# Presented by Rob Fitzgerald Welcome to Houston TAGT State Convention 2009.

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Presented by Rob Fitzgerald rfitzgerald@mckinneyisd.net Welcome to Houston TAGT State Convention 2009

Curriculum Differentiation ContentProcessProduct Knowledge and Comprehension Application and Analysis Synthesis and Evaluation KnowledgeSkills Understanding

Building a Brick House KnowledgeSkills Understanding

Let’s Get Some Bricks  Log onto a computer with a partner  Go to: http://mrfitztx.wikispaces.com/

The Why Game  This is a great strategy for getting the students to dig deeper. Directions:  One student poses a “why” question based on the content being learned  The second student answers the question and then asks a related why question.  The game continues until one of the students is stumped or a predetermined number of questions is reached. (Note: Inform the students of the circular answer rule)

Sample: How the Camel Got His Hump By Rudyard Kipling Q:Why did the camel get his hump? A: He was not working. Q: Why wasn’t he working? A: He was too lazy. Q: Why was he too lazy? A: He never wanted to do any work. Q: Why didn’t he want to do any work? A: He thought work would be too hard. The Why Game

 This is a great strategy for getting the students to dig deeper. Directions:  One student poses a “why” question based on the content being learned  The second student answers the question and then asks a related why question.  The game continues until one of the students is stumped or a predetermined number of questions is reached. (Note: Inform the students of the circular answer rule) The Why Game

Blooming Question Cube  Create a cube large enough to write on.  On each face, print key verbs from the levels of Bloom’s Taxonomy.  Students roll the cube and come up with a question/task that incorporates the verb on the face.  Students complete the question/task. Note: This can be played as a one or two player game. Responses can be recorded.

Minimal Preparation Version  Use a single die  Make a key for the students to use  When the student rolls a certain number, they look at the list of verbs for that number on the key Blooming Question Cube

Analysis compare & contrast analyze Evaluation judge/decide assess Synthesis design/develop write Knowledge define name list Comprehension describe explain/summarize Application interpret demonstrate/use Blooming Question Cube

Tag-On Strategy o This is an easy and effective strategy to implement. o Use the questions that are provided in your teacher materials and “tag-on” and additional part. o The tag-on should raise the level of difficulty and thinking involved.

Examples Map and Globe Skills: What information does a map scale give? Why is this information important? Social Studies (Immigration) Name three countries from which immigrants came to America. Why do you think these groups came? Tag-On Strategy

Examples Science (Plants): In what part of a plant do you find chlorophyll? Is this an important part of the plant & why? Or In what part of a plant do you find chlorophyll? What would happen to a plant if this part was not present? Tag-On Strategy

Questions?

Presented by Rob Fitzgerald rfitzgerald@mckinneyisd.net Welcome to Houston TAGT State Convention 2009

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