1. Jacque Melin GVSU

2. EXTERNAL DRIVERS Education Trends Changing Society/Workplace Technology Global Competition Economic Trends Demographics S. Gendron, Kentwood presentation, March 2011

3. Schools are Improving School Improvement S. Gendron, Kentwood presentation, March 2011

4. Schools are Improving School Improvement Changing World S. Gendron, Kentwood presentation, March 2011

5. Rigor/Relevance For All Students

6. Knowledge Taxonomy Knowledge Taxonomy 1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation S. Gendron, Kentwood presentation, March 2011

7. 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

8. Levels CDCDABABCDCDABAB 1 2 3 4 5 4 5 6 3 2 1 Bloom’s Application S. Gendron, Kentwood presentation, March 2011

11. National Essential Skills Study

12. ELA Skill: Write clear and concise directions or procedures. GroupRank Overall9 Business/Industry2 Other Non-educators10 English Language Arts Teachers25 Other Educators8 S. Gendron, Kentwood presentation, March 2011

13. ELA Skill: Give clear and concise oral directions. GroupRank Overall7 Business/Industry3 Other Non-educators9 English Language Arts Teachers28 Other Educators7 S. Gendron, Kentwood presentation, March 2011

14. Math Skill: Apply the Pythagorean Theorem to right triangles. GroupRank Overall20 Business/Industry29 Other Non-educators31 Mathematics Teachers4 Other Educators24 S. Gendron, Kentwood presentation, March 2011

15. Math Skill: Understand accuracy and precision of measurement, round off numbers according to the correct number of significant figures, and determine percent error. GroupRank Overall12 Business/Industry3 Other Non-educators10 Mathematics Teachers30 Other Educators8 S. Gendron, Kentwood presentation, March 2011

16. Social Studies Skill (Economics): Investigate how a cost/benefit analysis can influence decisions based on profits and losses. GroupRank Overall22 Business/Industry3 Other Non-educators15 Social Studies Teachers57 Other Educators18 S. Gendron, Kentwood presentation, March 2011

17. 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. GroupRank Overall21 Business/Industry24 Other Non-educators21 Social Studies Teachers8 Other Educators23 S. Gendron, Kentwood presentation, March 2011

18. Standards Charge

19. 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

20. Common Core State Standards Fewer, Clearer, Higher

21. STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS JUNE 2010

22. STANDARDS FOR MATHEMATICS JUNE 2010

24. To develop assessments that don’t simply measure whether students can fill in a bubble on a test, but whether they possess 21 st century skills like problem-solving and critical thinking and entrepreneurship and creativity. Goal of Next Generation Assessments S. Gendron, Kentwood presentation, March 2011

41. How We Teach Makes A Difference!

42. 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

43. Community Curriculum Assessment Essential KUDs (Targets) Engagement Teaching up Teacher/Student Connections Safe Environment Shared Partnership Pre-Assessments Formative (on- going) Assessments to inform instruction 3-P Grading Instruction Addressing Readiness, Interests, Learning Profiles Multiple strategies Flexible management From C. Tomlinson, Wildly Exciting Education 2010

44. Linear – Schoolhouse Smart - Sequential ANALYTICAL Thinking About the Sternberg Intelligences 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 _________________. Streetsmart – Contextual – Focus on Use PRACTICAL 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. CREATIVEInnovator – 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 ____________.

45. Story Response: Choice Board (Triarchic Intelligences) TARGET: I can describe the theme or message that a writer or author wants to communicate.

46. 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.

47. 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.

48. 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.

49. Story Elements: Tic-Tac-Toe Board (Auditory, Visual, Kinesthetic) Target: I can describe the elements of a story (characters, setting, plot).

50. 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: ______________________

51. 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

53. Poetry: Learning Menu Probability: Learning Menu Targets: Not determined

56. Experimental Design: Tiered Assignment Think Dots TARGET: I can explain the various stages in the experimental design process.

57. Basic

58. Basic Cube Record Sheet. STEPS 1. 2. 3. 4. 5. 6.. WHAT’S THE DIFFERENCE? Independent Variable - Dependent Variable -. MUSICAL EGGS Question: Does listening to music cause chickens to lay more eggs? Hypothesis:. PREDICTING EGGS Hypothesis: Listening to music causes chickens to lay more eggs. Prediction: If… And… Then… 5. DOUBLE “T” 6. GRAPH IT

59. V. Thomasma, Kentwood

61. 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

62. TARGET: I can write in a technical format. TASK: Write a set of directions for a household task or school activity. SHOWAnimotoDiagram or Flow Chart How-to Brochure TELLUse topic headings and paragraphs Use detailed numbered or bulleted steps Write detailed sentences

63. TARGET: I can describe events that occurred during the civil rights movement TASK: Describe a significant event that occurred during the civil rights movement. SHOWCharts and graphs Timeline of incidents related to the event Illustrations, photographs, graphics, or artifacts TELLNewspaper article Video news interview using the Flip Camera Podcast

64. Graphing: Cubes (novelty) TARGET: I can solve a problem in a variety of ways.

66. 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.

67. 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 type of government or leadership that was present. Describe the traditions and beliefs. 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. Ancient Civilizations Topic Cube

68. Brochure Talk Show Wordle Advice Column Prezi Public Service Announcement using Podcast 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. Ancient Civilizations Product Cube

69. 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.

70. Heather L. McKinney-Rewa, E. GR.

71. 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.

73. Choices involving Learning Profile

74. http://www.niehs.nih.gov/kids/music.htm#index What is your preferred Learning Profile? Write Draw Act Sing Build

80. Differentiation “Profiler” 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! TARGET: I can explain key elements of differentiated instruction.

81. 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.

82. 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.

83. 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.

84. 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.

85. 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.

86. http://tinyurl.com/KenowaHillsDIF