Self Portrait RAFT High School Art

1. Self Portrait RAFTHigh School Art Students will Know: Characteristics of self portrait Appropriate use of artistic materials Principles of Design Definition of artistic expression Understand: Each artist has a personal style Personal style reflects the individual’s culture, time, and personal experiences. Use of materials and style are related Be Able to Do: Analyze an artist’s personal style and use of materials Create a facsimile of an artist’s personal style and use of materials

2. Self Portrait RAFT

3. Technology Lab Safety

4. Your Turn to try a RAFT • Select a unit you’ll be teaching shortly. • Determine the learning goals you want students to achieve. • You could: • Concentrate on Role and Audience, and use RAFT to review people, dates or vocabulary. Then let format and topics be fun and based on interests. • Concentrate on a skill, and incorporate that skill in either the Format or the Topic. That allows the students to engage by varying the role and audience. • Concentrate on the big idea, the understanding, in the Topic. • You can have some easier and some harder RAFTs and assign them to students to provide appropriate challenge levels. • You could allow students to choose from a list of R’s, A’s, F’s and T’s to give them learning style and interest preferences. • Develop one or two RAFT strips that would lead students to the understanding you selected.

5. The Purpose of an Anchor Activity is to: Provide meaningful work for students when they finish an assignment or project, when they first enter the class or when they are “stumped”. Provide ongoing tasks that tie to the content and instruction. Free up the classroom teacher to work with other groups of students or individuals.

6. Learning Contracts • Gives students control over when to work • Gives students choice about presentation options • Can be “tiered” so that challenge levels of the problems, texts, or skills practiced are suitable for each student

7. Writing BingoTry for one or more BINGOs this month. Remember, you must have a real reason for the writing experience! If you mail or email your product, get me to read it first and initial your box! Be sure to use your writing goals and our class rubric to guide your work.

8. Novel Think-Tac-Toebasic versionDirections: Select and complete one activity from each horizontal row to help you and others think about your novel. Remember to make your work thoughtful, original, accurate, and detailed. Character Setting Theme Create a pair of collages that compares

9. Novel Think Tac-Toeadvanced versionDirections: Select and complete one activity from each horizontal row to help you and others think about your novel. Remember to make your work thoughtful, original, insightful, and elegant in expression. Character Setting Theme

10. Proportional ReasoningThink-Tac-Toe Nanci Smith, 2004

11. Math TicketThis contract allows for some learning style choices, but also has the teacher giving readiness assignments • Graphics (R) Problem of the Day ___Computer (R) • Tangram Ex (p.14#1), or Complete the odd # problems Complete the • Tangram Ex (p.11,#9), or from the POD board. or blue task cards, • Geoboard Pentagon , or problems 1-9 or red tasks • Geoboard Hexagon or green task • Math Writing (LS) Math with LegsTeacher Feature • Explain in clear step by step Develop a real problem When you are way how you: someone might have which called graphing might help them. *Solved your problem of or • the day or solved your Explain and model how it Tangram/Geoboard challenge the problem of the day applies • *Use pictures and words to to real life. teach someone how to do oneof your five math tasks

12. Graphing Bingo: A “Go-To” Learning Contract

13. A Planet “Show & Tell”(Each student must pick one square from each horizontal row and use the two together) Create One Pick a Way to Explain This differentiated review/synthesis task is based on Va. SOLS for science: 1.6 The student will investigate & understand the basic relationships between the Earth and sun, Including *the sun is the source of heat & light *night & day are caused by the rotation of the Earth. 1.7 The student will investigate and understand the relationship of seasonal change (light and temperature) to the activities & life processes of plants and animals. Based on Unit by Bette Wood, Charlottesville, Virginia City Schools.

14. Chemicals in the EnvironmentContract to appeal to interests and learning style preferences Know: How chemicals impact our environment Understand: To be an effective citizen, it is necessary to know how to deal with problems related to science and technology Be Able to Do: Research a current chemical problem in the environment and propose ways to deal with the problem

15. Contract on Chemical Problems in the Environment, continuedImperatives (you must do all of these) • Select a chemical problem in the environment, and define or describe why, where, and to whom or what the difficulties this problem presents occur. Your choices are: • global warming/greenhouse effect • ozone depletion • acid rain • air pollution • water pollution (including thermal pollution of water and land/ground pollution) • Complete a map showing where the problem exists, what or who is affected by it and its degree of influence. • Develop a talking paper that describes present and future solutions to the problem, based on what you have researched. Create you set of recommendations and a rationale for them.

