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  • Commemorating Martin Luther Ki Commemorating Martin Luther King Day

    • From: Ryan_Thomas1
    • Description:

      Martin Luther King, Jr. Martin Luther King, Jr. Day is just around the corner and we want to help you and your students commemorate it! Inside our new guide, you’ll find a few of our favorite lesson plans and craft ideas.

      Each activity has been designed to correspond with one of the four levels of integration of multicultural content put together by Dr. James A. Banks, professor of Multicultural Education and Diversity Studies at University of Washington, Seattle.

      Projects include:

      • Martin Luther King Pop Art:  Students take a well-known image of Dr. King and put a pop-art spin on it


      • We Have a Dream Mobile: A self-reflective project that asks students to engage with Dr. King’s famous speech, reflect on their own dreams, and think about how they can realize those dreams


      • I have a Dream Movie Trailer: Students are given the opportunity to use technology to create their own “I have a dream” trailer. This is a creative way to encourage students to interrogate and illustrate—both visually and rhetorically—how their world can be


      • Freedom Tea: This project involves parents and members of the community and gives your students the opportunity to showcase their knowledge about the Civil Rights Movement and Dr. King’s legacy


      • Create or Update Your School’s Anti-Discrimination Policy: Students are asked to take note of discrimination issues facing their school and find constructive ways to undermine those issues


        And more!

        Download our FREE Martin Luther King, Jr. Lesson Plan and Activity Guide

      

    • Blog post
    • 4 months ago
    • Views: 262

  • Civic Education Guide Aligned Civic Education Guide Aligned to Common Core State Standards for English Language Arts

    • From: Michelle_Herczog
    • Description:

      Preparing Students for College, Career, and CITIZENSHIP: A Guide to Align Civic Education and the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects was developed by the Los Angeles County Office of Education in partnership with the California Campaign for the Civic Mission of Schools.  The guide provides K-12 educators with instructional practices that strengthen civic learning and history education while at the same time meeting the reading, writing, speaking and listening, and language Common Core State Standards.  As we move forward to prepare students for success in college and career, this guide will help us prepare students for the "third c" - citizenship in the 21st century.

      The guide is free and downloadable at http://www.lacoe.edu/CurriculumInstruction/HistorySocialScience.aspx under the column labeled "Resources".  Click on the title: National - Preparing Students for College, Career, and CITIZENSHIP to download.

    • Blog post
    • 7 months ago
    • Views: 237

  • Sir Rao Ghulam Murtaza Sir Rao Ghulam Murtaza

    • From: Rao_Murtaza
    • Description:

      I am greeting to all that i will give me favour to get myself in yours community

    • Blog post
    • 9 months ago
    • Views: 185
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  • I. Destiny, Fate, or Freewill: I. Destiny, Fate, or Freewill: Oedipus

    • From: Mindy_Keller-Kyriakides
    • Description:

       
      In keeping with CCSS, this Destiny Unit may prove helpful. Special emphasis for Oedipus should be on argument, reason, and structure. I taught this play successfully with 9th graders from a Perrine lit book (it’s all we had), so it can be done!

      First have students consider this overarching question:  Are our lives predestined, or do we have freewill?

      I. As a hook, consider asking students to write their responses in a quick-write. From there, delve into the two sides of the discussion, asking students to make notes of any reasons or examples that they find convincing (as support or refutation of their own). The use of a question ultimately provides a stronger connection and purpose for reading the text.

      For homework, consider asking students to formalize their answer in an essay response of two paragraphs:  one paragraph of a reasoned argument (why their view is valid), and one paragraph of a reasoned counter-argument refutation (why the opposing side’s view is invalid). Their goal is to convince the opposition to move to “their” side of the debate. Make sure students stick to one, specific focus per paragraph!

      Rather than my eking this out blip by blip, if you're interested in following the rest of the unit, please visit my blog: Joyful Collapse. 

       

       

       

      

    • Blog post
    • 11 months ago
    • Views: 577

  • CCSS Narrative Essays: Going i CCSS Narrative Essays: Going in "Cold" 9th -12th

    • From: Mindy_Keller-Kyriakides
    • Description:

      Analysis of the CCS for 9th-12th narrative writing reveals a strong emphasis on structure and reflection. While the majority of students have written a narrative essay, with the understanding of how to “tell a story,” what they haven’t experienced, probably, is creating a purposeful design that expresses a reflective insight.

       

      We can help students reach these goals by emphasizing that the choice of experience for the narrative can be construed as an argument or message to the reader. Thus, the impulsive drive to make the narrative “exciting” (which generally falls flat) is set aside in favor of a more profound, purposeful telling, towards which the standards point.

       

      The prompt for a narrative assignment should call for reflection. Consider something along these lines:

       

      Describe an experience in which you gained new insight into yourself, another person, people, or life.

       

      Students don’t realize that what they consider to be the smallest of experiences can resonate with readers. Often, they’ll say, “Nothing’s happened to me,” or “It’s stupid.” They really don’t get that small things contain very powerful messages.

       

      I once read a freshman comp essay about a young lady recalling the experience of taking care of a cow that she despised. The cow eventually got very sick, and by the end, she’d had a complete turn-around, desperately trying to save it. The poor animal died, but the insight she’d gained from the experience—which I could barely read through my tears—was absolutely wonderful.

       

      Once we help students tap into the emotions under the experience, we find gold, so we must push them “deeper” into that experience to help them find the message or argument. 

       

      The standards are multi-layered with many options, so we can use those options to our advantage by  constructing a more purposeful movement through them. 

       

      Students may find it helpful to work through one experience, changing the approach to that experience each time. By having them stick to that one experience, we'll not only reinforce the standard's goal of purposeful design--same story, different ways--but we'll also reinforce the recursive nature of the writing process.     

       

      Stage I:  First-person p.o.v. focus on progression of a single experience and pacing, description, reflection. Sequence: chronological.

                    

      Stage II: First-person p.o.v with a distinction between narrator and characters in the experience. Incorporation of dialogue. Chronological sequence, incorporating foreshadowing.

       

      Stage III: Third-person limited omniscient, structured in  medias res. 

       

      Stage IV: Third-person omniscient, sequenced in flashback, beginning with conclusion/reflection on the experience.

       

      Stage V (optional):  Imagined experience in the structure of their choosing.

       

      What works nicely with these stages is that you can evenly disperse them throughout a school year (one paper per nine weeks) with the optional final stage for those students who desire the challenge. Or, they could be dispersed by grade.  

       

      The emphasis on the revisions of the work (either by year or grade) would allow for greater mastery of the skills as opposed to assigning several different prompts throughout the year. 

       

      Using this approach, for example, Freshmen would work through one prompt in Stage I, providing several revisions of that same paper. 

       

      Sophomores would work through Stages I and II that year, changing the prompt for 11th and 12th. Juniors would work through Stages I-III on the same prompt, changing the prompt for their senior year.  Seniors, would have it a little more rough, working through all four stages on the same prompt in the same year.

