Jacque Melin
GVSU
EXTERNAL DRIVERS
Education Trends
Changing Society/Workplace
Technology
Global Competition
Economic Trends
Demographics
S. Gendron, Kentwood presentation, March 2011
Schools are Improving
S. Gendron, Kentwood presentation, March 2011
Schools are Improving
S. Gendron, Kentwood presentation, March 2011
Rigor/Relevance
For
All Students
Knowledge Taxonomy
1.
2.
3.
4.
5.
6.
Awareness
Comprehension
Application
Analysis
Synthesis
Evaluation
S. Gendron, Kentwood presentation, March 2011
Application Model
1. Knowledge in one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real-world predictable
situations
5. Application to real-world unpredictable
situations
S. Gendron, Kentwood presentation, March 2011
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
Application
S. Gendron, Kentwood presentation, March 2011
National Essential Skills Study
ELA Skill: Write clear and concise directions or procedures.
Group
Rank
Overall
9
Business/Industry
2
Other Non-educators
10
English Language Arts Teachers
25
Other Educators
8
S. Gendron, Kentwood presentation, March 2011
ELA Skill: Give clear and concise oral directions.
Group
Rank
Overall
7
Business/Industry
3
Other Non-educators
9
English Language Arts Teachers
28
Other Educators
7
S. Gendron, Kentwood presentation, March 2011
Math Skill: Apply the Pythagorean Theorem to right
triangles.
Group
Rank
Overall
20
Business/Industry
29
Other Non-educators
31
Mathematics Teachers
4
Other Educators
24
S. Gendron, Kentwood presentation, March 2011
Math Skill: Understand accuracy and precision of
measurement, round off numbers according to the correct
number of significant figures, and determine percent error.
Group
Rank
Overall
12
Business/Industry
3
Other Non-educators
10
Mathematics Teachers
30
Other Educators
8
S. Gendron, Kentwood presentation, March 2011
Social Studies Skill (Economics): Investigate how a
cost/benefit analysis can influence decisions based on
profits and losses.
Group
Rank
Overall
22
Business/Industry
3
Other Non-educators
15
Social Studies Teachers
57
Other Educators
18
S. Gendron, Kentwood presentation, March 2011
Social Studies Skill (History): Analyze major global
occurrences from 1000 BCE – 1914 CE (onset of World War
I) and describe the causes, consequences, or results.
Group
Rank
Overall
21
Business/Industry
24
Other Non-educators
21
Social Studies Teachers
8
Other Educators
23
S. Gendron, Kentwood presentation, March 2011
Standards Charge
Common Core Standards Criteria
 Rigorous
 Clear and specific
 Teachable and learnable
 Measurable
 Coherent
 Grade by grade standards
 Internationally benchmarked
S. Gendron, Kentwood presentation, March 2011
Common Core State Standards
Fewer, Clearer, Higher
STANDARDS FOR
ENGLISH LANGUAGE ARTS
&
LITERACY IN HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL SUBJECTS
JUNE 2010
STANDARDS FOR
MATHEMATICS
JUNE 2010
Goal of Next Generation Assessments
To develop assessments that don’t simply
measure whether students can fill in a bubble on
a test, but whether they possess 21st century
skills like problem-solving and critical
thinking and entrepreneurship and
creativity.
S. Gendron, Kentwood presentation, March 2011
How We Teach Makes A
Difference!
 Complete the Active Learning and the
Personalization Checklists
independently
 Discuss with team
 Underline Pervasive and Considerable
 Circle Initiated or Absent
 Arrive at consensus on item(s) of concern
Community
•Teacher/Student
Connections
•Safe Environment
•Shared
Partnership
Curriculum
•Essential
KUDs
(Targets)
•Engagement
•Teaching up
Assessment
•Pre-Assessments
Instruction
•Addressing
Readiness,
•Formative
(onInterests,
going)
Assessments to inform Learning Profiles
instruction
•Multiple
strategies
•3-P Grading
•Flexible
management
From C. Tomlinson, Wildly
Exciting Education 2010
Thinking About the Sternberg Intelligences
ANALYTICAL
Linear – Schoolhouse Smart - Sequential
Show the parts of _________ and how they work.