16. Contract, Chem Prob in the Environment continuedNegotiables: (You must do at least one of them) • Determine approximate costs of the problem in one badly affected region. Develop a graphic that shows total costs (e.g. health costs, cleanup costs, lost revenues from land, etc.) • Develop a timeline of the evolution of the problem over the last 100 years, including significant dates and factors that contributed to the change. Take the time line into the future based on your current understanding of trends associated with the problem.

17. Contract, Chem Prob in the Environment, continuedOptions: (You may do one or more of these) • Create a Gary Larson-type cartoon or an editorial cartoon that comments on the problem. • Prepare a fictionalized account, based on scientific facts, of a person who lives in a badly affected area. Your goal is to put a human face on the problem. • Develop a taped, 60-second public service announcement to raise audience awareness of the problem and introduce positive actions citizens might take to improve the prognosis for the future.

18. Learning Contract----Think Tac ToeAncient Civilizations – Grade 6 GEOGRAPHY IMPORTANT PEOPLE CONTRIBUTIONS Charles Kyle & Kathy Reed * Illinois

19. CIVIL WARGRADE SEVEN * Advanced Level GEOGRAPHIC 1 2 3 ECONOMIC 4 5 6 CULTURAL 7 8 9 ETHICS 10 11 12

20. I WANT TO KNOW Name: _____________________________ My Question or Topic is: _________________________________________ To find out about it, I will: I will write: I will draw: I will read: I will look at/ listen to: I will need: How I will share what I learned is: ____________________________ ____________________________ ____________________________ I will finish by: ________________________

21. FRIENDSHIPS Shape up! Reading Contract Choose an activity from each shape group. Cut out your three choices and glue them Below. You are responsible for finishing these activities by _________. Have fun! This contract belongs to _____________________________________

22. Make a poster advertising yourself as a good friend. Use words and pictures to help make people want to be your friend. Make sure your name is an important part of the poster Make a two sided circle-rama. Use it to tell people what makes you a good friend. Use pictures and words and make sure your name is an important part of the display Make a mobile that shows what makes you a good friend. Use pictures and words to hang on your mobile. Write your name on the top of the mobile in beautiful letters. Get with a friend and make a puppet show about a problem and the solution in your book Get with a friend and act out a problem and its solution from your book Meet with me and tell me about a problem and its solution from the story. Then tell me about a problem you have had and how you solved it Draw a picture of a problem in the story. Then use words to tell about the problem and how the characters solved their problem Write a letter to one of the characters in your book. Tell them about a problem you have. Then have them write back with a solution to your problem. Think about another problem one of the characters in your book might have. Write a new story for the book about the problem and tell how it was solved.

23. The Red Contract Key Skills: Graphing and Measuring Key Concepts: Relative Sizes Note to User: This is a Grade 3 math contract for students below grade level in these skills Find a friend and do Board math with Problems 1-10 on Page 71 of our Math book. Remember the “no more than 4” rule Come to the red math workshop on Monday and Tuesday Use the dominoes to solve the problems in your folder. Draw and then write your answers Work at the measuring and graphing center until you complete the red work Solve the great graph mystery in your math folder. Check Your answers with a buddy, then with the teacher Design an animal on graph paper using the creature blueprint. Get your graph approved. Then make a drawing, painting, or model of it

24. The Green Contract Key Skills: Graphing and Measuring Key Concepts: Relative Sizes Note to User:This is a Grade 3 math contract for students at or near grade level in these skills Come to the green math workshop on Monday and Friday Work the even numbered problems on page 71 of our math book. Use the export of the day to audit your work Complete the dominoes multiplication challenge. Record your answers on the wall chart Work at the measuring and graphing center until you complete the green work Solve the great graph mystery in your math folder. You can Work with someone on The green team if you’d Like. Check your answer With the teacher Design an animal on graph paper using the creature blueprint. Get your graph approved. Then make a drawing, painting, or model of it

25. The Blue Contract Key Skills: Graphing and Measuring Key Concepts: Relative Sizes Note to User: This is a Grade 3 math contract for students advanced in these skills Come to the blue math workshop on Tuesday or Thursday morning Complete the extension problems on graphing on page 74 of our math book. Use a peer monitor to audit your work. Do a timed test of Two-digit multiplication. Use a peer monitor Work at the measuring and graphing center until you complete the blue work Solve the graph mystery in your folder. You can work with someone on the blue team if you’d like. Find a place in our school to make a pattern graph of. Make the graph and create three problems for a classmate to solve.

