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Flipping Through History

Flipping Through History. CLMS Darlene Pope February 28, 2010 Sacramento, CA. Topics. Academic /Historical Language Translating Notes Enhancing the Basic Flip Book Complex tasks Helpful Hint…number the pages of your handouts…front side only 1-11. Increasing Rigor .

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Flipping Through History

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  1. Flipping Through History CLMS Darlene Pope February 28, 2010 Sacramento, CA

  2. Topics Academic /Historical Language Translating Notes Enhancing the Basic Flip Book Complex tasks Helpful Hint…number the pages of your handouts…front side only 1-11

  3. Increasing Rigor Costas Level of Thinking Marzano’s Effective Strategies Multiple Intelligence Historical Thinking Patterns

  4. Vocabulary Flip Words

  5. Costas Level of Thinking • Level 2 Classification • Marzano’s Effective Strategies • Similarities and Differences • Generating and Testing Hypotheses • Nonlinguistic Representation Vocabulary

  6. Multiple Intelligence • Verbal Linguistic • Visual Spatial • Mathematical Logical • Bodily Kinesthetic • Historical Thinking Patterns • Will vary with topic and sophistication of the students. • ESP (Economic Social Political) • GRAPES (based on CA state standards for 6 & 7 especially) Vocabulary

  7. What It Looks Like

  8. How to Do It Make a matchbook foldable. Put the word on the small flap Put a visual of the word on the front cover Put the definition on the lower part of the inside. Optional-put another component (Frayer model) on the upper part of the inside cover.

  9. Big Idea or question. Translating Notes Visualization of notes Notes

  10. Costas Level of Thinking • Level 2 – Analyze • Level 3 – Interpret • Marzano • Notetaking & summary • Graphic Representation • Similarities and differences Translating Notes

  11. Multiple Intelligence • Verbal Linguistic • Visual Spatial • Bodily Kinesthetic • Mathematical Logical • Intrapersonal *Interpersonal if students then switch papers translate back into words. • Historical Thinking Pattern • Will vary with task Translating Notes

  12. What it looks like…

  13. How to Do It • Fold a piece of lined paper in half the long way. • Take notes on the left side of the page as you would for Cornell Notes. • Write relevant questions/comments/important terms on the right side of the page. • Fold the page so the note column covers the question column and you see half of the blank side of the page. • Translate the important ideas of the notes into a visual representation so that all key points are included. • Use a scissors to cut each section with a visual to form a flap for each visual.

  14. The Non-traditional Flip Book

  15. Costas Level of Thinking • Level 1 – Identify • Level 2 – Analyze, categorize, compare, organize, sequence • Level 3 – Interpret, imagine, evaluate, invent • Marzano • Nonlinguistic representation • Similarities and differences • Graphic Organizer Flip Books

  16. Multiple Intelligence • Verbal Linguistic • Visual Spatial • Bodily Kinesthetic • Mathematical Logical • Historical Thinking Pattern • Categorization • Bias-perspective • Cause & Effect • Compare & Contrast • Change across time. Flip Books

  17. What It Looks Like Flip Books.pptx

  18. Variations • Sections • 3 branches of government • Steps to a war/revolution • Compare components among different cultures • Geography • Religion • Art • Political • Economic • Social • Historical Perspective • Levels of Importance • Shapes • Of a country • Electronic Sources

  19. http://www.readwritethink.org/files/resources/interactives/flipbook/http://www.readwritethink.org/files/resources/interactives/flipbook/

  20. http://www.enchantedlearning.com/crafts/Facetemplate.shtml

  21. How to Do It • Basic Hints • Decide on the # of pages you want in the flip book • Divide that # by two-this is how many pieces of paper you will need • Stagger the sheets • Fold sheets to make one more stagger in the middle • If you use colored paper these middle pages will be the same color…be sure there are 2! • Staple at the top • If cut the pages into columns-do not cut the cover or back page • Book tends to fall apart if you do.

  22. Consider… • Adding a written component to organizational flip books • Rank the steps to the Civil War. • Justify – Describe why you chose your top three steps.

  23. ComplexTasks

  24. Costas Level of Thinking • Level 2 – Apply, compare/contrast, analyze, sequence, categorize, justify • Level 3 – Evaluate, judge, generalize, synthesize, interpret, speculate • Marzano • Summary • Graphic organizer • Nonlinguistic representation • Similarities and differences • Generating and testing hypotheses • Cooperative learning Complex Tasks

  25. Multiple Intelligence • Verbal Linguistic • Visual Spatial • Mathematical Logical • Intrapersonal • Interpersonal • Historical Thinking Pattern • Cause & effect • Compare & contrast • Change across time • Chronological thinking • Categorization • Historical perspective Complex Tasks

  26. How to Do It

  27. What It Looks Like student work\Complex Tasks.pptx

  28. Increasing Access…the importance of scaffolding • Complex tasks need careful scaffolding • When teaching a thinking pattern…use information the students are already familiar with • Prior knowledge • Personal experiences of students • Review content previously studied • Imbed a scaffolding progression • Create Graphic Organizers that can then be cut and pasted onto the flip book. • Make an electronic version of your graphic organizer that can be downloaded by students and completed on their computer. • Consider grading content mastery not compliance… • Deadlines

  29. Sample Scaffolding Progression

  30. Powerpoint and handouts are available at www.strategicteaching.wordpress.com

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