Everyone sings together the song Follow the Drinking Gourd' This is an example of a creative way to

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Everyone sings together the song Follow the
Drinking Gourd. This is an example of a
creative way to begin a unit about the
Underground Railroad. The presenter plays
guitar as the workshop participants enter the
room.The following slides are provided.
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Follow the drinking gourd, Follow the drinking
gourd,
For the old man is a waitin for to carry
you to freedom,
Follow the drinking gourd.
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When the sun comes up and the first quail calls,

Follow the drinking gourd.
The old man is a waitin for to
carry you to freedom,
Follow the drinking gourd.
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Follow the drinking gourd, Follow the drinking
gourd,
For the old man is a waitin for to carry
you to freedom,
Follow the drinking gourd.
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Now the river bankll make a mighty good road,

The dead trees will show you
the way. Left foot, peg foot
travelin on, Follow the
drinking gourd.
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Follow the drinking gourd, Follow the drinking
gourd,
For the old man is a waitin for to carry
you to freedom,
Follow the drinking gourd.
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Now the river ends between two hills, Follow the
drinking gourd.
Theres another river on the other side, Follow
the drinking gourd.
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Follow the drinking gourd, Follow the drinking
gourd,
For the old man is a waitin for to carry
you to freedom,
Follow the drinking gourd.
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McHarg
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Creating visuals in the classroom
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We had an awesome time during our Belle Heth
Workshop!!
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KWL
(Write down what you already know about
Multi-sensory Learning. What words come to
mind?
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McHarg
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There are two ways of spreading light to be
the candle or the mirror that reflects
it. (Edith Wharton)
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Mission Statement
To make learning an enjoyable,

life long habit that enriches students

and their community.
Our world has changedto most students,
predictable means boring, ineffective, and a
waste of time. People in our culture value
adventure. Mystery is opposite of predicable and
therefore intriguing. Multisensory learning
connects people with information and can lead to
a lifelong journey into learning.
It only takes a sparkto get a fire going.
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Visual experiment (using 3 clear
containers)1. Put water in one
container-represents learning when there are no
obstacles and children are open and ready to
learn-they are seeing clearly because all their
learning-(walking, talking, eating, playing has
been hands-on learning)2. Add iodine to one
container (looks black)-representing how we make
it so difficult for children to learn by not
giving them different learning styles making
learning motivational)3. Add bleach to the
container with iodine-it becomes clear
again-representing when we use differentiation
and tap in on different learning styles and
provide the motivation, the student will be
enlightened and enthusiastic about learningTHE
CANDLE OF LEARNING HAS BEEN IGNITED!
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However...
THE CLASSROOM
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its been said we remember 20 of what we
read
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30 of what we hear
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40 of what we see
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50 of what we say
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60 of what we do
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90 of what we see, hear, say and do
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Brain Learning
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Unique minds and learning Experiences

• Robert Sylvester suggests learners have designer
  minds The unique circuitry in each of our
  brains is the reason we have preference about
  where, when and how we learn.
• One size fits all approach does not work!

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Report January 17, 2007
Walking will increase efficiency and cognitive
processes blind seeing by using an instrument
on their tongue.
Brain is wider than the ocean and deeper than
the sea. Emily Dickenson
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A teacher can teach the perfect lesson, but if
the student does not have the structures for
accepting and using the information, a great deal
of the lesson is lost. Through direct
instruction, the underdeveloped parts of the
learning structure can be built.
How can we build or prepare the students for
learning? We must first make sure they have
developed their SCHEMA/SCHEMATA.
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Schema Theory (plural-schemata) The
importance of prior knowledge in literacy
learning has developed through research based on
schema theory, which assumes that individuals
develop a cognitive structure of knowledge in
their minds. As individuals experience the
world, they add new information to their
schemata, which are divided into various
interrelated categories. One way to picture
this concept is to think of the mind as one large
filing system of filing folders. A person gains
knowledge and information, and the mind creates a
new folder, or schema or adds the information to
an existing schema.
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Example World Traveler-Barbara
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The first Mission Trip-no prior knowledge about
airports in Third World Countries
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Second Mission Trip to the same location
Knowledge of the surroundings Knowledge of the
people Knowledge of the goal All this prior
knowledge helped to add new information to the
old information
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Prior Knowledge the sum of a persons previous
learning and experience (Harris Hodges,
1995) Research has established that the process
of constructing meaning through reading, writing,
speaking, and listening is based on the
background knowledge or prior knowledge.
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Activating Prior Knowledge to fill in those
learning structures
Incorrect way to activate prior knowledge
Today we are going to read the article Birds in
Winter. Have you every seen birds during the
winter? What kinds of birds do you usually see
in winter? How do birds get food in winter?
CORRECT WAYSCHEMA DIRECTED
Today we are going to read the article Birds in
Winter. Before we read it, I want you to think
about some important ideas that will help you
understand what you read. From the title, what
would you say this article is going to be about?
(Record student responses discuss them) This
article is about how birds survive during a
blizzard. (Relate the students predictions to
surviving in a blizzard.) What is a blizzard?
(students respond. Write a sentence on the board
that contains the word blizzard and discuss the
meaning.) What does it mean to survive in a
blizzard? What kinds of problems might birds
have surviving during a blizzard? (Discuss these
questions list students responses on board and
discuss them. Add your own points to the
discussion.)
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Activating Prior Knowledge to fill in those
learning structures