26. Readiness Differentiation • What assessments can I use to discover the skill and knowledge levels of students? • How can I tier the task(s) to allow students to work at a level of appropriate challenge? • How can I group students to allow them to growth and opportunity for success?

27. STUDENT DATA SOURCES Journal entry Short answer test Open response test Home learning Notebook Oral response Portfolio entry Exhibition Culminating product Question writing Problem solving TEACHER DATA MECHANISMS Anecdotal records Observation by checklist Skills checklist Class discussion Small group interaction Teacher – student conference Assessment stations Exit cards Problem posing Performance tasks and rubrics THINKING ABOUT ON-GOING ASSESSMENT

28. Graph Me . . . How to celebrate differences in a differentiated classroom… 10 9 8 7 6 5 4 3 2 1 0 Reading Numbers Solving Problems Studying Asking questions Building Working independently Cleaning Conduct experiments Creative

29. Knowledge Rating Chart • I’ve never heard of this before • I’ve heard of this, but am not sure how it works • I know about this and how to use it _____ Direct object _____ Direct object pronoun _____ Indirect object _____ Indirect object pronoun _____ Object of a preposition _____ Adjective _____ Interrogative adjective

31. A. Write a step by step set of directions, including diagrams and computations, to show someone who has been absent how to do the kind of problem we’ve worked with this week. B. Write a set of directions for someone who is going to solve a problem in their life by using the kind of math problem we’ve studied this week. Explain their problem first. Be sure the directions address their problem, not just the computations. Journal Prompts for Ongoing Assessment

32. Windshield Check • CLEAR – “I get it!” • BUGS – “I get it for the most part, but I still have a few questions.” • MUD – “I still don’t get it.” Alternative Method: Thumbs-up/Wiggle palms/Thumbs down BACK

33. Directions: Complete the chart to show what you know about ________. Write as much as you can. This is not graded. Definition

34. WORDS PICTURE FAMILY

35. Exit Cards: Poetry Name: • What is a “Conceit”? • Briefly explain the Conceit used in the poem, “The Flea,” as well as in one other poem we’ve read this week. • Why do you think these poets used this technique?

36. Exit Cards: Algebra • Name: • Draw a graph & label the “x” and “y” axes • Graph a line with the endpoints (3,5) (7,2) • Graph a line with the endpoints (-3,-5) (7,2) • Provide two ways of writing the equation for a line

37. 3-2-1 Card Name: • 3things I learned from the friction lab… • 2questions I still have about friction… • 1 thing way I see friction working in the world around me….

38. Tiered Assignments Another Readiness Strategy • In a differentiated classroom, a teacher uses varied levels of tasks to ensure that students explore ideas and use skills at a level that builds on their prior knowledge and is a catalyst for continued growth. • While students work at varied degrees of difficulty on their tasks, they all explore the essential ideas and all work at high levels of thought. The tasks should be equally appealing. • Assessment-based tiering allows students to work in their “Zone of Proximal Development” or in a state of “moderate challenge.”

39. BRAIN RESEARCHReticular Activating SystemRAS = “Toggle Switch” Only one of these three states is activated (aroused) at a time: “Certain motivational states which interfere with learning condition are especially dangerous: anxiety and boredom. Anxiety occurs primarily when teachers expect too much from students; boredom occurs when teachers expect too little.” – Howard Gardner Learning only happens when the toggle switch is in the middle position

40. Tiered Tasks Tiering: A readiness-based approach designed to help all learners work with the same essential information, ideas, and skills—but at a degree of difficulty “just a little too hard” for that learner. Criteria for Effective Tiering: • All tasks focused on the same essential knowledge, understanding, and skill • All tasks at a high level of thinking • All tasks equally engaging Many Approaches Can Be Tiered: *Activities *Homework *Labs *Tests/Assessments *Centers *Products *Journal prompts *Discussions/Questions *Learning Contracts *ETC. Tomlinson ‘03