       

      For those students coming into CCS “cold”, this approach might help ease them into the expectations, and I hope that teachers will find the use of stages a bit less intimidating. Let me know what you think! :-)

       

      Here are the CCS, side by side:

       

      Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 

       

      9th/10th                                                           11th/12th

                                                                                                    

      Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

       

            same

       

      Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

       

           same

       

      Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

       

      Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

       

      Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

       

        same

       

      Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

       

      same

       

       

       

      

    • Blog post
    • 1 year ago
    • Views: 518

  • Kip Glazer HS Poetry Neuro-LOG Kip Glazer HS Poetry Neuro-LOGICAL Unit

    • From: Judith_Willis
    • Description:
    • Video blog post
    • 1 year ago
    • Views: 392
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  • HS Lit Poetry Kip Glazer Neuro HS Lit Poetry Kip Glazer Neuro-LOGICAL unit

    • From: Judith_Willis
    • Description:

      A R.A.D. Neuro-LOGICAL lesson on YouTube by Kip Glazer, H.S. Literature including strategies from Judy Willis and Sheridan Blau (NWP) http://bit.ly/M6XwKM

      

       

    • Video blog post
    • 1 year ago
    • Views: 531

  • Powerful Poetry with Dopamine Powerful Poetry with Dopamine Boost

    • From: Judith_Willis
    • Description:
    • 1 year ago
    • Views: 283
    • Not yet rated

  • Everything's an Argument: Comb Everything's an Argument: Combining CCSS Reading/Writing 9th -12th.

    • From: Mindy_Keller-Kyriakides
    • Description:

      One aspect of the CCSS for Reading and Writing that we might consider is how to create a cohesive connection between literary analysis and writing an argument paper. 

      For a literary analysis, the goal should be an arguable thesis, supported by textual evidence from the given short story, poem, drama, or novel. Again, the Reading standards are somewhat similar for lower/upperclassmen, with 11th/12th  moving into greater depth:
      • RL.9-10.1.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      • RL.11-12.1.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
      • RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
      • RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
      • RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
      • RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
      To help students make the transition to this level of thinking (and for them to be able to determine a theme(s) on their own eventually) consider scaffolding them by first creating a thematic unit on a larger concept, such as Integrity, Revenge, Beauty, Love, or Evil.
      Before reading the text selection, students marinate on the given theme. You can introduce it in any number of ways, but the goal is to have them convey their thoughts and opinions on the theme. We'll walk through a potential unit on Evil, which students seem to particularly enjoy.
      It’s helpful to have them discuss with each other. Who is evil? What is evil? Why is evil? Where is evil? Then, after they've reached their conclusions, you  throw a wrench into their thinking with an assertion. 
      (You can find any number of possibilities for an assertion searching by topic on a quotation site, such as Thinkexist.) My favorite assertion for Evil is:
      “Evil is unspectacular and always human,
      And shares our bed and eats at our own table ....” 
      ~W.H. Auden
       
      Students have already discussed what they think on the topic, so now, they analyze and argue the validity of Auden’s point about the topic. Aren’t serial killers the most evil of all? How can he be right in saying that Evil is right in our homes? My family isn’t evil. What does he mean?
       
      Students will both agree and disagree, which is fine and should be encouraged. Let them know it’s okay for them to change their minds, too! The goal is the thinking.  
      Most literary texts will incorporate some aspect of your proposed unit concept; it’s up to you how you “clump” them together. 
      For example, in a 12th grade class, you might consider Othello, "My Last Duchess", Heart of Darkness, A Child Called It, or Frankenstein for Evil, providing a spectrum of texts. In an 11th grade class, you might consider The Great Gatsby, Trail of Tears, or Of Mice and Men, "Theme for English B", for Integrity. 10th graders might enjoy Antigone, "Dulce et Decorum Est", Night, or Lord of the Flies for Morality. (I’m sure you get the idea.) 
      Each time the students read a text, they determine that text’s argument for the topic. For example: 
      What argument does Shakespeare make about Evil in Othello?
        
      How does he make this argument (e.g. using symbolism, through the character of Iago, through the innocence of Desdemona)?  
      Why does he make it? 


      After students have written on that topic, you take it one step further (either in a separate assignment or tagged onto this one):

           Does Othello support or refute Auden’s assertion about Evil?
           Why do you think so?      
      As they submitted their essays on the individual texts (I considered these informal, rough drafts), I might pinpoint a pattern of punctuation for them to work (such as comma usage), but the onus was on them to correct it once noted. If a pattern of error emerged that warranted a class explanation, we addressed it (such as semi-colon usage or use of second person p.o.v.). I concentrated on the fluency of these drafts, mostly.
      It saved me a great deal of stress having them write only one formal paper. The goal was to help them with their thinking, first, so the emphasis of the preliminary essays was on reasoning, which the CCS emphasize and strive so diligently to accomplish. Then, and only then, did we concern ourselves with correctness on the formal papers. 

      This final paper was typed, in MLA format (all the bells and whistles), and it was their assessment for the unit. They were expected to use at least two, but no more than four, of the texts from the unit to argue the validity of Auden’s assertion. 

      Essentially, they answered this question: Based on what you’ve read, why do you support (or refute) Auden’s assertion?

      This is where you’d move back into CCS writing standards for argument, thus satisfying that standard with a purposeful use of the literature. (Of course, we followed a process of first draft, revision, editing, and polishing, the whole nine yards.) 
      By the time students have 1) evaluated their opinions on the topic, 2) analyzed/argued other’s assertions, 3) analyzed a text, and 4) argued whether or not that text supports the general assertion, they’ve come a great distance in their critical thinking skills!  
       
      Students don’t necessarily love reading, but when they have a purpose for doing so, they may be so inclined to actually do the reading. Further, since teenagers love arguing above all else, when they read with the idea that they’re going to make an argument about something, it’s a win for everyone. 
      Let me know what you think!  
      (Next up:  narrative as argument!)

      

    • Blog post
    • 1 year ago
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  • Everything’s an Argument: Alig Everything’s an Argument: Aligning to Common Core Standards for Argument essays 11th -12th Grades

    • From: Mindy_Keller-Kyriakides
    • Description:
      Interestingly, the standards for 9th/10th and 11th/12th differ only slightly, distinguished by depth of response.  That is, the upperclassmen need to do the same thing as the underclassmen, just with a bit more “oomph”.  That makes sense if we are to move students forward systematically.  However, this year’s transitional students will need us to create a sort of combo-pack approach to the expectations for argument.  
      Use an Engaging prompt: The best prompts to begin with are those closest to the student’s experience. (One of the best argument essays I ever read was a teenager arguing to be able to use the family car!) 
      Find out what your students argue about. Consider a homework assignment that has them articulate what their controversies are. 
      Is the class divided on a topic, such as the “best” musical artist or musical genre? Find something in their zone, particularly for the first argument essay.
      Scaffold the components of the essay. Don’t assign the entire essay all at once. You’ll get the usual blasé material and drive yourself crazy in the grading of it! 
      Assign the thesis. Only the thesis.  Have students discuss the reasons they’ve determined. What reasons are convincing, and what ones are not? Let them talk it out with each other. Before they can begin the outline, you’ll approve the thesis. 
      A  model that meets the 9/10 CCS standards might be:
       Although many people dislike Lady Gaga, she takes a position on cultural issues, which makes her a good role model for teenagers. 

      An 11/12 model might look like this:  
       Although many people find Lady Gaga a media-hungry culture icon, her ability to convey serious messages in her music and her adherence to her messages indicate that she is the best role model for teenagers, today.
       