Explain why _______ works the way it does.
Diagram how __________ affects __________________.
Identify the key parts of _____________________.
Present a step-by-step approach to _________________.
PRACTICAL
Streetsmart – Contextual – Focus on Use
Demonstrate how someone uses ________ in their life or work.
Show how we could apply _____ to solve this real life problem ____.
Based on your own experience, explain how _____ can be used.
Here’s a problem at school, ________. Using your knowledge of
______________, develop a plan to address the problem.
CREATIVE
Innovator – Outside the Box – What If - Improver
Find a new way to show _____________.
Use unusual materials to explain ________________.
Use humor to show ____________________.
Explain (show) a new and better way to ____________.
Make connections between _____ and _____ to help us understand ____________.
Become a ____ and use your “new” perspectives to help us think about ____________.
Story Response: Choice Board
(Triarchic Intelligences)
TARGET:
I can describe the theme or
message that a writer or
author wants to
communicate.
Analytic
Listen to or read a story and create a chart
that tells events in the story and how they
contribute to the theme of the story.
Practical
Think of a time you or someone you know
was in a situation similar to the main
character in the story. Draw and/or write
about it and include the theme or
message that was similar to the story.
Creative
Imagine that the story continues after the
last page. Use Prezi or PowerPoint or act
out the next scene. This scene should
relate to the theme or message of the
story.
Immigration: Choice Board
(Triarchic Intelligences)
TARGET:
I can explain the meaning of
“melting pot,” “mosaic,” and
“salad bowl” as they relate to
immigration in America.
Analytic
Analyze how and why the U.S. population
has shifted from a melting pot to a salad
bowl or mosaic as it has assimilated new
immigrants. Show your analysis in a
diagram.
Practical
Think of the population of Grand Rapids and
Kent County. Is it better for Grand Rapids to
assimilate new people to this area like a
melting pot or a salad bowl? Defend your
position in a Podcast.
Creative
Create a different pair of metaphors to
characterize how immigrants assimilated in
the past and how they assimilate today.
Write an explanation for each or create a
visual to depict them.
Story Elements: Tic-Tac-Toe Board
(Auditory, Visual, Kinesthetic)
Target:
I can describe the elements
of a story (characters,
setting, plot).
Novel Think Tac-Toe Directions: Select and complete one activity from each horizontal row
to help you and others think about your novel. Remember to make your work thoughtful,
original, rich with detail, and accurate.
Create a pair of collages that compares
you and a character in the book.
Compare and contrast physical and
personality traits. Label your collages so
viewers understand your thinking.
Write a bio-poem about yourself
and another about a main
character in the book so your
readers see how you and the
character are alike and different.
Be sure to include the most
important traits in each poem.
Write a recipe or set of directions
for how you would solve a problem
and another for how a main
character in the book would solve
a problem. Your list should help
us know you and the character.
Draw/paint and write a greeting card that
invites us into the scenery and mood of
an important part of the book. Be sure
the verse helps us understand what is
important in the scene and why.
Make a model or a map of a key
place in your life, and an important
one in the novel. Find a way to
help viewers understand both what
the places are like and why they
are important in your life and the
characters’.
Make 2 timelines. The first should
illustrate and describe a least 6-8
shifts in settings in the book. The
second should explain and
illustrate how the mood changes
with the change in setting.
Using books of proverbs and/on
quotations, find at least 6-8 that you feel
reflect what’s important about the novel’s
theme. Find at least 6-8 that do the
same for your life. Display them and
explain your choices.
Interview a key character from the
book to find out what lessons
he/she thinks we should learn from
events in the book. Use a Parade
magazine for material. Be sure
the interview is thorough.
Find several songs you think
reflect an important message from
the book. Prepare a Podcast.
Write an exhibit card that helps
your listener understand how you
think these songs express the
book’s meaning.
Novel Title: ____________________ Author:_______________________
Activities Selected: _______, _____, _____
Student: ______________________
Counting Principles & Probability: Tic-Tac-Toe
Board
(Auditory, Visual, Kinesthetic)
Targets:
•I can write the steps of a math induction proof for a given
series.
