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Teacher-Centered Learning Low level of student choice Student is Passive Power is Primarily with Teacher Student-Centered Learning High Level of Student Choice Student is Active Power is Primarily with Student

Outside LectureIn Lecture Independent ProjectsShort discussion in 2s Reflective Writing or Learning Journals Reflective Writing Peer MentoringStudent Class Presentations DebatesPoster Presentations Writing Newspaper Articles/Editorials Role Play Choice in subjects for study/projects

Games & Assignment Ideas

 Have each student complete menu at the beginning of the 6 weeks or semester  Students will choose three projects in a tic-tac- toe design (horizontally, vertically, or diagonally).  The projects they choose should be interesting to them, supporting their motivation to learn  During the semester or 6 weeks, student is responsible for completing the 3 assignments  Templates: +Boards +Boards

Knowledge list, define, tell, describe, identify, show, label, collect, examine, quote, name, who, when, where Comprehension summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, discuss, extend Application apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, Analysis analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer Synthesis combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite Evaluation assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare Comprehension or Evaluation Application or Evaluation Knowledge or Analysis

As an ancient mapmaker, you are commissioned to create a map of your land including all natural land forms, a compass rose and a scale. Also find examples of each land form in a modern civilization. Imagine that you are an ancient citizen who awakens to discover that all water has evaporated. Explain in detail how this would alter your way of life. Also, do this for the town where you live. Assume you are persuading others to visit your ancient civilization. Design a descriptive, accurate travel brochure. Include both natural and man- made elements that would attract tourists. You are an ancient scribe. Write and illustrate a thorough description of a famous character from each time period being studied. Profile yourself also. Assume the identity of a famous person from the given time period. Create a journal entry reflecting the ideas, values, and components of daily life for that person & you. You are a famous sculptor. Create a 3D representation of a well-known leader, god, goddess, or common citizen. Include a museum exhibit card. Written language is an essential part of everyday life. Your task is to create an alphabet. Include a translation into modern English, a written description of the language development a & a 3D artifact of the new language. Recreate in 3D form a famous work of architecture from your time period. Compare and contrast this piece to one piece of modern day architecture. Find one example of this architecture’s presence in modern day society. Find a way to explain and show the importance of music and the arts to your culture. Also show at least 2 examples with roots in our time. CONTRIBUTIONS IMPORTANT PEOPLE GEOGRAPHY Charles Kyle & Kathy Reed * Illinois

 Students: ◦ take on a particular role ◦ develop a product ◦ for a specified audience ◦ in a particular format on a topic that gets to the heart of a lesson  Flexible for different learners and level of independence  Typically short in duration  Can be completed at school or home

 R – Role of the writing  A – Audience who will be reading the writing  F - Format of the writing  T - Topic or subject of the writing  Example 1: ◦ Truman ◦ Dear Abby ◦ Advice Column ◦ Problems with General MacArthur  Example 2: ◦ George Washington ◦ Martha ◦ Letter ◦ Difficulties in training the colonial army

 Reinforce Vocabulary, People, or Events  Teacher randomly gives out a set of cards with the name or term and a statement  Teacher begins and finishes  Can be used throughout the year as a short review game at the beginning or end of class

 S1 - "It has protons, neutrons, and electrons"  S2 - "I have atom. Who has the three states of matter"  S3- "I have solid, liquid, and gas. Who has the atomic number of oxygen?"

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 Label a ball with questions or prompts  Throw ball and say name of a person or character  Identify the part of the hand or finger the student is to look at  The student answers question based on the person/character teacher selects

 Designate a spot in your classroom  Choice the topic, book, country, person, whatever works with your discipline  Have students put a fact about the topic every week or so  You can have students sign up for this throughout the year or assign them to update the information

 Have students collect cereal boxes  Designate different spots for info., for example: ◦ Front: Picture and name ◦ Side: Bio info (where nutritional info goes) ◦ Other side: trivia ◦ Back has the most significant info  Could be done as a presentation; items could be put in box that represent topic  Could also use placemats for similar activity

 Students research guests and come up with a script  Groups of 3 or 4, base size on different roles: (host and guests) ◦ Example guests: Civil rights’ activists, pop culture figures, etc., people affected by an event, like Chernobyl (farmer, fisherman, etc.)  Can incorporate debate based on guests’ selected