Resource Packet 1

1. Resource Packet 1

2. Bloom’s with a twist- but one that makes sense! • Remember (formerly knowledge) • Understand (formerly comprehension) • Apply (formerly application) • Analyze (formerly analysis) • Evaluate (formerly evaluation) • Create (formerly synthesis)

3. Bloom’s in the Classroom • Product Choices (Bloom’s Products) • In-class activities (see Bloom’s Charts) • Centers • Final Assessments • Design their own learning experience • Think-Tac-Toe designed with Bloom’s • Throw the Dice

4. Venn Diagrams • Everyone tackles the same concepts, but on his or her own level. • Multiple circles needed. • One circle- basic info • Two circles- compare and contrasting • Three circles- complex • Four circles- abstract thinking • Low-prep strategy • Use for any subject area • Use for in-class activities, group activities, unit review, unit assessment, intro to new topic, out-of-class individual activity • Variation of Venn- Letters Organizers (I, Y, Z and W) or Box Charts

5. Tiered Assignments • Levels of assignments • All students do the same amount of work- just different work. • Use Bloom’s with this • Works for any subject area • Use with class assignments, homework, journal prompts, reading, etc… • Must have some preassessment or identification to divide students into their learning tiers. • 3 tiers, maybe 4 in a classroom • See Tiered Lesson Plans for Dummies • Throw the Dice, Think-tac-toes

6. Topic Browsing/Resident Expert • What to do when students say, “I’m done, now what should I do.” • Independent projects need to begin with this. • Enrichment in all subject areas. • Topic Browsing Planner for ideas. • Resident Expert Planner • Project Ideas

7. Student-Made Learning Centers • Use a Bloom’s Taxonomy to develop these. • Use learning styles- auditory, Visual, Kinesthetic. • Use as an extension or all students • Use in all subject areas • See Directions for Learning Centers • Use a rubric to score learning centers

8. Strategies for Spelling • Pre-test students at the beginning of the week • Students pick their own words • Do not give lower students fewer words, just different • Gifted/higher students not more, just different • Super-spellers once a month packet * Use multiple intelligence or learning style to determine activities for students to learn their words for the week instead of writing them 5 times each.

9. Vocabulary Strategies • Super Sentences- use all vocabulary words in a lengthy, difficult sentence, take each word and chart- word, pronunciation, meaning, Translation of sentence • Vocabulary Web Model- Definition, Synonym, Antonym, Part of Speech, Sentence, Etc…. • Analogies • Acrostic Facts • Synonyms and Antonym Fun

10. Reading Strategies • Reading Contracts • All read different books on the same theme and on their level. • Contract for Permission to Read Ahead • Reading Activities Menu • The Circle of Books for individualized readers • Reading Response Sheet

11. Think-Tac-Toe Menus • 9, 12, 16 or more squares • Always have a free choice option • Optional Learning Experiences- gifted- higher levels • Project to accompany unit • Semester Reviews • Unit Assessments • Differentiate with learning styles, MI, Interests, or Readiness

12. Challenge List Menu • More Complex than Think-Tac-Toe • Use for any subject area- do not have to preassess for this. • At least 10 predetermined choices, each with its own point value • At least one free choice for students • Students have complete control over their grades. • Allows for in-depth study of material.

13. 2-5-8 Menu • Use for any subject area. Do not have to preassess. • 8 predetermined choices (At least two choices worth 2 points, at least four choices worth 5 points, and at least two choices with a point value of 8) • Students are expected to earn 10 points for a 100%. • Students choose what combination they would like to use to attain that point goal. • Students have complete control over their grade. • Set up so that all students must complete at least one activity in the higher levels to earn their 10 points.

14. Game Show Menu • Most complex menu. • Allows students to guarantee their grade. • Use in all subject areas. • Covers multiple topics or standards. • Choices are assigned points based on the levels of Bloom’s Taxonomy. • All choices carry different weights. • Students must complete at least one activity from each objective to reach their goal.

15. Baseball Menu • Baseball-based variation on the list menu. • Use in Math or Science • Students have complete control over their grade. • At least 20 predetermined choices. • Choices are classified as: Singles- remember and understand, Doubles- apply and analyze, Triples- Evaluate, and Homeruns- Create. • Allows for choices at each level.

16. Assessment and EvaluationFormal and InformalBoth are important!!! • Rubrics- Students need rubrics up front to know how they will be graded. • Self-Evaluation • A-B-C Summarize • Acrostic Facts • Admit/Exit Slips- Ticket out the door • Key Learnings • Fist of 5 • Six Hats (Red- feelings, Yellow- strengths, Black- weaknesses, Green- new ideas, White- information, Blue- thinking about thinking) • Let the student be the teacher- we learn best what we teach!!!

17. http://www.learnerslink.com/curriculum.htm • http://www.learnerslink.com/getting_started. • http://www.frsd.k12.nj.us/rfmslibrarylab/di/ • differentiated_instruction.htm Great Websites

18. A Fable??? One time the animals had a school. The curriculum consisted of running, climbing, flying, and swimming, and ALL of the animals took ALL of the subjects. The duck was good in swimming, better than his instructor, and he made passing grades in flying, but was practically hopeless in running. He was made to stay after school and drop his swimming class in order to practice running. He kept this up until he was only average in swimming. But, average is acceptable, so nobody worried about that but the duck. The eagle was considered a problem pupil and was disciplined severely. He beat all the others to the top of the tree in the climbing class, but he had used his own way of getting there. The rabbit started out at the top of his class in running, but had a nervous breakdown and had to drop out of school on account of so much makeup work in swimming. The squirrel led the climbing class, but his flying teacher made him start his flying lessons from the ground instead of the top of the tree, and he developed charley horses from overexertion at the takeoff and began getting C’s in his climbing and D’s in his running. The practical prairie dogs apprenticed their offsprings to a badger when the school authorities refused to add digging to the curriculum. At the end of the year, an eel that could swim well, run, climb, and fly a little was made valedictorian. *Printed in THE INSTRUCTOR, April, 1968

19. Make a Difference • Don’t let students in your class get left behind!!! Especially regular ed and gifted ed. • Feed your students a variety of instruction. • Remember differentiation means different work, not more or less. • Be like Burger King- Have it your way!