      To make the thesis reach the necessary level of significance, the student has to “deepen the pot” of his/her original thesis.  Ask them to determine the "reasons why" behind their counter-claims and claims.
      Roughly, this is what you’ll have to do with your upperclassmen. They’re going to hand in a 9th grade level thesis, which is a good start. Take them to the next step for revision!  
      Helping students revise theses will take a fraction of the time it would take to grade an entire essay. After you approve the thesis revision, the student should be able to form a pretty solid outline. 
      Question Outline:   Instead of having students present a traditional outline, have them work from a question outline.  Help them see that each point in the thesis implies a question that must be “answered” in the essay. It might look like this:
      Discussion 1:  Why do people think Lady Gaga is just media-hype?
       
      Why is their assessment of her invalid?
       
      Discussion 2:   What messages does Gaga convey in her music?  
      Why is her conveyance of messages a reason for her to be considered the best role model for teens, today? 

       Discussion 3:   What is significant about Gaga's adherence  to her messages? 
      Why is her adherence to messages a reason why she should be considered the best role model for teens, today?

      Students find this strategy helpful when brainstorming their discussions.  Help them see that they might be able to work through two paragraphs per discussion. Paragraphs work best when they answer one question.
       
      Review outlines for relevance and reasoning of the questions.   If the students have posed the right question, they'll have a better shot at crafting a paragraph that follows through with valid reasoning. 
      In my line of work as an online writing instructor, I've found the use of the question strategy helps students more than any other.
      Thinking like an attorney:  Most students have a good idea about what evidence is and what “proving” a case looks like. Using this analogy will help them understand how to determine the best evidence for each of their claims and counterclaims. 
      Likewise, when they work through their intended audience's thinking, you can use the analogy of a jury. In this case, the “jury” is the class.
       
      Have them look around at their classmates and predict what arguments so-and-so may have. Who is the most difficult person they have to convince? Have them choose their evidence, based on that person.  You’ll want to model the strategy, and let them begin their paragraphs in-class. That way, you’ll be on hand for spot-checks of their reasoning.
      From here, students should work through their rough drafts and revisions. This is familiar territory!  However, you will have given them solid practice for reasoning.
       
       
      Here are the expectations of the two, side-by-side. 

      Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

      • Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
      • Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
      • Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
      • Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
      • Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
      • Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
      • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
      • same
      • Provide a concluding statement or section that follows from and supports the argument presented.
      • same
       
       

      

    • Blog post
    • 1 year ago
    • Views: 837

  • Math Teacher Resources Math Teacher Resources

    • From: Judith_Willis
    • Description:

      Megan Davenport consolidated Mathematics Teacher Resources http://bit.ly/vSiwvv

      Includes a variety of lists such as these with comments such as these online resources for “making math relatable”

      • Lemonade Stand: This classic computer game helps students learn the basics of running a business.
      • Calculating a Car Payment: Students use formulas to calculate how they would pay for their dream car.
      • Online Math Applications’ Trips: This site offers students lessons on the costs of owning a car as well as a number of other automobile-based activities.
      • The Mint: The Mint provides students with information and tools on financial topics such as “Saving & Investing” and “Making a Budget”
      • Ciese Classroom Projects: This site offers students a variety of real-world math problems and application.

      

    • Blog post
    • 2 years ago
    • Views: 419

  • “The beat helped me read faste “The beat helped me read faster!!!” from Jill C.

    • From: Judith_Willis
    • Description:

       THe beat helped me read faster!!!” from Jill C.

      Yesterday, one of my students ran up to me at the end of independent reading and said, "Mrs. C, I found a way to read faster!  I was sitting on the beanbag chair and started moving my foot back and forth like a windshield wiper to a beat.  The beat helped me read faster!!" She was so excited that I asked her to write down what happened and then share it today during our reading mini-lesson. 
            I just finished your book: Brain Based Strategies in the Inclusion Classroom, and as a fourth grade regular education teacher in an inclusion classroom, your strategies have been very helpful. When my student had her insight, I hadn't yet mentioned to the students yet about your strategy to help them focus by having them listen to a beat, or tap, etc. Having read the book, I understand why she may have been so successful with her self-discovered strategy.

            Here is the section from the book to which Jill is referring:

      PATTERNING FOR BRAIN ALIGNMENT
            The brain receives information through the senses and not all sensory information in the environment reaches the cognitive processing centers of the brain. The brain sorts out the input, selectively focusing attention (through the filters of the RAS and amygdala) on the sensory information it recognizes as having survival or pleasure/interest value. Beyond those selective responses, the brain is most attuned to information that is recognized as patterns or categories it already has. (Coward 19990)
            Students with attention deficits may have difficulty seeing the patterns in the information they are reading, seeing or hearing. If these students cannot select out the patterns in mathematical concepts, songs, spelling rules, or puzzles as effectively as their classmates, they are not only confused, but they also may be further frustrated by the stress of feeling different. This high stress level increases their difficulties in following the stream of information being delivered.
            Music for patterning is based on theories suggesting that music can increase the attentive focus in students with AD/HD so they are better able link new information with preexisting brain networks (patterns). Neuroimaging during learning suggests that patterns or templates that connect new sensory data to neuronal networks increases success at converting short-term or working memories into long-term memories. (Calvin 2000)
            It may be that these children with AD/HD can take the external pattern from the beat of the music or the ticking of a metronome and use it like lights on an airport runway as a guiding pattern upon which to align their thoughts. The sound pattern may become a guided landing strip, a structure onto which they can organize incoming academic information or connect ideas. For students with attention disorders, the multisensory stimuli around them are as difficult to separate into individual components, as it would be for you to hear one specific person’s voice in a chorus. With inadequate patterning the brains of students with AD/HD may not be able to follow one new idea before another intrudes and interrupts. (Jeffries 2003)
            Interventions are proposed to help students with AD/HD develop brain-patterning skills that help them categorize the multitude of sensory inputs they receive. Attention and learning, for some students with AD/HD, appear to improve when strategies help them focus attention on stimuli. This may be why some children with AD/HD rhythmically tap pencils on their desks or their feet on the floor. The theory suggests that the external patterning rhythms help the process of aligning their brains’ attention networks to converge on a single predominant sensory input. This sensory focusing input, such as the music or rhythmic tapping, would then become the structure upon which they coordinate other incoming data; analogous to the way the pull of a magnet lines up iron filings in orderly direction. (Schneider 1993)

           As counterintuitive as it seems to some parents, when I tell them how their children with AD/HD improved when they listened to music of their choice while doing math, most are willing to use the technique at home. I first demonstrate the recorded results of the individualized analysis of their children’s work with and without the music. The computerized math program I use keeps detailed records of time spent and concepts mastered. During conferences, students who are clear responders to music add their own description to what is demonstrated as increased mental efficiency on the computer analysis of their success.
           Students say variations of, “Now I can see how this math problem fits together. It is as if the music makes my mind able to concentrate on the math.” It is as if they are able to hone their conceptual or abstract learning once their brains are aligned by the patterns established by music. The music seems to work like a graphic organizer to help students have a structure upon which to catalogue newly learned material.
               Another way to think about benefit of patterning is to consider what attention deficit means. It is not really inattention, but rather attention in many different places simultaneously. Students with AD/HD don’t have awake electroencephalograms (EEG) that show patterns of drowsiness or sedation. In AD/HD, the brain’s metabolism and EEG activity is often normal or high, because their brains are responding to an excess of sensory input or their brains are more active as they seek a compelling sensory stimulus upon which to focus. This brain state of unfocused attention is appears to become more focused when students with AD/HD are provided with a sensory focal point, such as music, a metronome, or pencil-tapping. (Webb 1990)
            The techniques that bring more enjoyment and positive emotion to the learning activity are not crutches, but adaptive facilitators that are appropriate and valuable, especially when students with attention deficits have so many pulls on their attention. It is possible that with time, these students will need less external patterning as their frontal lobes mature and they develop their patterning skills and executive functions. However, if they don’t have some assistance with focus and patterning while they are in school, students with patterning deficiencies contributing to their AD/HD may fall further and further behind.