41. 2 • ZIGZAG – • One hand • Other hand • Increased speed • Change pattern to simulate going around opponents • In and out of pylons as fast as possible • Change hand • Increase speed • Dribble with one hand – and a partner playing defense. • Increase speed and use other hand • Trade roles • Through pylons, alternating hands, & partner playing defense • Increase speed • Trade roles 3 4 5 Elementary Physical Education Tiered Lesson  SKILL: Dribbling and basketball 1 • Dribble from point A to point B in a straight line with one hand • Switch to the other hand and repeat. • Use either hand and develop a new floor pattern from A to B (not a straight line)

42. Grade K Counting (Skill) Grade K Key Concept: Patterns Counting/Math Center Task 1 Find a way to count and show how many people are in our class today. How did you get your answer? Task 2 Find a way to show how many people are in our class. How many absent today? How many are here today? How do you know? Task 3 Find a way to show how many boys are in our class today. How many boys are absent today? How many girls are here today? How many girls are absent today? Prove you are right. Generalization: Scientists Classify by Patterns Use carpenter’s aprons to collect “data” through a nature walk. At Science Center: • Task 1 Classify Leaves • by size • by color • Task 2 Classify Leaves • by shape • create a category • Task 3 Find 3 ways each leaf could be classified – other than color Pre-made grid with categories on it Sample grid – students create own grid Students decide how to show categories and contents Tomlinson ‘97

43. Carol A. Tomlinson’s The Equalizer • Foundational Transformational • Concrete Abstract • Simple Complex • Single Facet Multiple Facets • Small Leap Great Leap • More Structured More Open • Less Independence Greater Independence • Slow Quick Information, Ideas, Materials, Applications Representations, Ideas, Applications, Materials Resources, Research, Issues, Problems, Skills, Goals Directions, Problems, Application, Solutions, Approaches, Disciplinary Connections Application, Insight, Transfer Solutions, Decisions, Approaches Planning, Designing, Monitoring Pace of Study, Pace of Thought Carol A. Tomlinson

44. Thinking About The Equalizer • Foundational Transformational • Information, Ideas, Materials, Applications • Foundational to Transformational. When an idea is new to some students, or if it’s not in one of their stronger areas, they often need supporting information about the idea that is clear and plainly worded. Then they usually need time to practice applying the idea in a straightforward way. In these instances, the materials they use and the tasks they do should be foundational – that is, basic and presented in ways that help them build a solid foundation of understanding. At other times, when something is already clear to them or is in a strength area, they need to move along quickly. They need information that shows them intricacies about the idea. They need to stretch and bend the idea and see how it interacts with other ideas to create a new thought. Such conditions require materials and tasks that are more transformational. • For example, one child may benefit from a more basic task of classifying animals by body covering, which another may need the more transformational task of predicting how changes in environment would likely affect the body covering of several animals. In a math class, one young learner may be ready for a basic application of the concept of fractions by cutting fruit and placing it to reflect a given fraction. An appropriate challenge for another student may be the more transformational task of writing measures of music that represent certain fractions.

45. Thinking About The Equalizer 2. Concrete Abstract Representations, Ideas, Applications, Materials • Concrete to Abstract. Students usually need to become familiar with the key information or material about an area of study before they can successfully look at its implications, meanings, or interrelationships. However, once they have grasped the information in a concrete way, it’s important that they move on to meanings and implications. Working with concrete information should open a door for meaningful abstraction later on. For example, grasping the idea of plot (more concrete) typically has to precede investigations of theme (more abstract). But ultimately, all students need to delve into the meanings of stories, not just the events. The issue here is readiness or timing.

46. Thinking About The Equalizer 3. Simple Complex Resources, Research, Issues, Problems, Skills, Goals • Simple to Complex. Sometimes students need to see only the big picture of a topic or area of study, just its “skeleton,” without many details. Even adults often find it helpful to read a children’s book on black holes, for example, before they tackle the work of Stephen Hawking. When the big picture is needed, your students need resources, research, issues, problems, skills, and goals that help them achieve a framework of understanding with clarity. On the other hand, when the “skeleton” is clear to them, they’ll find it more stimulating to add “muscle, bone, and nerves,” moving from simple to complex. Some students may need to work more simply with one abstraction at a time; others may be able to handle the complexity of multiple abstractions. • For example, some students may be ready to work with the theme in a story (a single abstraction), while other students look at inter-relationships between themes and symbols (multiple abstractions, or complexity).

