standards & strategies stage 1 sue pearson, co-director

Standards & Strategies

Stage 1Sue Pearson, Co-Director

• Hood• Wheels• Tires• Doors• Windshield• Windows• Keys• Trunk• Lights

Patterns

What makes a “car” a “car”?

• Have you ever driven to school in the morning and all of sudden you are THERE and you don’t remember the drive?

• That’s a program at work!!!!!

Program

You put many mini –programs together.

EXPERT JOURNALS

•Doable at any grade level

•Long-term assignments

•Suitable for summative assessment

•Self-selected•Student-generated projects

•Career-inspiring

EXPERT JOURNAL PROCESS• Students choose a

topic/them/concept in which they would like to become an “expert”.

• Stage One-students can select any topic but must get approval from the teacher.

• Stage Two and beyond-Can be self-selected theme OR linked to yearlong theme.

• 2 inch 3 –ring binder with pockets and plastic pocket cover

• Dividers with pockets• Plastic sleeve sheet

protectors• Highlighters, markers,

sticky notes and arrows, pens, paper, etc.

• 10 X 13 manila envelopes, one per child

• Student prints name across back of envelope (flap up)

• Prints “topic” beneath that• Teacher/Students organize

these in file basket or hanging across a bulletin board or chalk ledge.

• As students research their own projects, invite them to find articles/illustrations/info on other students’ topics and place this in that student’s envelope.

• Teach to include source

Sueelepha

nts

• Start the first month of school

• Final projects are due one month before school ends

• Every Friday afternoon for 45 minutes

• “What should I do now?• “I’m done!• Special absent-no sub

• Article Title; Author’s name• Citing an article• Technology Skills-both

research and presentation• Website• Book• DVD/Movie• TV Show• Copying vs. “writing in your

own words”• Outline of some kind

• Since African elephants live where the sun is usually blazing hot, they use their trunks to help them keep cool. First they squirt a trunkful of cool water over their bodies. Then they often follow that with a sprinkling of dust to create a protective layer of dirt on their skin. Elephants pick up and spray dust the same way they do water—with their trunks.

My Ideas•African elephants live where it is very hot•Long trunks help them to cool off•Spray their bodies with water•Cover with dust•Whether using water or trunk, process is the same

• Power Point• Video/DVD• Research

Paper/Poem/student-made book

• Demonstration• Project• Display• SPA• Song/Dance

Out of all of the world’s places,

topics, animals, and people, what would YOUR expert journal

topic be?Share with a learning

club member.

“I Can Divide and Conquer”

HET: I Can Divide and Conquer• Takes 2 years and 3

months for students to learn long division

• Division facts are introduced in 3rd grade

• Algorithm in 4th

• And again in 5th and 6th

• Yet we have junior high students who cannot divide!

© Susan Kovalik & Associates 2014

Maximizing Input to the Brain

• Appealed to a variety of intelligences

• Problem on board and in passport/handbook

• Manipulatives to “see” the problem

• Adult explained problem; student used “math speak” to explain

• Hand jive


Maximizing Input to the Brain

• Each of the 26 different stations used different manipulatives

• Kinesthetic activities: Division P.E., division art, division music

• Choices-art, music, drama, flexible breaks, one-on-one help

• Students arrived early; stayed late


•Divide •Multiply •Subtract•Bring Down

Division Hand Jive

X

Provides movement pattern to remember division algorithm

Elements Used to Promote Positive Performance

• By invitation-had to know multiplication facts

• Students received immediate feedback

• Goodie box with work items-pencil, etc.

• Divided into groups of 5-adopted a famous mathematician for the day

• Incentives at every station: mini-stickers were given to anyone asking for help; Goodie box (pencil etc.)