• A blizzard is a bad snowstorm with high winds.
• Birds could have many problems surviving in a
  blizzard. These could include
• Getting food, not freezing to death, having water
  to drink, having a place to sleep that is
  protected from the wind.
• How do we build prior knowledge utilizing the
  Multiple Intelligences?

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Learning from
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Before we teach a lesson, we need to think about
and understand the learning processwe need to
know how to re-ignite creative and critical
thinking that is necessary for processing
information.
mmmmm
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Virginia Journal of Education
November 2006
If we expect our students to be good citizens in
and out of school, then we should acknowledge
Thomas Jeffersons reported warning that, A
democracy cannot survive unthinking citizens,
and teach them to think.
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Scaffolding
A thinking skill scaffold is a skeletal
framework of a thinking skill procedure such as a
checklist, that makes explicit the steps in that
procedure. Students can use a scaffold to steer
themselves through the procedure as they execute
it without having to stop to recall what step
comes next.
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Scaffolding Practice
(helps you to get to a higher level in thinking
skills)
Procedural checklists, process structured
questions and graphic organizers have proved to
be the most effective devices for scaffolding
thinking skills. A procedural checklist lists
the mental steps by which a specific procedure
can be effectively carried out. Process
structured questions are much less explicit.
This type of scaffold walks students through the
steps in a skill procedure by asking questions,
the answers to which require students to engage
in each of these steps in turn.
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Activity
Example-Artisan

• Ways to scaffold for different learning
  styles-Example 5th grade words-activating
  application of thinking skills
• Sorting (classifying)-pictures that go with the
  word and those related to
• Sequencing-
• Predicting-what information comes next
• Analyzing to identify parts-whole
  relationships-important skill in studying the
  sciences and writer and becoming a better reader

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Hearing Sight Smell Taste Touch
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Example of illuminating insights You are
driving on a highwayyou see a billboard. The
experience goes through sight but it is gone in
the blink of an eye. (An example in the
classroom would be reading a text with pictures
but not commenting on them in class.) Experience
is sight, but it has no relevance unless you want
to buy a car . Then, the brain records it. Your
brain usually filters out visuals like this with
thousands of other passing images. Your brain
continuously sorts and processes the input in
working memory. If the brain did not have this
step, you would be inundated with so much sensory
information you could not function. All the
sensory information your brain thinks is
important is transferred to specific areas of the
cortex that then indirectly and simultaneously
processes sight, sound, smell, taste or touch.
This information is received as a perception by
the brain. This information is processed based
on what the brain already knows-PRIOR KNOWLEDGE.
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Information Processing
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PRIOR KNOWLEDGE
EXAMPLE If you see a dog the brain automatically
processes this sight with everything it knows
about dogs. One persons perception might be to
run because of a bad experience of being bitten
by a dog. Another persons perception might be
to stop and pet this friendly creature because
the brain connects dogs to being friendly.
Every sensory input is filtered through your
brains perception based on your experience.
This amazing filtering and processing happens in
the blink of an eye and is known as pattern
recognition. It is all based on pathways that
have been established. Your brain makes
meaning of your experiences. You either
connect it to something you already know, or your
brain begins the process of creating new meaning
and establishes new connections. For many
children every new vocabulary word and words
embedded in text requires creating new
connections and new meaning. Here is where the
breakdown in comprehension begins.
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Lets look at

• How does the brain decide what is important and
  what to discard?
• TWO DETERMINERS
• Does it get my attention?
• Am I emotionally attached to it?

