Standards & Strategies
Stage 1
Sue Pearson, Co-Director
Patterns
• Hood
• Wheels
• Tires
• Doors
What makes
•
Windshield
a “car” a
“car”?
• Windows
• Keys
• Trunk
• Lights
•
Have
you
ever
Program
driven to school in
the morning and all
of sudden you are
THERE and you don’t
You put many
remember the
mini –programs drive?
together.
• That’s a
program
at work!!!!!
Expert
Journals
Title I
Totes
Themein-a-Day
EXPERT JOURNALS
• Doable at any grade
level
• Long-term assignments
• Suitable for summative
assessment
• Self-selected
• Student-generated
projects
• Career-inspiring
EXPERT JOURNAL
PROCESS
• Students choose a
topic/them/concept in which
they would like to become an
“expert”.
• Stage One-students can select
any topic but must get
approval from the teacher.
• Stage Two and beyond-Can be
self-selected theme OR linked
to yearlong theme.
• 2 inch 3 –ring binder with
pockets and plastic pocket
cover
• Dividers with pockets
• Plastic sleeve sheet
protectors
• Highlighters, markers, sticky
notes and arrows, pens,
paper, etc.
• 10 X 13 manila envelopes,
one per child
• Student prints name across
back of envelope (flap up)
• Prints “topic” beneath that
• Teacher/Students organize
these in file basket or hanging
across a bulletin board or chalk
ledge.
• As students research their own
projects, invite them to find
articles/illustrations/info on other
students’ topics and place this in
that student’s envelope.
• Teach to include source
Sue
elephant
s
• Start the first month of
school
• Final projects are due one
month before school ends
• Every Friday afternoon for
45 minutes
• “What should I do now?
• “I’m done!
• Special absent-no sub
• Article Title; Author’s name
• Citing an article
• Technology Skills-both research
and presentation
• Website
• Book
• DVD/Movie
• TV Show
• Copying vs. “writing in your own
words”
• Outline of some kind
• Since African elephants
live where the sun is
usually blazing hot,
they use their trunks to
help them keep cool.
First they squirt a
trunkful of cool water
over their bodies. Then
they often follow that
with a sprinkling of dust
to create a protective
layer of dirt on their
skin. Elephants pick up
and spray dust the
same way they do
water—with their trunks.
My Ideas
• African elephants
live where it is very
hot
• Long trunks help
them to cool off
• Spray their bodies
with water
• Cover with dust
• Whether using water
or trunk, process is
the same
• Power Point
• Video/DVD
• Research Paper/Poem/studentmade book
• Demonstration
• Project
• Display
• SPA
• Song/Dance
Out of all of the world’s
places, topics,
animals, and people,
what would YOUR
expert journal topic
be?
Share with a learning
club member.
“I Can
Divide and Conquer”
HET: I Can Divide and Conquer
• Takes 2 years and 3 months
for students to learn long
division
• Division facts are
introduced in 3rd grade
• Algorithm in 4th
• And again in 5th and 6th
• Yet we have junior high
students who cannot
divide!
© Susan Kovalik & Associates 2014
Maximizing Input to the Brain
• Appealed to a variety of
intelligences
• Problem on board and in
passport/handbook
• Manipulatives to “see” the
problem
• Adult explained problem;
student used “math speak”
to explain
• Hand jive
© Susan Kovalik & Associates 2014
Maximizing Input to the Brain
• Each of the 26 different
stations used different
manipulatives
• Kinesthetic activities:
Division P.E., division art,
division music
• Choices-art, music, drama,
flexible breaks, one-onone help
• Students arrived early;
stayed late
© Susan Kovalik & Associates 2014
Division Hand Jive
•Divide
•Multiply X
•Subtract
•Bring Down
Provides movement pattern to
remember division algorithm
Elements Used to Promote
Positive Performance
• By invitation-had to know
multiplication facts
• Students received immediate
feedback
• Goodie box with work items-pencil,
etc.
• Divided into groups of 5-adopted a
famous mathematician for the day
• Incentives at every station: ministickers were given to anyone
asking for help; Goodie box (pencil
etc.)