•I can apply Pascal’s Triangle to find the coefficients of a
binomial expansion.
•I can apply the Binomial Theorem to expand a binomial.
•I can find probabilities of mutually exclusive &
independent events.
V. Thomasma, Kentwood
Counting Principles & Probability
Tic-Tac-Toe Board
Choose three activities in a row (horizontally, vertically, or diagonally) to complete. The activities are
designed to help you relate to and remember probability concepts. They are due at the end of the unit, so
please work on them after completing daily work in class, or at home. You may work by yourself or with one
other person on any or all three activities.
1. Letter of Advice
Write a letter to a friend who is in
Algebra 2 this year, and going to
take Precalculus next year. Don’t
scare them! Instead, list and
describe four pieces of advice that
would help them succeed in
Precalculus. Stretch your brain, and
make at least 2 pieces of advice
relevant to this unit.
2. In The News
Pretend you are a journal reporter in
the 1600s. (You’ll also need to
pretend they had TV and reporters
then!) Your job is to describe the
controversy over Pascal’s
Triangle…did Blaise Pascal really
discover it? Should it be named
after him? Use the internet to
conduct some research. Plan it out
ahead of time, then create a short
clip (less than 5 minutes) with a
video camera.
3. Graphing Calculator Activity
Create 5 probability problems that
are solved most efficiently with a
Graphing Calculator. (Hint: using
combinations, permutations and
The Binomial Theorem guarantees
this). Make at least 2 of the
problems real-life scenarios.
Include the answers as well.
(Interpersonal/Linguistic)
(Bodily/Kinesthetic)
(Mathematical/Logical)
4. Poem or Rap
Write a poem or rap about either
permutations & combinations,
Pascal’s Triangle, or The Binomial
Theorem. Be sure to include
information that will give your
fellow math students a clever way of
remembering how to use the
mathematical skill you chose! Your
work may be either read or performed
for the class.
5. Jeopardy Review Game
Write Jeopardy questions that can be
used to review our Probability Unit.
Include 10 questions with answers.
Use an index card for each question,
with the answer on the back. We
will use 6 categories, which are the
titles of the lessons in your book.
Write at least one question for each
category.
6. Poster
It is your chance to make a cheat sheet
for your classroom! Design and
make a poster that includes the
important concepts from this unit.
Make it colorful, and include at least
2 relevant pictures or drawings. It
will be displayed in the classroom,
until test day of course!
(Musical/Rhythmic)
(Linguistic/Intrapersonal)
(Visual/Spatial)
7. Internet Research
Search the Internet to find 5 games
that use Combinatorics
(permutations or combinations).
Begin at Mrs. Thomasma’s Math of
Games website:
www.mathematicsofgames.pbwiki.co
m
For each game, write a brief
description of the game, which
combinatorics are used, and how
knowledge of the math might help
with strategy!
(Intrapersonal)
8. Comic Strip
Create a comic strip that highlights a
concept about probability, counting
principles, math induction, or
another topic from our unit.
Include illustrations and dialogue.
9. Nature Walk
Take a walk outside to brainstorm
examples of arithmetic and
geometric patterns that occur in
nature. You may consider
architecture also. Record at least
four of your observations. Draw or
take pictures of them, and explain
which type of sequence each
exemplifies.
(Visual/Spatial)
(Naturalist)
Poetry: Learning Menu
Probability: Learning Menu
Targets:
Not determined
Language Arts Poetry Unit
Main Dish (complete all)
1. Research a famous poet. Create a mind map that might have been in
his/her head while writing his/her works. For example, Robert Frost would
have been thinking about things such as woods and snow.
2. Write about yourself. Use good descriptive words in the poem format of
your choice that helps us know and understand something important about
you.
3. Illustrate a poem. Find a poem that you like and illustrate it then explain in
writing why you chose that poem.
Side Dishes (you must do at least two of these)
1.
2.
3.
4.
5.
Write a cinquain.
Write a poem that sounds like Shel Silverstein.
Write an acrostic poem using figurative language.
Write a poem using the format of your choice.
Select, memorize and recite a poem. Teacher approval of selected poem is
needed.