      

    • Blog post
    • 2 years ago
    • Views: 940

  • The Help: A Teachers Guide The Help: A Teachers Guide

    • From: Gary_Stager
    • Description:

      The Huffington Post has published my most recent article about civil rights, popular culture, literature, social justice, history and teaching, "The Help: A Teachers Guide."

       

      Here are some of the early reviews...

      "As usual, Gary, you are thorough, thoughtful, and willing to challenge complacent thinking. Thank you." (Steve Hargadon)

      "This is one of the best posts I've ever read on Huffington Post. Just excellent. Every parent and school teacher-especially teachers of U.S. History- should read it." (sandmadd)

       

      Please read and share the entire article here.

      

    • Blog post
    • 2 years ago
    • Views: 957
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  • Gossip Template Gossip Template

    • From: Judith_Willis
    • Description:
    • 2 years ago
    • Views: 534
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  • Part 2 Tammy Renyard's RAD bio Part 2 Tammy Renyard's RAD bio lesson plan

    • From: Judith_Willis
    • Description:

       

      ID: Image•Details

      A page is set up in two columns, one titled images and the other titled details. As learners work with a chunk of text (print, media, experience…) they sketch and/ or use words to identify sensations, images, feelings, important ideas, connections … on one side of a page and then sift through those ideas to generate important details to remember on the other side of the page. A/B partner-talk is structured into the processing. Through the interactions learners explain their understandings, notice similarities and differences and add new learning and insights to their own thinking before demonstrating their understandings.

      Variations:

            IC: Image•Connections

            IQ: Image•Questions

            IQS: Image•Questions•Synthesis

      ©Susan Close Learning. G•O•S•S•I•P and Image•Details ID are learning processes from BrainSmart Tools: 21st century pathways for powerful learning, (February 2012): www.smartlearning.ca.

      Permission is granted to Judy Willis to feature G•O•S•S•I•P  and Image•Details ID, in a lesson sequence developed by Tammy Renyard, as long as copyright information is included at the end of the lesson.

      G•O•S•S•I•P

      This tool is great for activating and extending background knowledge, and for gathering ideas before summarizing and synthesizing information, after learning.  Learners G•O•S•S•I•P by Going out and Selectively (or systematically) Searching for Important Points, using the principles behind real gossip.

      Process:

      1.Learners are set up in A/B partners or in groups of four (two sets of A/B partners).

      2.The teacher invites learners to discuss how effective G•O•S•S•I•P works, and to co-construct criteria for powerful gossiping.

      3.The teacher models the G•O•S•S•P process with one team, inviting the onlookers to notice important details in the process.

      4.Each learner uses the criteria and what was demonstrated, to set a personal goal for using G•O•S•S•P to activate and summarize knowledge.

      5.A concept or question is offered, and learners generate their own ideas and questions in relation to the prompt, in the first box on their papers.

       

      Variation 1: A/B partner interviews, and then G•O•S•S•I•P to exchange ideas.

      One partner explains what (s)he knows. The other partner listens, asks clarifying questions, summarizes what (s)he heard, then jots down important points in words or graphics, in the box labeled My Partner ___’s thinking.

      • After jotting the ideas down, (s)he confirms the information to ensure (s)he captured the essence of what the person said. Roles reverse. The partners thank each other and prepare to move.
      • When they find a new partner, their job is to pass information they gathered from their first partner, and to capture information their new partner gathered. They write the name of the person they meet with, and his or her information in a new box. They thank the person and move to another person, repeating the process. Each time, they pass-on the ideas they just heard.

       

      Following the gathering of ideas, each person returns to their A/B partnership or team. At this point Lettered Heads works wonderfully to stimulate and extend thinking, before each individual summarizes what (s)he knows, understands and wonders.

      • If we are in A/B teams, they collaboratively summarize their findings, and their questions about the topic. One member of the team reports out to the class, using a reporting frame: My partner ___ and I know ___. We wonder ______. Note: Once learners are comfortably using G•O•S•S•I•P and Lettered Heads, we stretch to justify the wondering by having each team explain the thinking behind the questions they generated.
      • The process ends with each person summarizing what they know, understand, and wonder.

       

      Variation 2: Individuals are part of a team, and head out to G•O•S•S•I•P and bring back information to share with their team.

      • After jotting down their own ideas in the first box on their page, they stand and move about explaining their understandings and questions, and capturing ideas and questions from partners. Each time they greet a new partner, they pass-on information gathered from what they have heard. The process ends when each person has four filled boxes, or when the teacher calls, “Time.”
      • Learners return to their team, and use Lettered Heads (‘A’ going first…) to explain the information and questions each person gathered. One letter is chosen at random by the teacher (role of the dice etc) to report out a summary of the team’s findings. The team rehearses the person reporting out. This stimulates review and elaboration of the information. One team presents its information; subsequent teams add only new information and new questions.
      • The process ends with each person summarizing what they know, understand, and wonder.

      Variation 3: Concept development… going for the big ideas, after processing new information. In this version individuals are part of a team and head out to G•O•S•S•I•P and Mine for Gold, then bring back information to their team.

      • After jotting down their own ideas in the first box on their page, they stand and move to a new partner. Their job is to ask “What’s important about…?” and when the person answers, they ask, “Why is that important?” When the person answers again, they press for deeper understanding by asking, “And, why is that important?” When the partner gives a further statement, they respond one last time with, “Why is that important?” They write the final statement or nugget in their box, and then roles reverse.
      • Teams gather and discuss what was important by sharing the big ideas that came out of the G•O•S•S•I•P. They summarize the big ideas and prepare to present and justify them. One member of the team is selected randomly, and the team rehearses that person. The team uses a reporting frame: “My partners ___, ___, and ___ think ___ was important because___. We also think ___ was important because ___.”
      • The process ends with each person personally writing to explain and justify what was important.

       

      ©Susan Close Learning. G•O•S•S•I•P, Lettered Heads and Mining for Gold are learning processes in a collection called, BrainSmart Tools: 21st century pathways for powerful learning, publication date February 2012: www.smartlearning.ca.

       

      ………………………………………………………………………………………………………………………….

       

      ID: Image•Details

      A page is set up in two columns, one titled images and the other titled details. As learners work with a chunk of text (print, media, experience…) they sketch and/ or use words to identify sensations, images, feelings, important ideas, connections … on one side of a page and then sift through those ideas to generate important details to remember on the other side of the page. A/B partner-talk is structured into the processing. Through the interactions learners explain their understandings, notice similarities and differences and add new learning and insights to their own thinking before demonstrating their understandings.

