1. Triple Play Student-centered, Engaged, and Differentiated Cindy Erhart
Welcome!
Triple Play Student-centered, Engaged, and Differentiated Cindy Erhart

2. Good News!

3. Student-Centered Discussions
1. Choose an article:
“Cheerful to a Fault: ‘Positive Practices with Negative Implications”
“Learning as a Sandwich: Revisiting the Ingenuity (and Radicalism) of K-W-L”
“The Illusion of Discovery: Student-Centered on the Surface, Teacher-Centered Down Below”
Read and annotate/underline as needed.
Choose a sentence from the article that you find the most important or intriguing.

4. Save the Last Word for Me
Have your intriguing/important sentence ready to go. Then, in your group, follow these steps:
One person reads the sentence he/she chose.
Each other member of the group comments on the sentence.
The person who chose the sentence gets “the last word.”
Repeat these three steps for each group member.

5. Other methods for student-centered discussion
Use levels of questioning to get students started
Level One Question (answer in text)
Was Hans Hubermann a supporter of the Nazis?
Level Two Question (analysis/inference)
What does the Jesse Owens incident reveal about Rudy Steiner?
Level Three Question (evaluation/judgment)
Do you feel understanding or contempt for Alex Steiner’s politics? Why?
Written discussion
Socratic Seminar
Literature circles

6. For social studies (and English teachers)

7. Differentiated Instruction
Complexity, Depth, and Breadth of Instruction

8. Kohlberg’s Moral Dilemma
In Europe, a woman was near death from a rare type of cancer. There was one drug that the doctors thought might save her. It was a drug that a druggist in the same town had recently discovered. The drug was expensive to create, but the druggist was charging buyers ten times what the drug cost him to make it. He paid $400 for the radium and charged $4,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money and tried every legal means, but he could only get together about $2,000, which is half of what it cost. He told the druggist that his wife was dying, and asked him to sell it cheaper or let him pay later. But the druggist said, "No, I discovered the drug and I'm going to make money from it." So, having tried every legal means, Heinz gets desperate and considers breaking into the man's store to steal the drug for his wife.
Should Heinz steal the drug? Why or why not?

9. Kohlberg’s Levels of Moral Reasoning
Avoid punishment.
Reward self.
Please others.
Obey rules and authority to maintain social order.
Social Contract/Individual Rights
Morality of personal ethical principles

10. Depth/Breadth
Example: Culture in the 1940s (and 1930s)—American, German, or Japanese Goals: To explore cultural elements of the 1940s To analyze how cultural elements reflect historical events of that time

11. REFLECT AND SHARE!