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University of New England Sharon Olson EDU 610

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Sharon Olson EDU 6102 (GoogleImage.com) 04/17/2012

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1. Separate instruction 2. Chaotic classrooms 3. Homogeneous groups 4. Teacher focused 5. One post-unit assessment Sharon Olson EDU 610 1. Individualized instruction 2. Purposeful student activity 3. Flexible groups 4. Student focused 5. Various ongoing assessments (Tomlinson, 2012, p. 2-5) What it IS What it is NOT 304/17/2012

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Sharon Olson EDU 610404/17/2012

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Sharon Olson EDU 610504/17/2012

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Sharon Olson EDU 6106 (Shaw, 2011) This is worth repeating! 04/17/2012

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Sharon Olson EDU 6107 has their own set of and 04/17/2012

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The capacity to do something useful in the society in which we live. The ability to respond successfully to new situations The capacity to learn from past experiences Dr. Howard Gardner Sharon Olson EDU 610804/17/2012 The Theory in PracticeFrames of Mind and Multiple Intelligences:

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Sharon Olson EDU 610904/17/2012

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Sharon Olson EDU 61010 INTELLIGENCE FACTOR DESCRIPTION HOW TO ENGAGE THESE LEARNERS Sensitive to language, meanings, and the relationship of words Vocabulary activities, grammar, poetry, essays and plays (Shelton, 2012) 04/17/2012

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Sharon Olson EDU 61011 INTELLIGENCE FACTOR DESCRIPTION HOW TO ENGAGE THESE LEARNERS Keen observer, able to think in three dimensions. Likes to use metaphors Graphs, charts, color codes, guided imagery, pictures, posters, mind maps 04/17/2012 (Shelton, 2012)

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Sharon Olson EDU 61012 INTELLIGENCE FACTOR DESCRIPTION HOW TO ENGAGE THESE LEARNERS Abstract thinking, counting, organizing; prefers logical structures Critical thinking activities, breaking tasks into smaller parts and reassembling them 04/17/2012 (Shelton, 2012)

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Sharon Olson EDU 61013 INTELLIGENCE FACTOR DESCRIPTION HOW TO ENGAGE THESE LEARNERS Good body control and fine motor skills; often active and animated Needs "hands- on" activities, like, games, skits, plays and manipulatives 04/17/2012 (Shelton, 2012)

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Sharon Olson EDU 61014 INTELLIGENCE FACTOR DESCRIPTION HOW TO ENGAGE THESE LEARNERS Sensitive to rhythm, pitch, intonation. Can remember tunes and rhythms easily Likes poems, plays, jazz chants, rap music, songs, and musically guided imagery 04/17/2012 (Shelton, 2012)

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Sharon Olson EDU 61015 INTELLIGENCE FACTOR DESCRIPTION HOW TO ENGAGE THESE LEARNERS Sensitive to others’ moods, feelings, and motivations; outgoing and interactive Likes to talk with people, enjoys discussion groups, good at verbal problem solving 04/17/2012 (Shelton, 2012)

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Sharon Olson EDU 61016 INTELLIGENCE FACTOR DESCRIPTION HOW TO ENGAGE THESE LEARNERS Has a sense of self, able to understand and access one’s own feelings Likes poetry, meditation, guided imagery, journal writing, story telling 04/17/2012 (Shelton, 2012)

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Sharon Olson EDU 61017 INTELLIGENCE FACTOR DESCRIPTION HOW TO ENGAGE THESE LEARNERS Sensitive to nature and environment; loves to be outdoors Likes to work in the garden, study habitats, go hiking, walk outside 04/17/2012 (Shelton, 2012)

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Sharon Olson EDU 61018 can have very different with similar (Prashing, 2005 p. 9) 04/17/2012

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Sharon Olson EDU 610 19 LEARNING STYLE DESCRIPTION HOW TO ENGAGE THESE LEARNERS 04/17/2012

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Sharon Olson EDU 61020 LEARNING STYLE DESCRIPTION HOW TO ENGAGE THESE LEARNERS Enjoy using tools or active lessons Can remember procedures after having done them (movement) Creative, out-of- seat activities. Encourage students to take their own notes and use computers (White, 2009) 04/17/2012

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Sharon Olson EDU 61021 LEARNING STYLE DESCRIPTION HOW TO ENGAGE THESE LEARNERS Enjoys class discussions, Remembers oral instructions, what they say and hear Minimize noise/distractions, summarize lessons, write down key words 04/17/2012 (White, 2009)

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Sharon Olson EDU 610 22 LEARNING STYLE DESCRIPTION HOW TO ENGAGE THESE LEARNERS Enjoys visual projects and presentations Can remember diagrams, charts and maps Interesting visuals, organized presentations, notes, readable handouts 04/17/2012 (White, 2009)

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Sharon Olson EDU 61023 GoogleImage.com 04/17/2012

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Sharon Olson EDU 610 2404/17/2012 2D 3D GoogleImage.com

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Sharon Olson EDU 610 2504/17/2012 The student will be able to calculate the area and perimeter of 12 - 2D shapes. There must be AT LEAST 2 each of: 1.Circles 2.Quadrilaterals 3.Right Triangles 2D 3D

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Sharon Olson EDU 610 2604/17/2012 3D The student will be able to calculate the surface area and volume of 12 - 3D shapes. There must be AT LEAST 2 each of: 1.Cylinders 2.Rectangular prisms 3.Triangular prisms