      Variations:

      • IC: Image•Connections
      • IQ: Image•Questions
      • IQS: Image•Questions•Synthesis

      ©Susan Close Learning. G•O•S•S•I•P and Image•Details ID are learning processes from BrainSmart Tools: 21st century pathways for powerful learning, (February 2012): www.smartlearning.ca.

      Permission is granted to Judy Willis to feature G•O•S•S•I•P  and Image•Details ID, in a lesson sequence developed by Tammy Renyard, as long as copyright information is included at the end of the lesson.

      G•O•S•S•I•P

      Go Out and Selectively Search for Important Points

       

      Name: ___________________________        Date: _______________________

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

      My ideas

       

       

       

       

       

       

       

       

       

       

       

       

       

       

      Partner 1 _____________________________

       

       

       

       

       

       

       

       

       

       

       

       

       

       

      Partner 2 _____________________________

       

       

       

       

       

       

       

       

       

       

       

       

       

       

      Partner 3 _____________________________

      Reflections

       

       

       

       

       

       

       

       

       

       

      Goal(s)

      G•O•S•S•I•P

      Go Out and Selectively Search for Important Points

       

      Name: ___________________________        Date: _______________________

       

       

       

       

       

       

       

       

       

       

       

       

       

       

       

      My ideas

       

       

       

       

       

       

       

       

       

       

       

       

       

       

      Partner 1 _____________________________

       

       

       

       

       

       

       

       

       

       

       

       

       

       

      Partner 2 _____________________________

       

       

       

       

       

       

       

       

       

       

       

       

       

       

      Partner 3 _____________________________

      Reflections

       

       

       

       

       

       

       

       

       

       

      Goal(s)

       
    • Blog post
    • 2 years ago
    • Views: 628

  • Template for Images & Details Template for Images & Details

    • From: Judith_Willis
    • Description:
      Template for lesson plan by Tammy Renyard - Vice Principal Victoria High School, Great Victoria School District 61, British Columbia trenyard@sd61.bc.ca
    • 2 years ago
    • Views: 477
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  • Part 3 Tammy Renyard's RAD bio Part 3 Tammy Renyard's RAD bio lesson plan

    • From: Judith_Willis
    • Description:

      Habitat

      Squirrels prefer to live where there is an abundance of food. Usually, this is an area with nut- and seed-producing plants. Squirrels also like areas that produce many grasses and plants, because the new plant shoots are edible. Squirrels have to live in places that have trees, even in a city. This is because squirrels build nests in the trees, specifically for bearing young. It keeps the baby squirrels safe from harm when they are very young and left alone while the adult squirrels are searching for food. Red Squirrels live in forests usually. The gray squirrel is the most common squirrel in America and is often found near cities and people. In the winter when the time of nesting is over squirrels live in tree trunk holes to stay warm, or they find their way into local home's attics.

      Foods

      Since squirrels are from the rodent family of mammals, they are primarily vegetarians. They love eating acorns and other nuts, all kinds of seeds, fruits, mushrooms and young plants. They will also eat twigs and barks if the other foods are scarce. Even though squirrels prefer these foods occasionally they will break away from vegetarian foods to enjoy a small frog or a bird egg. Squirrels that are near people also will eat scraps, dog food and even raid the bird feeders. Squirrels don't always eat their food right away. They bury it around the ground, in fallen trees, and anywhere that seems a good hiding place. Later they did it up when hungry. Although they do this year round, it is done to a greater degree in the fall to prepare a store of foods for winter.

      Anatomy

      Squirrels have teeth that continually grow so that they stay sharp. They use their teeth to crack open nuts, and for chewing through things to get to food. Often when squirrels chew on wires or rocks, they are keeping their teeth worn down a bit but still sharp. Their claws are used for digging up stored foods or for tearing down barriers to get to foods. Their paws are flexible with individual digits allowing them to reach into small places and to hold on to the small foods they eat. A squirrel's bushy tail is also used in an indirect way during a food search. The tail helps the squirrel balance among the tree branches or along fences and roofs, so they don't fall while finding food. The last part of anatomy that helps a squirrel find food is its big eyes that can see to the sides very well. However, they are not good for seeing directly in front of them so for that they rely on their keen sense of smell to locate the food.

       

      Source:  http://hubpages.com/hub/The-Squirrels-Habitat-and-Food-Sources

       

      Gene Package:

      • Colors
      • Texture of fur
      • Nose length
      • Size
      • Claws
      • Teeth (grinding, pointy)
      • Tail size

       

      New Habitat:

      • Island
      • Rocky ground near beach – large groups of rocks with crevasses
      • Crabs and other beach life
      • Dirt/sand inland with shrubs and bushes but spread out
      • Some berries and variety of flowering plants
      • Predators – hawks, snakes
      • Climate – warm desert-like inland, cooler by the water

       

      TASK:  Survival of the Fittest – Divergent Evolution/Speciation – Your team must create two viable squirrel species that fill two different niches in the new habitat.  You must justify the physical attributes and behavioral attributes of the two new squirrels as they relate to their specific niches.

      Squirrel Population 1

      Attribute

      Justification

      Color

       

      Texture of Fur

       

      Nose length

       

      Size

       

      Claws

       

      Teeth

       

      Tail Size

       

      Squirrel Population 2

      Attribute

      Justification

      Color

       

      Texture of Fur

       

      Nose length

       

      Size

       

      Claws

       

      Teeth

       

      Tail Size

       

       

      ID - Image Details (with words and definitions)

       

      Word

      Definition

      Images

      pictures•feelings•colours•sounds•

      textures•scents•motion

      Details

      What is important to remember?

      Species

      A group of similar-looking (though not identical) organisms that breed with one another and produce fertile offspring in the natural environment.

       

       

       

       

      Niche

      Combination of an organism’s habitat and its role in that habitat.

       

       

       

       

       

       

       

       

      Reproductive Isolation

      Separation of populations so that they do not interbreed to produce fertile offspring.

       

       

       

       

       

       

       

       

      Speciation

       

       

      The evolutionary process by which new biological species arise.

       

       

       

       

       

       

       

       

      Word

      Definition

      Images

      pictures•feelings•colours•sounds•

      textures•scents•motion

      Details

      What is important to remember?

      Darwin’s Finches

      13 bird species on the Galapagos Islands.  All evolved from a single ancestral species.  All exhibit body structures and behaviours that enable it to live in a different niche. 

       

       

      Adaptive Radiation

      Process, also known as divergent evolution, in which one species gives rise to many species that appear different externally but are similar internally. 

       

       

       

      Divergent Evolution

      (same ancestor)

      Pattern of evolution, also known as adaptive radiation, in which one species gives rise to many species that appear different externally but are similar internally. 

       

       

      Convergent Evolution

      (different ancestors)

      Phenomenon in which adaptive radiations among different organisms produce species that are similar in appearance and behavior; opposite of divergent evolution.

       

       

      Analogous Structures

       

      Structures that are similar in appearance and function but have different origins and usually different internal structures. 