Desserts (You may do one or more of these if time allows)
1. Create a PowerPoint presentation about figurative language. This
PowerPoint should include one slide that illustrates a simile, metaphor, and
onomatopoeia. Be sure to include clipart.
2. Record a dramatic reading of a poem; be sure to add appropriate sound.
3. Write an original score to accompany a poem of your choice. Be prepared
to perform for the class.
Menu
Subject: Algebra I - Probability
Main Dish (complete all)
1. Create a list of 10 pairs of events. 5 pairs should contain events that are
dependent and 5 should be independent. Explain each classification.
2. Examine a list of functions and determine which functions represent
probability distributions.
Side Dish (choose two)
1. Work with a partner to analyze the game of “Primarily Odd.” See your
teacher for game cubes and further instructions.
2. Design a “game spinner” that has this probability distribution: P(red) = 0.1;
P(green) = 0.2; P(blue) = 0.3; P(yellow) = 0.4.
3. Suppose a dart lands on a dartboard made up of four concentric circles.
For the center of the board (the “bull’s eye”), r = 1.5; the remaining rings
have widths of 1.5. Use your understanding of area and probability to
determine the probability of 1) hitting the “bull’s eye” and 2) landing in the
outermost ring.
Dessert (optional and can only be completed after the other 2 courses)
1. Figure the probability of “Murphy’s Law” and make a case for whether or
not it should indeed be a “law.”
2. Use a frequency table to chart the colors that your classmates wear for a
week. Then, use the probability to predict how many students will wear a
certain color on a given day.
Experimental Design: Tiered Assignment
Think Dots
TARGET:
I can explain the various stages
in the experimental design
process.
Names: _________________
_______________________
Think Dots Activity
You and your partner will take turns rolling your die and working through the corresponding
activity. There is a task for each of you after each roll. Record your work and answers on the next
page. If you repeat a number, the next person rolls. Keep taking turns rolling until all six activities
are completed.
RECALL
You: Write the formula for a
geometric sequence and tell
what each variable represents.
Partner: Write the formula for
the permutation of n things taken
r at a time.
EVALUATE
COMPREHEND
You: Explain why a “zeroeth”
or “0th” row is needed in
Pascal’s Triangle.
Partner: Explain the difference
between arithmetic and
You: Calculate the 5th row of
Pascal’s Triangle.
Partner: Use the 5th row to find
the 4th term in the expansion of
(2a + 3b)5
geometric sequences.
APPLY
You: Describe a situation that
would involve using a
permutation.
Partner: Describe a situation
that would involve using a
combination.
ANALYZE
You: Decide and explain
whether you agree with this
statement: “Math Induction
proofs are like playing
dominoes…each one knocks
down the next as it falls.”
Partner: Why do you think the
1st step of math induction
involves “Assume”?
CREATE
You: Write 2 probability reallife problems—one involving
independent events & one
about mutually exclusive
events.
Partner: Solve your partner’s
problems.
V. Thomasma, Kentwood
Think Dots Record Page
Record your work and answers to the activity here. For each exercise, write your initials to indicate
who began and who ended each box.
4. APPLY
“You”:
_____
Permutation situation:
______________________________________________________________________________
1. RECALL
“You”:
_____
Geometric Sequence formula: _________________________
Variable
What it represents
______________________________________________________________________________
“Partner”:
_____
Combination situation:
an
______________________________________________________________________________
a1
______________________________________________________________________________
r
5. ANALYZE
n
“Partner”:
_____
Permutation of n things taken r at a time: ______________________
“You”:
_____
“Math Induction proofs are like playing dominoes…each one knocks down the next as it falls.”
Agree OR Disagree?
2. COMPREHEND
______________________________________________________________________________
“You”:
_____
Why a “zeroeth” row?