• Direct instruction: 11-16 minutes per hour; the remainder of the hour students were working with patterns


Pattern for the Day

• Direct instruction-short division

• Stations: visit 2-3 stations• Break: snack• Direct Instruction: long

division• Stations: visit 2-3 stations• Direct Instruction: long

division with remainders• Stations: 2-3 visits


Elements Used to Promote Positive Performance• Station: group work-45 minutes• Relaxation periods throughout

day• Lunch provided by

parents/pizza lunch• Many adults available to

provide instruction and feedback

• Each student received an “I Can Divide and Conquer” badge and certificate at the end of the day


Station Format

• TELL– All read problem aloud– Discuss problem in own

words– Point out DIVIDEND and

DIVISOR– Visualize problem– Introduce manipulatives


Station Format

• SHOW– Have students work

through problem using the manipulatives-great to have one set per child

– Repeat problem 2 or more times if necessary until students can show with confidence

– Identify “quotient” and “remainders”; locate place to put remainder


Station Format• SOLVE

– Demonstrate how a problem is written as a number sentence

– Identify terms– Begin a step by step approach to the

algorithm-divide, multiply, compare, bring down (repeat) and relate to manipulatives: Hand jive– Work problem out on graph paper for accuracy– Each student turns his/her partner and in “mathspeak” explains problem.


Station Format

• CHECK– Demonstrate how to check by multiplying

and adding remainder– Make variations of the problem for

students to solve.– Write a comment in each student’s

passport– Need more help? Extra time,

free-choice time, roving helper

– Repeat center for next group


Methods of Orchestrating Learning

• Using specialists -media, PE, music, art, technology

• Providing 26 different stations, each with concrete examples

• Providing choices at stations• Adhering to 2 management

standards for the day: Active Listening and No Put-Downs

• PARENT TRAINING-volunteers attended a 2-3 hour training


AFTERNOON SESSION

• Choices– Art: working with division art project– Music: learning division song– Drama: writing and acting out division

problems– Technology: using math programs

focused on division


THEME IN A DAYLIFELONG

GUIDELINES &LIFESKILLS“IT’S A GREAT

LIFE”

POLITICAL ACTION

“THE BUCK STOPS HERE!”

PETITION FOR . . .

“HEY, MR. POSTMAN”

EARTHDAY

“PARK IT HERE!”

PUNCTUATION

“GET THE POINT?”

COMMUNITYPROJECT

“WE ARE FAMILY”

FRACTION DAY

“LET’S ALL GO TO PIECES”

SERVICE“IT WAS THE

BEST OF TIMES, IT WAS THE WORST OF

TIMES”

MULTIPLICATION

WEEK

“IT’S ABOUT TIMES”


“Nothing is particularly hard if you divide it into small jobs.”

~ Henry Ford ~

SupervisorCathedral Academy at Pompei

International School

OUR POPULATION

• School of Immigrants• 95% Free and Reduced

Lunch• Over 55 languages/dialects

spoken by students/parents• 2nd language learners• Very few experiences• Parents work 2-3 jobs just

to exist; makes it difficult to be involved with school

WEEKEND BOREDOM

• Little to do• Lack of

money/transportation to do provide some experiences

• Language and tribal barriers

• Grade 4-6 (92% Title 1)

AGREEMENTS

Students and parents MUST co-sign an agreement in order to borrow the totes.

Students sign out the Totes on Thursday.Totes are returned on Tuesday.Peer tutors-one teaches another how to

play or make the project.Board of Directors (6 students) help to

select new Totes.Students volunteer to organize the Totes.

Totes: 4 Categories

1. ElectronicsFlash ScrabbleSudukoMonopolyFlash MasterTetra

Must be returned

Totes: 4 Categories

2. GamesCheckersChessLifeTetra UltimatePlaying cards

Totes: 4 Categories

3. CreativityLegosBalsa puzzlesLoom/bandsCookingArt kits

Totes: 4 Categories

4. DVDs/VideosNational Geo.SmithsonianPopular storiesScienceHistory

Response required

Depending on the Tote category, each student receives a paper to complete:Give the activity a rating; 1-5 starsExplain why you gave it that ratingHave your picture atken with the completed ToteSuggest another Tote

Program so far

We:Have about 100-110 TotesSend home anywhere from 50-60 totes per week

Donations

•Individuals

•Merchants

•Church in the suburbs

•Teachers

•Students

•Church

•Looking for a grant

Results:Only one Lego kit not returned and the young man is going to earn $8.00 over the summer to pay for the replacementOne Rubic’s cube came apart-store replacedKids did not want school to end-they mourned the loss of Totes over the summer!!!!!!!

CONTACT:

• Sue Pearson

• [email protected]

standards & strategies stage 1 sue pearson, co-director

Documents

sub slide

child slide

kind slide

codirector slide

source sue elephant

students topics

students envelope

expert journal topic