47. Thinking About The Equalizer 4. Single Facet Multiple Facets Disciplinary Connection, Direction, Stages of Development • Single Facet to Multiple Facets. Sometimes students are at peak performance when working on problems, projects, or dilemmas that involve only a few steps or solutions to complete. It may be all that some students can handle to make a connection between what they studied in science today and what they studied last week. Those with greater understanding and facility in an area of study are ready for and more challenged by following complicated directions. They are more challenged by solving problems that are multifaceted or require great flexibility of approach, or by being asked to make connections between subjects that scarcely seemed related before. 5. Small Leap Great Leap Application, Insight, Transfer • Small Leap to Great Leap. Note that this continuum does not provide the option of “no leap.” Students should always have to run ideas through their minds and figure out how to use them. Activities that call only for absorption and regurgitation are generally of little long-term use. • But for some students, learning about how to measure area and then applying that learning by estimating and verifying the area of the hamster house compared to the teacher’s desk may be enough of a leap of application and transfer – at least in the beginning. Other students may be able to more from estimating and verifying area to estimating materials needed to a building project and proportional cost implications of increasing the building area. In both cases, students make mental leaps from reading information on a page to using that information. The latter task calls for relatively greater leaps of application, insight, and transfer..

48. Thinking About The Equalizer 6. More Structured More Open Solutions, Decisions, Approaches • Structured to Open-Ended. Sometimes students need to complete tasks that are fairly well laid out for them, where they don’t have too many decisions to make. Novice drivers begin by managing the car on prescribed driving ranges or delineated routes. Being new to a computer or word processor often requires completing programmed and closed lessons that involve “right” answers to become knowledgeable -- and comfortable – with basic operation and keyboarding before moving on to more advanced and open-ended tasks such as selecting varied uses of graphics to illustrate ideas in a formal presentation. Following a predetermined format for a writing assignment or a chemistry lab often makes more sense than improvisation. • At other times, however, students are ready to explore the computer, craft their own essays designed to address a communication need, or create a chemistry lab that demonstrates principles of their choosing. Modeling helps most of us become confident enough to eventually “wing it.” But when modeling has served its purpose, it’s time to branch out and get creative. 7. Clearly Defined Fuzzy Problems In process, In Research, In Products

49. Thinking About The Equalizer 8. Less Independence More Independence Planning, Designing, Monitoring • Dependent to Independent. A goal for all learners is independent study, thought, and production. But just as some students gain height more quickly than others, some will be ready for greater independence earlier than others. Their needs in developing independence generally fall into one of these four stages: • Skill building, when students need to develop the ability to make simple choices, follow through with short-term tasks, and use directions appropriately. • Structured independence, when students make choices from teacher-generated options, follow prescribed time lines, and engage in self-evaluation according to preset criteria to complete longer-term and more complex tasks. • Shared independence, when students generate problems to be solved, design tasks, set time lines, and establish criteria for evaluation. The teacher helps “tighten” or focus the plans and monitors the production process. • Self-guided independence, when students plan, execute, and seek help or feedback only when needed. • By guiding students across this continuum at individually appropriate speeds, you and your students are less likely to become frustrated by tasks that require greater independence.

50. Green Group Use Cuisinaire rods or fraction circles to model simple fraction addition problems. Begin with common denominators and work up to denominators with common factors such as 3 and 6. Explain the pitfalls and hurrahs of adding fractions by making a picture book. Red Group Use Venn diagrams to model LCMs. Explain how this process can be used to find common denominators. Use the method on more challenging addition problems. Write a manual on how to add fractions. It must include why a common denominator is needed, and at least three different ways to find it. Blue Group Manipulatives such as Cuisinaire rods and fraction circles will be available as a resource for the group. Students use factor trees and lists of multiples to find common denominators. Using this approach, pairs and triplets of fractions are rewritten using common denominators. End by adding several different problem of increasing challenge and length. Suzie says that adding fractions is like a game: you just need to know the rules. Write game instructions explaining the rules of adding fractions. Adding Fractions