______________________________________________________________________________
______________________________________________________________________________
“Partner”:
_____
What I think about the “Assume” step:
______________________________________________________________________________
______________________________________________________________________________
“Partner”:
_____
Arithmetic vs. Geometric Sequences
______________________________________________________________________________
______________________________________________________________________________
6. CREATE
______________________________________________________________________________
“You”:
_____
Problem with independent events:
Problem with mutually exclusive events:
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
3. EVALUATE
“You”:
_____
Pascal’s 5th row (show work here):
_______________________________
“Partner”:
_____
4th term in the expansion of (2a + 3b)5
(show work here):
_______________________________
“Partner”:
_____
Problems solved: 
V. Thomasma, Kentwood
Show-And-Tell Boards
All students have the same TASK,
but have a choice of SHOW AND
TELL.
Top row – what they could show
Bottom row – what they could tell
Need 1 SHOW & 1 TELL
TARGET: I can write in a technical format.
TASK: Write a set of directions for a household task or school
activity.
SHOW
Animoto
Diagram
or Flow
Chart
How-to
Brochure
TELL
Use topic
headings
and
paragraphs
Use
Write
detailed
detailed
numbered sentences
or bulleted
steps
TARGET: I can describe events that occurred during the civil
rights movement
TASK: Describe a significant event that occurred during the
civil rights movement.
SHOW
Charts and
graphs
Timeline of
incidents
related to the
event
Illustrations,
photographs,
graphics, or
artifacts
TELL
Newspaper
article
Video news Podcast
interview
using the
Flip Camera
Graphing:
Cubes (novelty)
TARGET:
I can solve a problem in a
variety of ways.
Name ________________
Graph the related function.
Identify the x-intercepts.
Class ________________
y
Equation _______________
x
Solve the equation by
completing the square.
Solve the equation by
factoring.
Solve the equation using the
quadratic formula.
State the discriminant of the
equation and the number of
solutions.
Each student will be given a problem to solve in a variety ways based on his or her performance
on a pre-assessment instrument. The level one problem is the easiest among the group while the
level five problem is the most challenging.
(1) Level One: x 2  2 x  8  0
Which method is most direct
in finding the solution to the
equation? Why?
(2) Level Two: 9 x 2  30 x  25  0
(3) Level Three: x 2  6 x  1
(4) Level Four: 2 x 2  3x  2  0
(5) Level Five: 5 x 2  8 x  1
Ancient Civilizations: Cubing
(Multiple Intelligences)
Learning Goals: Students will –
Know: The geographic, political, economic, religious,
cultural, and social structures of an ancient civilization.
Understand: Our understanding of why civilizations
dominate or decline can be expanded by studying the
people and events of ancient civilization.
Do: I can create a product that demonstrates an
understanding of aspects of ancient civilizations.
Ancient Civilizations
Topic Cube
Describe the
type of
government or
leadership that
was present.
Roll the topic cube to determine the
topic that will be explored.
Roll the product cube to determine
how understanding of the topic will
be represented.
Describe
the
economy
Describe
some of the
main
cultural
activities.
Identify the location
of the civilization
and describe the
connections
between the
geography and
development of the
civilization.
Describe
the social
system.
Describe
the
traditions
and beliefs.
Ancient Civilizations
Product Cube
Brochure
Prezi
Talk Show
Roll the topic cube to determine the
topic that will be explored.
Wordle
Roll the product cube to determine
how understanding of the topic will
be represented.
Advice
Column
Public Service
Announcement
using Podcast
Fahrenheit 451: RAFT
TARGET:
•I can identify specific characteristics of a
character.
•I can write with the voice of a character.
•I can find evidence to support my perspective and
include it in my letter.
•I can correctly address an envelope.
RAFT: Censorship Letter
Directions: Select a role from the left hand side of the table. Then complete the task found
in the next three columns. The letter must be completed in the correct business letter
format. Also a correctly addressed envelope will be completed.
ROLE
Guy Montag
Mechanical Dog
AUDIENCE
The citizens of the
Fahrenheit 451
society. Sent to the
editor of local
newspaper.
Captain Beatty
Mildred Montag
Captain Beatty
Letter
Captain Beatty
Town Mayor
Letter
Professor Faber
Guy Montag
Letter
Captain Beatty
Letter
Mrs. Phelps
FORMAT
Letter
TOPIC
Why I am rising up
against the rules.
How censorship has
affected me.
Letter
How Guy Montag is
breaking the rules.
Why censorship is
important to the
Fahrenheit 451
society.