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Sharon Olson EDU 610 2704/17/2012 The student will be able to calculate: 1.The surface area of a “doughnut”

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Sharon Olson EDU 610 2804/17/2012 The student will be able to calculate: 2.The surface area of a rectangle with 3 cutouts One Circle One Rectangle One Triangle

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1. The dimension of your project base is 16” X 20”. It’s height is up to you. 2. No 3D dimension may match a corresponding 2D dimension 3. Shapes may be similar but not congruent 4. π = 3.14.. Sharon Olson EDU 610 2904/17/2012 2D 3D

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Sharon Olson EDU 610 3004/17/2012 1. A Geometric Fountain GoogleImage.com

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1. A Geometric Fountain Sharon Olson EDU 610 3104/17/2012

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3204/17/2012 2. A Geometric Sculpture GoogleImage.com Sharon Olson EDU 610

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3304/17/2012 3. Design A Park GoogleImage.com

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Sharon Olson EDU 610 3404/17/2012 3. Design A Park You may draw your park in from the top view, evaluate the cylinders and prisms as

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Sharon Olson EDU 610 3504/17/2012 4. Your APPROVED Idea You may submit your original idea in writing for approval

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If you want to make any of the required shapes you may. evaluate those shapes as 2D Sharon Olson EDU 610 3604/17/2012

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Sharon Olson EDU 610 3704/17/2012 The required 2D and 3D shapes need to be connected, touching or joined to each other

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Sharon Olson EDU 610 3804/17/2012 If you want to combine a park with sculptures or fountains you may form groups of two or three students by permission. All of your paperwork must be done separately.

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Sharon Olson EDU 6103904/17/2012 autism-essentials.com

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Sharon Olson EDU 6104004/17/2012 Calculation SheetProject DescriptionRubric Choose what you want to view by clicking on the picture Click ENTER to continue with the slide show The actual handouts can be retrieved from my webpage Reference Lists References

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Sharon Olson EDU 6104104/17/2012 Calculation SheetProject DescriptionRubric Choose what you want to view by clicking on the picture Click ENTER to continue with the slide show The actual handouts can be retrieved from my webpage Reference Lists References

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Sharon Olson EDU 6104204/17/2012 BACK NEXT Press ENTER 4 times to view all 4 pages Your decision MUST be made by

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Press ENTER 4 times to view all 4 pages Calculations Sheet On your 8½” X 11” sketch, label all of the shapes as listed below. I have entered the REQUIRED shapes. You need to fill out the spaces with what you have chosen. If you are supplying shapes for extra credit, enter them at the end of the list and label them X1, X2, X3 etc. On a SEPARATE sheet of lined paper, show All of your work. Label each problem number to match the same number as the appropriate shape. Please keep everything in numerical order. Remember, shapes are SIMILAR, but not CONGRUENT. Definition of similar shapes __________________________________________ Definition of congruent shapes _______________________________________ Number Shape SketchAreaCircumferencePerimeter 1 Circle 2 3 Quadrilateral Name __________ Number Shape SketchAreaCircumferencePerimeter 13 Cylinder 14 Cylinder 15 Rectangular Prism Number Shape Name ShapeShow Work Below 25 Doughnut 4 points Radius large circle = 6 units Radius small circle = 3 units Shaded area doughnut = How does this area show relate to your project? Why would you need to find an area like this? 26 Rectangle with 3 cut-outs 8 points Please use the dimensions from your objects #1, #3, and #5. Label them accordingly. Shaded blue area = How does this area relate to your project? Why would you need to find an area like this? Sharon Olson EDU 6104304/17/2012 BACK NEXT

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Press ENTER 4 times to view both rolling pages 3D Project ~ Construction – the final product _____ All required figures are accounted for and labeled with their correct number corresponding to your calculations page _____ Precise lines were cut out neatly _____ Neat construction 3D Project ~ Construction – the final product _____ All required figures are accounted for and labeled with their correct number corresponding to your calculations page _____ Precise lines were cut out neatly _____ Neat construction B) Score 200 points 90 possible points Sharon Olson EDU 6104404/17/2012 BACK NEXT

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Sharon Olson EDU 61045 Prashing, B. (Autumn 2005), Learning styles vs.. multiple intelligences (MI). www.teachingexpertise.com, (9), 8-9. Retrieved from http://www.creativelearningcentre.com/downloads/LS vs. MI TEX9_p8_9.pdf Shaw, P. (2011, November 16). Enhance learning with technology. Retrieved from http://members.shaw.ca/priscillatheroux/priscilla _theroux.htm Shelton, L., Havenridge, P. & Beckerman, C. (2012, March 8). Multiple intelligence for adult literacy and education. Retrieved from http://www.literacyworks.org/mi/home.html Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. (2 ed.). Alexandria, VA: Association for Supervision & Curriculum Development. White, J., &, (2009). Learning style inventory. Informally published manuscript, DOE Technology Training Center, University of Georgia College of Education, Athens, Georgia. Retrieved from http://ttc.coe.uga.edu/surveys/index.html 04/17/2012 BACK NEXT

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In order of Appearance: Sharon Olson EDU 6104604/17/2012 http://www.condenasistore.com/-sp/l-know-you-re-as-excited-as-I-am-about-today-s- lesson-Cartoon-Prints i8639923.htmGoogleImages.com BACK

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