrait.
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The educator will ask the children to place their portraits in the basket. Allow the children to hang their portrait up around the class so it can be view by others. Ask the children open-ended questions about their portrait.
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Lesson Plan TemplateContent Area or Developmental Focus All.docx
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Content Area or Developmental Focus: All About Me (Self-Portrait)/ Social-Emotional
Age/Grade of Children: 12 months to 3 years old (Early Head Start)
Length of Lesson: 30 - 45 minutes
Goal
Recognize themselves as artists
Demonstrate a growing ability to care for themselves, their personal belongings, and to meet their own needs.
Objective
The child will use creativity to increase understanding and learning by creating a self- portrait.
Standards Included
Mississippi Early Learning Standards for Infants Through Four- Year - Old Children.
1. Make discoveries about self, others and the environment.
2. Find new things to do with familiar, everyday objects.
3. Shows delight in creating something new.
Materials
Various colors of people shaped poster board
Small hand mirrors
Crayons / Markers
Various colors of yarn (Hair)
Various colors of eyes
Glue
Introduction
The educator will tell the children that today we will be creating a self- portrait. The educator will communicate about portraits and why artists like to create them.
Lesson Development
The lesson will allow the children to understand similarities and differences between themselves and peers.
(For example: color of skin, eyes, and hair.)
Differentiation
Support: The child may need support with choosing the right color of people shape poster, eyes, yarn, crayon, or marker for the color of their image.
Enrichment: The educator will encourage the child to add 1 or more of their favorite things, such as ear rings.
Assessment
(Practice/ Checking for
Understanding)
The educator will observe the children work to see what they have created. To see have they added any favorite things. Ask open-ending questions about their self- portrait.
Closing
The educator will ask the children to place their portraits in the basket. Allow the children to hang their portrait up around the class so it can be view by others. Ask the children open-ended questions about their portrait.
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Briones_Margie-P._TIS.pptx
This document contains a teacher's portfolio showcasing various visible thinking routines used to engage students in reading comprehension. The routines described include activities used before, during, and after reading to spark student interest, analyze images, make predictions, explore ideas, draw connections, and reflect on themes and lessons learned. The teacher finds that these routines help develop students' reading skills and make the learning process more interactive, collaborative, and meaningful.
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The document describes the process an individual went through to design a poster communicating their goal of being hired as an elementary school teacher. It discusses several iterations of the design that changed the image, text, color scheme and layout. The final design features an image of a teacher and students on a mountain alongside diagonally placed blue and yellow text that reads "I am a Natural" to communicate the individual's passion and natural fit for teaching.
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- Activities include introducing gender vocabulary with posters, a listening activity with pictures of boys and girls in different colors, and a coloring worksheet for homework.
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Preliminary Task
The document discusses four initial ideas for the design of a school magazine cover.
The first idea uses a white background with orange text and a black outline for the title. The second idea incorporates a darker color scheme and science theme with a glowing title font.
The third idea features a darkened background with bright, contrasting colors and a white splatter effect. The fourth uses bold black and red colors and a pattern along the bottom.
Images of smiling, well-presented pupils were chosen for the cover and contents page to depict fun and enjoyment of school life. The design incorporates aspects of the second idea through use of its glowing title font and color scheme.
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The document discusses shifting perspectives in instructional design away from traditional linear problem solving models. It provides examples of how people don't actually solve problems in a linear way in real life. Instead, flexible models and open learning environments allow students to use their own means and interests to find solutions through hands-on learning and available resources. Constructivist learning environments give students ill-structured problems relevant to them while providing support, allowing for more authentic learning centered around how people naturally problem-solve in their own lives.
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The document discusses shifting perspectives in instructional design away from traditional linear problem solving models. It provides examples of how people don't actually solve problems in a linear way in real life. Instead, flexible models and open, constructivist learning environments have been developed that allow students to learn through hands-on experiences, personal interests, and available resources. These new models focus on how people naturally learn best in their own lives rather than in school.
Assure Method
The document outlines an instructional plan to teach first grade students about the months of the year. It will begin with a slideshow introducing each month. Students will then sing a song to remember the order of the months. They will participate in a matching activity on the smartboard and color/cut out pictures of each month. Finally, students will line themselves up in the order of the months. The plan aims to make the lesson interactive and memorable through visuals, song, participation, and teamwork. Student understanding and feedback will be informally assessed through the group activities.
Preliminary Task
The student created four initial mock-ups for the design of a school magazine cover and contents page. For the first mock-up, they chose an orange title on a white background to draw attention using contrasting colors. They received the most positive feedback for this simple design. For their final product, the student decided to use their first mock-up idea and incorporate the same color scheme, fonts and patterns on the contents page to maintain consistency across the magazine pages.
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This document provides several strategies for helping students generate ideas for creative writing assignments. It discusses having students brainstorm narrative elements like characters, problems, events and resolutions. Students can then combine these elements randomly or use provided grids to inspire stories. The document also suggests having students annotate pictures to spark story ideas or modify existing stories and plots using techniques like BAR and SCAMPER to develop new variations. The goal is to expose students to many potential ideas so they have options to critically evaluate which makes the best story to write.
Preliminary tasks
The document describes the process of creating a front cover and contents page for a school magazine. Key points include:
- The student was asked to create the front cover and contents page, which had to include an original photograph they took.
- They intended to include an appropriate title linked to the content.
- Throughout the process, the student familiarised themselves with Photoshop and how to use its tools and features.
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This document provides instructions and materials for teaching young children about colors, shapes, and patterns using a pocket chart. It includes 96 reusable cards depicting colors, shapes, illustrations and words. Suggested activities teach children to identify colors and shapes, recognize patterns, and extend learning through arts, literature and symbolic meanings. Detailed teaching notes support hands-on learning and developing early math and literacy skills.
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The document discusses types of speaking activities that can be used to teach English, including:
1. Question loops, info gaps, trivia search, word guessing games, class surveys, and 20 questions - which involve asking and answering questions to promote speaking.
2. Making presentations from prompts - where students present information from a visual using language support.
3. The document also discusses the importance of formulaic language in early stages of learning, such as greetings, social English, classroom language, and communication strategies.
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The document outlines activities for a English class focusing on teaching comparative adjectives. The activities include having students identify adjectives describing images, classifying adjectives by type, creating pictionary dictionaries with comparative adjectives, designing shop flyers, and role playing as shoppers and sales clerks to practice comparisons. The teacher guides the activities and provides support to students as needed.
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Thinking routine
- 1. María Arredondo Colour- Symbol- Image Colour- Symbol- Image is thinking routine that allow children to make their own connections. With this routine students connect the content with their own experiences and realities. The best thing about this thinking routine is that there is no good or bad answer as long as students provide a good reason for it. With this routine we develop different thinking skills: - Selecting main ideas - Making connections - Providing reasons This thinking routine can be used in any context or area. The input provided can be given in any format written for example a story, oral like a song or visual like a video. Once the students have the input, they have to highlight and choose three main ideas. For each idea students will have to chose a colour, a symbol and a picture that represent that idea. Recently we used this thinking routine to reflect on some books that teach positive values. All together in the classroom we chose three values: Generosity, honesty and prudence. Here are some examples provided by the children: - Color- generosity: Red because generosity comes from the heart - Color- generosity: Pink because I like generosity and pink is my favorite color - Honesty - Symbol: A speech bubble closed because we shouldn´t - Honesty- Symbol: An empty box because if we don´t say the true we will be alone - Prudency – picture: A child helping another one with a rope because we need to help others.