Turning in her
husband for
collecting books and
breaking the
censorship laws of
the Fahrenheit 451
society.
Reassure the mayor
Beatty is doing his
job as the chief and
reporting there is a
major violation of
the censorship laws.
Reinforcing the
importance of his
mission. Why
fighting the
censorship is vital to
their success.
Turning in Montag
for collecting books
in his house. Why
they need to
continue enforcing
the censorship.
Heather L. McKinney-Rewa, E. GR.
Solve absolute value equations and inequalities and
justify steps in the solution: RAFT
TARGET:
I can…
•Solve absolute value equations.
•Explain the steps in solving absolute value equations.
•Identify “no solution” scenarios.
•Identify extraneous solutions.
•Solve absolute value inequalities.
•Explain the steps in solving absolute value inequalities.
•Tell if an absolute value inequality is always, sometimes,
or never true.
Directions: You may work individually or with a partner. You will choose one row and write about
the topic in the corresponding role and format and to the appropriate audience. It is preferred that
this assignment be typed in 12 pt font with double spacing. You will be graded on content. Be sure
that you cover everything about your topic and provide several examples.
Role
Audience
Format
Extraneous solutions
Algebra police
Confession
Reporter
Algebra students
News story
Teacher
Parents
Pamphlet
Algebra student
Self
Diary entry
Topic
What we do that breaks the
rules
How to tell if your inequality is
always, sometimes, or never
true
How to help your
son/daughter solve absolute
value equations
It’s so complicated to solve
absolute value inequalities!
(List specifics.)
Choices involving Learning Profile
What is your preferred Learning Profile?
 Write
 Draw
 Act
 Sing
 Build
http://www.niehs.nih.gov/kids/music.htm#index
 You have just attended a stimulating workshop
on differentiated instruction and you feel
motivated to let the world know more about
differentiated instruction. Your “world” might
be a group of students, parents, fellow teachers,
and/or the general public. You will join a group
of workshop participants who are as motivated
as you are and share your excitement about
differentiate instruction to spread the news
about this teaching and learning philosophy!
Differentiation “Profiler”
TARGET:
I can explain key elements of differentiated
instruction.
Differentiation “Musician”
Your mission is to write and perform a song (any style of
music) about the experience of observing in a
classroom which is focused on developing units and
using strategies that help to differentiated instruction.
You can make up a new tune or write new lyrics that fit
with an existing melody.
 You should have at least one verse about each of the FOUR
elements that should be the focus of a differentiated
classroom.
 Include a chorus about the goal of differentiated
instruction.
 Make it personal and fun.
Differentiation “Writers”
Your task is to write an article for USA Today telling the
public how differentiated instruction helps teacher to meet
the needs of diverse learners in their classrooms. You
should minimally include the following information:
 How students differ as learners.
 How student learning differences affect how students learn.
 Evidence you have that explains that students work harder
when what they are asked to do connect to something they
are interested in doing and/or connects to their learning
profile.
 Identify classroom techniques/strategies that support the
achievement of students who have different readiness
levels, different interests and/or different learning profiles.
Differentiation “Builders”
 Your group has been commissioned to build a
model of a differentiated classroom for a local
museum featuring best practices in education.
Your model must accurately reflect the FOUR
elements of differentiated instruction in a
classroom where these elements are being
practiced. You must be able to explain your model
to museum officials.
Differentiation “Actors”
Your job is to create and perform an episode of a
children's or teenager’s television program. This
episode should be all about differentiated
instruction.
 Be sure to include the following information:
 What is differentiated instruction.
 What it is like being in a classroom where
differentiated instruction is practiced.
 How you (the student) will benefit from being in a
classroom where differentiated instruction is
practiced.
Differentiation “Artists”
 Create a poster – or series of posters – that
clearly illustrates the key points of what it means
to differentiate instruction. Your poster(s) will be
designed for those who are unable to read, so
it/they must communicate clearly through
pictures and graphics, and should not rely
heavily on captions. Your posters should depict
the three sets of FOUR elements of
differentiated instruction. Poster paper, markers
and other materials are available; let your
instructor know what else you need.
http://tinyurl.com/KenowaHillsDIF