      Habitat

      Squirrels prefer to live where there is an abundance of food. Usually, this is an area with nut- and seed-producing plants. Squirrels also like areas that produce many grasses and plants, because the new plant shoots are edible. Squirrels have to live in places that have trees, even in a city. This is because squirrels build nests in the trees, specifically for bearing young. It keeps the baby squirrels safe from harm when they are very young and left alone while the adult squirrels are searching for food. Red Squirrels live in forests usually. The gray squirrel is the most common squirrel in America and is often found near cities and people. In the winter when the time of nesting is over squirrels live in tree trunk holes to stay warm, or they find their way into local home's attics.

      Foods

      Since squirrels are from the rodent family of mammals, they are primarily vegetarians. They love eating acorns and other nuts, all kinds of seeds, fruits, mushrooms and young plants. They will also eat twigs and barks if the other foods are scarce. Even though squirrels prefer these foods occasionally they will break away from vegetarian foods to enjoy a small frog or a bird egg. Squirrels that are near people also will eat scraps, dog food and even raid the bird feeders. Squirrels don't always eat their food right away. They bury it around the ground, in fallen trees, and anywhere that seems a good hiding place. Later they did it up when hungry. Although they do this year round, it is done to a greater degree in the fall to prepare a store of foods for winter.

      Anatomy

      Squirrels have teeth that continually grow so that they stay sharp. They use their teeth to crack open nuts, and for chewing through things to get to food. Often when squirrels chew on wires or rocks, they are keeping their teeth worn down a bit but still sharp. Their claws are used for digging up stored foods or for tearing down barriers to get to foods. Their paws are flexible with individual digits allowing them to reach into small places and to hold on to the small foods they eat. A squirrel's bushy tail is also used in an indirect way during a food search. The tail helps the squirrel balance among the tree branches or along fences and roofs, so they don't fall while finding food. The last part of anatomy that helps a squirrel find food is its big eyes that can see to the sides very well. However, they are not good for seeing directly in front of them so for that they rely on their keen sense of smell to locate the food.

       

      Source:  http://hubpages.com/hub/The-Squirrels-Habitat-and-Food-Sources

       

      Gene Package:

      • Colors
      • Texture of fur
      • Nose length
      • Size
      • Claws
      • Teeth (grinding, pointy)
      • Tail size

       

      New Habitat:

      • Island
      • Rocky ground near beach – large groups of rocks with crevasses
      • Crabs and other beach life
      • Dirt/sand inland with shrubs and bushes but spread out
      • Some berries and variety of flowering plants
      • Predators – hawks, snakes
      • Climate – warm desert-like inland, cooler by the water

       

      TASK:  Survival of the Fittest – Divergent Evolution/Speciation – Your team must create two viable squirrel species that fill two different niches in the new habitat.  You must justify the physical attributes and behavioral attributes of the two new squirrels as they relate to their specific niches.

      Squirrel Population 1

      Attribute

      Justification

      Color

       

      Texture of Fur

       

      Nose length

       

      Size

       

      Claws

       

      Teeth

       

      Tail Size

       

      Squirrel Population 2

      Attribute

      Justification

      Color

       

      Texture of Fur

       

      Nose length

       

      Size

       

      Claws

       

      Teeth

       

      Tail Size

       

       

      ID - Image Details (with words and definitions)

       

      Word

      Definition

      Images

      pictures•feelings•colours•sounds•

      textures•scents•motion

      Details

      What is important to remember?

      Species

      A group of similar-looking (though not identical) organisms that breed with one another and produce fertile offspring in the natural environment.

       

       

       

       

      Niche

      Combination of an organism’s habitat and its role in that habitat.

       

       

       

       

       

       

       

       

      Reproductive Isolation

      Separation of populations so that they do not interbreed to produce fertile offspring.

       

       

       

       

       

       

       

       

      Speciation

       

       

      The evolutionary process by which new biological species arise.

       

       

       

       

       

       

       

       

      Word

      Definition

      Images

      pictures•feelings•colours•sounds•

      textures•scents•motion

      Details

      What is important to remember?

      Darwin’s Finches

      13 bird species on the Galapagos Islands.  All evolved from a single ancestral species.  All exhibit body structures and behaviours that enable it to live in a different niche. 

       

       

      Adaptive Radiation

      Process, also known as divergent evolution, in which one species gives rise to many species that appear different externally but are similar internally. 

       

       

       

      Divergent Evolution

      (same ancestor)

      Pattern of evolution, also known as adaptive radiation, in which one species gives rise to many species that appear different externally but are similar internally. 

       

       

      Convergent Evolution

      (different ancestors)

      Phenomenon in which adaptive radiations among different organisms produce species that are similar in appearance and behavior; opposite of divergent evolution.

       

       

      Analogous Structures

       

      Structures that are similar in appearance and function but have different origins and usually different internal structures. 

      ID Image•Details


       

      Name: ___________________ Date: __________ Task: __________________________________________

       

      Images Sensations: feelings, sounds, colours, tastes, scents, textures, sizes, patterns, motion… connections

      Details What is important to remember?

      Chunk 1

       

       

      2

       

       

      3

       

       

      4

       

       

      Reflections I noticed

      Goal(s) Next time I will

       

       

       

       

       

       

       

       

       

       

       G•O•S•S•I•P

      This tool is great for activating and extending background knowledge, and for gathering ideas before summarizing and synthesizing information, after learning.  Learners G•O•S•S•I•P by Going out and Selectively (or systematically) Searching for Important Points, using the principles behind real gossip.

      Process:

      1. Learners are set up in A/B partners or in groups of four (two sets of A/B partners).
      2. The teacher invites learners to discuss how effective G•O•S•S•I•P works, and to co-construct criteria for powerful gossiping.
      3. The teacher models the G•O•S•S•P process with one team, inviting the onlookers to notice important details in the process.
      4. Each learner uses the criteria and what was demonstrated, to set a personal goal for using G•O•S•S•P to activate and summarize knowledge.
      5. A concept or question is offered, and learners generate their own ideas and questions in relation to the prompt, in the first box on their papers.

       

      Variation 1: A/B partner interviews, and then G•O•S•S•I•P to exchange ideas.

      One partner explains what (s)he knows. The other partner listens, asks clarifying questions, summarizes what (s)he heard, then jots down important points in words or graphics, in the box labeled My Partner ___’s thinking.

      • After jotting the ideas down, (s)he confirms the information to ensure (s)he captured the essence of what the person said. Roles reverse. The partners thank each other and prepare to move.
      • When they find a new partner, their job is to pass information they gathered from their first partner, and to capture information their new partner gathered. They write the name of the person they meet with, and his or her information in a new box. They thank the person and move to another person, repeating the process. Each time, they pass-on the ideas they just heard.

       

      Following the gathering of ideas, each person returns to their A/B partnership or team. At this point Lettered Heads works wonderfully to stimulate and extend thinking, before each individual summarizes what (s)he knows, understands and wonders.

      • If we are in A/B teams, they collaboratively summarize their findings, and their questions about the topic. One member of the team reports out to the class, using a reporting frame: My partner ___ and I know ___. We wonder ______. Note: Once learners are comfortably using G•O•S•S•I•P and Lettered Heads, we stretch to justify the wondering by having each team explain the thinking behind the questions they generated.
      • The process ends with each person summarizing what they know, understand, and wonder.

       

      Variation 2: Individuals are part of a team, and head out to G•O•S•S•I•P and bring back information to share with their team.