• Direct instruction: 11-16 minutes per
hour; the remainder of the hour
students were working with patterns
© Susan Kovalik & Associates 2014
Pattern for the Day
• Direct instruction-short
division
• Stations: visit 2-3 stations
• Break: snack
• Direct Instruction: long
division
• Stations: visit 2-3 stations
• Direct Instruction: long
division with remainders
• Stations: 2-3 visits
© Susan Kovalik & Associates 2007
Elements Used to Promote
Positive Performance
• Station: group work-45 minutes
• Relaxation periods throughout day
• Lunch provided by parents/pizza
lunch
• Many adults available to provide
instruction and feedback
• Each student received an “I Can
Divide and Conquer” badge and
certificate at the end of the day
© Susan Kovalik & Associates 2014
Station Format
• TELL
– All read problem aloud
– Discuss problem in own
words
– Point out DIVIDEND and
DIVISOR
– Visualize problem
– Introduce manipulatives
© Susan Kovalik & Associates 2014
Station Format
• SHOW
– Have students work through
problem using the
manipulatives-great to have
one set per child
– Repeat problem 2 or more
times if necessary until
students can show with
confidence
– Identify “quotient” and
“remainders”; locate place
to put remainder
© Susan Kovalik & Associates 2014
Station Format
• SOLVE
– Demonstrate how a problem is written as a
number sentence
– Identify terms
– Begin a step by step approach to the
algorithm-divide, multiply, compare,
bring down (repeat) and relate
to manipulatives: Hand jive
– Work problem out on graph
paper for accuracy
– Each student turns his/her partner
and in “mathspeak” explains problem.
© Susan Kovalik & Associates 2014
Station Format
• CHECK
– Demonstrate how to check by multiplying and
adding remainder
– Make variations of the problem for students to
solve.
– Write a comment in each student’s
passport
– Need more help? Extra time,
free-choice time, roving helper
– Repeat center for next group
© Susan Kovalik & Associates 2014
Methods of Orchestrating Learning
• Using specialists -media, PE,
music, art, technology
• Providing 26 different stations,
each with concrete examples
• Providing choices at stations
• Adhering to 2 management
standards for the day: Active
Listening and No Put-Downs
• PARENT TRAINING-volunteers
attended a 2-3 hour training
© Susan Kovalik & Associates 2014
AFTERNOON SESSION
• Choices
– Art: working with division art project
– Music: learning division song
– Drama: writing and acting out division
problems
– Technology: using math programs
focused on division
© Susan Kovalik & Associates 2007
THEME IN A DAY
LIFELONG
GUIDELINES &
LIFESKILLS
POLITICAL
ACTION
PETITION FOR . . .
“IT’S A GREAT LIFE”
“THE BUCK STOPS
HERE!”
“HEY, MR.
POSTMAN”
EARTH
DAY
PUNCTUATION
COMMUNITY
PROJECT
“PARK IT HERE!”
“GET THE POINT?”
“WE ARE FAMILY”
FRACTION DAY
SERVICE
MULTIPLICATION
WEEK
“LET’S ALL GO TO
PIECES”
“IT WAS THE BEST
OF TIMES, IT WAS
THE WORST OF
TIMES”
“IT’S ABOUT TIMES”
© Susan Kovalik & Associates 2007
“Nothing is
particularly hard if
you divide it into
small jobs.”
~ Henry Ford ~
TITLE I TOTES
Supervisor
Cathedral Academy at Pompei
International School
OUR POPULATION
• School of Immigrants
• 95% Free and Reduced Lunch
• Over 55 languages/dialects
spoken by students/parents
• 2nd language learners
• Very few experiences
• Parents work 2-3 jobs just to
exist; makes it difficult to be
involved with school
WEEKEND BOREDOM
• Little to do
• Lack of
money/transportation
to do provide some
experiences
• Language and tribal
barriers
• Grade 4-6 (92% Title 1)
AGREEMENTS
Students and parents MUST co-sign an
agreement in order to borrow the totes.
Students sign out the Totes on Thursday.
Totes are returned on Tuesday.
Peer tutors-one teaches another how to
play or make the project.
Board of Directors (6 students) help to
select new Totes.
Students volunteer to organize the Totes.
Totes: 4 Categories
1. Electronics
Flash Scrabble
Suduko
Monopoly
Flash Master
Tetra
 Must be returned
Totes: 4 Categories
2. Games
Checkers
Chess
Life
Tetra Ultimate
Playing cards
Totes: 4 Categories
3. Creativity
Legos
Balsa puzzles
Loom/bands
Cooking
Art kits
Totes: 4 Categories
4. DVDs/Videos
National Geo.
Smithsonian
Popular stories
Science
History
Response required
Depending on the Tote category,
each student receives a paper to
complete:
 Give the activity a rating; 1-5
stars
 Explain why you gave it that
rating
 Have your picture atken with
the completed Tote
 Suggest another Tote
Program so far
We:
Have about 100-110 Totes
Send home anywhere from
50-60 totes per week
Donations
• Individuals
• Merchants
• Church in the suburbs
• Teachers
• Students
• Church
• Looking for a grant
Results:
Only one Lego kit not returned and the
young man is going to earn $8.00 over the
summer to pay for the replacement
One Rubic’s cube came apart-store
replaced
Kids did not want school to end-they
mourned the loss of Totes over the
summer!!!!!!!
CONTACT:
• Sue Pearson
• susanpiti@aol.com