      • After jotting down their own ideas in the first box on their page, they stand and move about explaining their understandings and questions, and capturing ideas and questions from partners. Each time they greet a new partner, they pass-on information gathered from what they have heard. The process ends when each person has four filled boxes, or when the teacher calls, “Time.”
      • Learners return to their team, and use Lettered Heads (‘A’ going first…) to explain the information and questions each person gathered. One letter is chosen at random by the teacher (role of the dice etc) to report out a summary of the team’s findings. The team rehearses the person reporting out. This stimulates review and elaboration of the information. One team presents its information; subsequent teams add only new information and new questions.
      • The process ends with each person summarizing what they know, understand, and wonder.

      Variation 3: Concept development… going for the big ideas, after processing new information. In this version individuals are part of a team and head out to G•O•S•S•I•P and Mine for Gold, then bring back information to their team.

      • After jotting down their own ideas in the first box on their page, they stand and move to a new partner. Their job is to ask “What’s important about…?” and when the person answers, they ask, “Why is that important?” When the person answers again, they press for deeper understanding by asking, “And, why is that important?” When the partner gives a further statement, they respond one last time with, “Why is that important?” They write the final statement or nugget in their box, and then roles reverse.
      • Teams gather and discuss what was important by sharing the big ideas that came out of the G•O•S•S•I•P. They summarize the big ideas and prepare to present and justify them. One member of the team is selected randomly, and the team rehearses that person. The team uses a reporting frame: “My partners ___, ___, and ___ think ___ was important because___. We also think ___ was important because ___.”
      • The process ends with each person personally writing to explain and justify what was important.

       

      ©Susan Close Learning. G•O•S•S•I•P, Lettered Heads and Mining for Gold are learning processes in a collection called, BrainSmart Tools: 21st century pathways for powerful learning, publication date February 2012: www.smartlearning.ca.

       

      ………………………………………………………………………………………………………………………….

       

      ID: Image•Details

      A page is set up in two columns, one titled images and the other titled details. As learners work with a chunk of text (print, media, experience…) they sketch and/ or use words to identify sensations, images, feelings, important ideas, connections … on one side of a page and then sift through those ideas to generate important details to remember on the other side of the page. A/B partner-talk is structured into the processing. Through the interactions learners explain their understandings, notice similarities and differences and add new learning and insights to their own thinking before demonstrating their understandings.

      Variations:

      • IC: Image•Connections
      • IQ: Image•Questions
      • IQS: Image•Questions•Synthesis

      ©Susan Close Learning. G•O•S•S•I•P and Image•Details ID are learning processes from BrainSmart Tools: 21st century pathways for powerful learning, (February 2012): www.smartlearning.ca.

      Permission is granted to Judy Willis to feature G•O•S•S•I•P  and Image•Details ID, in a lesson sequence developed by Tammy Renyard, as long as copyright information is included at the end of the lesson.  

       

      ID Image•Details


       

      Name: ___________________ Date: __________ Task: __________________________________________

       

      Images Sensations: feelings, sounds, colours, tastes, scents, textures, sizes, patterns, motion… connections

      Details What is important to remember?

      Chunk 1

       

       

      2

       

       

      3

       

       

      4

       

       

      Reflections I noticed

      Goal(s) Next time I will

       

    • Blog post
    • 2 years ago
    • Views: 656

  • Part 1 of 3 RAD NeuroLOGICAL B Part 1 of 3 RAD NeuroLOGICAL Bio 11 by Tammy Renyard

    • From: Judith_Willis
    • Description:

      squirrel info 1.jpgsquirrel info 2

      squirrel info 3
      squirrel info 4

      Template for Images & DetailsGossip Template

      Tammy Renyard - Vice Principal

      Victoria High School, Great Victoria School District 61, British Columbia

      trenyard@sd61.bc.ca

      Thanks to Karen Edwards and David Young – Biology teachers at Victoria High School for their insights.

       

      Biology 11 – Evolution

      Learning Outcome – Describe the process of evolution.

      • Differentiate among and give examples of convergent evolution, divergent evolution and speciation

      Guiding Questions/Learning:

      • How does reproductive isolation lead to speciation?
      • What are Darwin’s finches an example of?
      • How do many available niches affect a species in an environment?
      • Compare and contrast convergent and divergent evolution.

       

      Role: Naturalist - capturing images and important details and publishing results in Scientific America.  Write in the role of Darwin to explain the task.

      Note: Students will need to understand species, niche, and adaptive radiation.

      Connect

      Steps of Lesson

      How is this step neuro-logical

      Goal: To be able to describe the process of evolution.  To work with partners and small groups to extend your learning and engagement.

       

       Task: 

      1. Survival of the Fittest – creating two squirrel populations that fill two different niches.
      2. Write in role of Charles Darwin to explain what happened to the Squirrel population on Victoria Island.

       

      Activate Prior Knowledge – G.O.S.S.I.P(SMARTLearning Tool) – Species, evolution (natural selection), niches

       

       

       

       

       

       

       

       

      Predict – A/B partner – predict what happens when one species is separated geographically.

       

      Question – A/B partner – with your partner come up with one powerful question about evolution.  Given the theory of evolution is the basis for biology – what are you wondering?  What one question if we could answer it for you now would help you as we move forward?

      When students know the goals and tasks at the beginning of the learning, they are better able to pay attention to key ideas throughout the lesson.

       

       

       

       

       

       

       

       

       

       

      A novel event – engages students in that it’s called “Gossip”.   Activates prior learning in a safe, supported way. 

      Working with a partner in a structured, accountable, way allows more positive emotion, more brain activity.  “When there is connection to prior knowledge or positive emotional experience, new information passage through the limbic system will be enhanced.”– J. Willis p. 44 Research-Based Strategies to Ignite Student Learning

      Predicting and Questioning – further priming the brain for the learning. 

       

       

      Open-ended – discuss with a partner and then share their idea.  Less stress as it is a team not an individual response but still has accountability in the sharing.  “Prime the pump…open-ended questions that do not have a single, definite, correct answer and that are student centered…” J. Willis p. 42 Research-Based Strategies to Ignite Student Learning.  In this case – students are generating the questions from an open-ended question.

       

      Process

      Chunk 1:  Tool: Image Details (SMARTLearning Tool) -  give key vocabulary – direct instruction – students come up with images and important details to hold their learning.  They share their image with a partner – verbally communicating their thinking behind the image.  The tool is slightly adapted from the original Image Details by Susan Close.

       

       

       

       

       

       

       

       

      Chunk 2:  Video Clip of Darwin’s Finches (notes on back of ID).  Remind students of the task.

       

       

       

       

      Chunk 3:  Squirrel Mini Task

      Students get a hand out with generic information about the habitat and genes.  Brainstorm as a class a variety of animals that we know that live in the type of climates given.  What are some of the attributes of those animals?  Students work together to extend their understanding of niches and divergent evolution.  Students will have to justify their squirrel species. 

       

      Learning is broken up into different “chunks” to keep students engaged and allow for brain breaks. 

       

      Chunk 1 – incorporates the use of images to help students hold onto their thinking.  The words are discussed and students have to come up with an image to hold their learning. 

      “If they draw a sketch of their visualizations and verbally communicate them to partners, or write about them in their own words, multiple brain pathways will be stimulated to enter long-term memory because they have personalized and interacted with the information.” – J. Willis p. 10 Research-Based Strategies to Ignite Student Learning

       

      Brain Break – “altering the mode of instruction”.  – J. Willis p. 17 Research-Based Strategies to Ignite Student Learning

      Video clip of the Galapagos Islands.  Student sketch or take notes of important ideas with the task in mind.  Reminding of the task is important so students are focused on information that will support them in the next chunk.

       

      Students are numbered and get up and move into new groups.  Standing and moving is essential in the lesson and is then followed by the new activity.  Students work in small groups of 3 (max 4).  Students are given a limited amount of time to develop their two populations.  High level of engagement as students personalize the learning and create original squirrel populations.  High level of learning as they work to justify the attributes they include. 

      “The goal in these student-centered lessons is to increase student engagement by supporting their intrinsic motivation and allowing them to be creative and solve problems…” – J. Willis p. 43 Research-Based Strategies to Ignite Student Learning

      Transform

      Mini Clip- Charles Darwin 

       

       

      T- Chart – develop criteria with students about needs to be present in their writing as they write like Charles Darwin.  How does a naturalist write?  Specifically looking for key vocabulary and sophisticated thinking.

       

      Walk to Talk:  Students walk with a partner (just around the room) to share what they will include in their article. 

       

       

       

      Set the Image:  “You are a naturalist who has happened upon an island.  You have the opportunity to study a population of squirrels on the island.  You notice there are a variety of squirrels and are able to ascertain that they have all come from a common ancestor.   You are excited about your discovery as it confirms your thinking about the Finches.  You can’t wait to share your findings in Nature Magazine.”

       

      Task:

      Write in role of Charles Darwin to explain what happened to the Squirrel population on Victoria Island.

      Clip on Charles Darwin to help them step into the role.  Insight into the man – who he was, what he believed etc.

      To support student achievement – criteria is co-developed so that students will be successful.  There is ownership for the criteria and students internalize what needs to be done. 

       

       

      Walking helps students consolidate their thinking.  The talk gives them a chance to rehearse and clarify their understanding before they demonstrate their learning independently.

       

      Having students consider themselves as a naturalist allows for a deeper connection to the writing/learning.  Personalizing the learning bumps up both engagement and understanding.  Students synthesize all that they have learned and independently apply their understanding to the task.  There has been ample scaffolding, partner and small group work, a variety of learning strategies or tools and a clear understanding of the task. 

      “The more ways the material to be learned is introduced to the brain, the more dendritic pathways of access will be created.” – J. Willis p. 4 Research-Based Strategies to Ignite Student Learning

       

      Reflect

      What did you notice about your thinking and learning today or through this sequence?   (The learning sequence or lesson would likely be two or three classes depending on how long the class has each day.  Two 80 minute blocks is more than enough time).

      Have students step back and consider the different strategies/learning tools that were used. 

      • Working with a partner
      • G.O.S.S.I.P.
      • Image/Detail
      • Small group – mini task simulation
      • Use of video clips
      • Writing in Role

      On the back of their article, students reflect on what worked well for them, where they found learning more challenging and set a goal for next time.

      Reflection/Meta-cognition – it is critical for students to recognize how they learn best.  In order for students to be able to independently use strategies, they must first recognize when learning is powerful for them as an individual. 

       

      G•O•S•S•I•P

      This tool is great for activating and extending background knowledge, and for gathering ideas before summarizing and synthesizing information, after learning.  Learners G•O•S•S•I•P by Going out and Selectively (or systematically) Searching for Important Points, using the principles behind real gossip.

      Process:

      1. Learners are set up in A/B partners or in groups of four (two sets of A/B partners).
      2. The teacher invites learners to discuss how effective G•O•S•S•I•P works, and to co-construct criteria for powerful gossiping.
      3. The teacher models the G•O•S•S•P process with one team, inviting the onlookers to notice important details in the process.
      4. Each learner uses the criteria and what was demonstrated, to set a personal goal for using G•O•S•S•P to activate and summarize knowledge.
      5. A concept or question is offered, and learners generate their own ideas and questions in relation to the prompt, in the first box on their papers.

       

      Variation 1: A/B partner interviews, and then G•O•S•S•I•P to exchange ideas.

      One partner explains what (s)he knows. The other partner listens, asks clarifying questions, summarizes what (s)he heard, then jots down important points in words or graphics, in the box labeled My Partner ___’s thinking.

      • After jotting the ideas down, (s)he confirms the information to ensure (s)he captured the essence of what the person said. Roles reverse. The partners thank each other and prepare to move.
      • When they find a new partner, their job is to pass information they gathered from their first partner, and to capture information their new partner gathered. They write the name of the person they meet with, and his or her information in a new box. They thank the person and move to another person, repeating the process. Each time, they pass-on the ideas they just heard.

       

      Following the gathering of ideas, each person returns to their A/B partnership or team. At this point Lettered Heads works wonderfully to stimulate and extend thinking, before each individual summarizes what (s)he knows, understands and wonders.

      • If we are in A/B teams, they collaboratively summarize their findings, and their questions about the topic. One member of the team reports out to the class, using a reporting frame: My partner ___ and I know ___. We wonder ______. Note: Once learners are comfortably using G•O•S•S•I•P and Lettered Heads, we stretch to justify the wondering by having each team explain the thinking behind the questions they generated.
      • The process ends with each person summarizing what they know, understand, and wonder.

       

      Variation 2: Individuals are part of a team, and head out to G•O•S•S•I•P and bring back information to share with their team.

      • After jotting down their own ideas in the first box on their page, they stand and move about explaining their understandings and questions, and capturing ideas and questions from partners. Each time they greet a new partner, they pass-on information gathered from what they have heard. The process ends when each person has four filled boxes, or when the teacher calls, “Time.”
      • Learners return to their team, and use Lettered Heads (‘A’ going first…) to explain the information and questions each person gathered. One letter is chosen at random by the teacher (role of the dice etc) to report out a summary of the team’s findings. The team rehearses the person reporting out. This stimulates review and elaboration of the information. One team presents its information; subsequent teams add only new information and new questions.
      • The process ends with each person summarizing what they know, understand, and wonder.

      Variation 3: Concept development… going for the big ideas, after processing new information. In this version individuals are part of a team and head out to G•O•S•S•I•P and Mine for Gold, then bring back information to their team.

      • After jotting down their own ideas in the first box on their page, they stand and move to a new partner. Their job is to ask “What’s important about…?” and when the person answers, they ask, “Why is that important?” When the person answers again, they press for deeper understanding by asking, “And, why is that important?” When the partner gives a further statement, they respond one last time with, “Why is that important?” They write the final statement or nugget in their box, and then roles reverse.
      • Teams gather and discuss what was important by sharing the big ideas that came out of the G•O•S•S•I•P. They summarize the big ideas and prepare to present and justify them. One member of the team is selected randomly, and the team rehearses that person. The team uses a reporting frame: “My partners ___, ___, and ___ think ___ was important because___. We also think ___ was important because ___.”
      • The process ends with each person personally writing to explain and justify what was important.

       

      ©Susan Close Learning. G•O•S•S•I•P, Lettered Heads and Mining for Gold are learning processes in a collection called, BrainSmart Tools: 21st century pathways for powerful learning, publication date February 2012: www.smartlearning.ca.

       

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