Learning Styles
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Multiple Intelligences
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Multiple Intelligences
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Multiple Intelligences
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Multiple Intelligences
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Multiple Intelligences
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Multiple Intelligences
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Multiple Intelligences
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Multiple Intelligences
Lets take a short BRAIN-BREAK-lets stand up-and
dance! (This can energize and wake up the brain
cells)
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Multi-sensory learning is an instructional
approach combining auditory, visual, and tactile
elements into learning tasks. Multi-sensory
learning is a concept that suggests the more
senses we use in our studies, the more
effectively we learn.
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DIFFERENTIATED INSTRUCTION IS NOT
Individualized Instruction of the 1970s. Its
more like the one-room-schoolhousenot
individualized teaching.
... chaotic
a way to provide homogeneous grouping
only tailoring the same suit of clothes.
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DIFFERENTIATED INSTRUCTION IS PROACTIVE
...more QUALITATIVE than quantitative.
ROOTED IN ASSESSMENT
.instruction through MULTIPLE APPROACHES to
content, and product
STUDENT CENTERED
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What Next? If we differentiate we do not
give an aspirin a day approach to learning?
tell them toRead chapter 2 and well have a
test in the morning.
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Whoshould be interested in the addition of some
learning tools that will increase learning and
SOL scores, be fun to teach and increase
participation of student teachers, interns and
blocking students?
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Those who
wonder if there is a better way.
enjoy being creative.
are dissatisfied with current curriculum lesson
plans.
are tired of bored students.
are willing to risk change.
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Interpersonal
Intrapersonal
Naturalist
Spatial
Bodily/Kinesthetic
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Logical-Mathematical
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Linguistic
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Interpersonal
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Intrapersonal
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Naturalist
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Spatial
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Bodily/Kinesthetic
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Musical
Brain Break-dance
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Learning
takes place when it is
Experiential
Image Driven
Participatory
Connective
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All learning should be E.P.I.C. Multi-sensory
learning is a concept that suggests the more
senses we use in our studies, the more
effectively we learn.
We should keep an eye open for the students
passions. When we think about differentiation we
must think about the classroom and the
curriculum. Tomlinson said, It takes a
willingness to be a teacher who partners with
kids in teaching and learning----one who is more
of a facilitator than a dictator. With SOLS we
must think about the outcome, but we must also
think about how we will get there. Some children
may require a different path along their journey
and they may require a different mode of learning
according to their learning style.l
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Learning
is not supposed to be
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Hands On Learning
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My son as a child-loving the legos!! He was the
typical visual-spatial in addition to the
auditory learner.
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He graduated with a degree in computer animation
and is now a graduate student in architecture.
He was provided with an environment for learning
that encouraged hands-on learning.
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 We are losing the ability to hook our students
with what their joy is. It might be playing a
musical instrument. Or working with their hands
in an art class, or building with legos. That
joy is a natural bridge that can transfer over to
math, history, and science. The things that are
complex and heavy in these subjects become
clearer when students do work they have joy in.
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Planning
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Designing Environments for Learning
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I lead a Music Camp every summer. The children
enjoy the music and motions, but they become
super-charged when the set is completed and they
are singing and acting in the scenery. (see next
three slides)
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Enriched environmentincreases cell weight and
increases branching of dendrites
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Learning Spaces
Learning does not stop once the instructor has
left the classroom. The end of the class meeting
marks a transition from one learning mode to
another. The design of neutral spaces such as
hallways and corridors could be rethought and
re-equipped to promote learning. Small
discussion spaces in corridors to that discussion
begun in the classroom can continue when class
ends-Example While waiting in the halls after
lunch.
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"Beyond Narnia"
What can we learn from C.S. Lewis?
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Drama and Readers Theater
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SOLs
Through Narnia

• Narnia and Map
• Grade 2-make a map with compass rose and map
  legend-trees, castle, Beavers house, Mr. Tumnus
  house, etc.-use cut out objects to place on map
• Grade 2 and 3 Draw Legend-
• 3.18-analyze three-dimensional (solid geometric
  figures)-square cone, cylinder, including number
  of corners, square corners, edges and the number
  and shape of faces using concrete models-Witches
  castle, beavers house (pieces of wood)
• 2.3-matter-processes involved with change in
  matter from one state to another (condensation,
  evaporation, metling, and freezing)
• Seasons

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What can 3rd graders learn in the sandbox?
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• Discover your students intelligences by using a
  multi intelligences checklist.
• Tap in on prior knowledge, then read and/or
  reread the text lesson. (WHEN A STUDENT DOES NOT
  HAVE A PARTICULAR CONCEPT, WE EMBED THAT AS PART
  OF THE INSTRUCTION)-As we learned from Ruby
  Payne, many students from poverty do not have the
  learning structures sufficiently in place. Also,
  others need additional information because they
  have the structures and this also needs to be
  embedded in the classroom)
• 3. Use the Vocabulary Liking Routine form Content
  Enhancement.
• 4. Paraphrase the story/event with oral and/or
  written language.
• 5. Respond to the information on the second or
  third day in creative ways (ex. Art, music,
  drama, or multimedia).

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In teaching we have the ability to present a
do-over with each lesson and this is perhaps
our most valuable tool. When we present
information by tapping in on our sometimes
neglected intelligences (musical, spatial,
bodily-kinesthetic, naturalist, interpersonal and
intrapersonal), we can enrich and teach every
child.
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Larry Bell5 Ways to Reach-Inspire

• EXCITE-greatness of their future
• CHALLENGE-let them lead in a way
• CONNECT-let them know its ok to make mistakes
• INVOLVE-let them participate in their learning
• SURPRIZE-create environment for learning

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Form for Planning Unit for Multi-sensory Learning
Teacher Assigned
Teacher Directed
Activities
Independent/ Individual
Cooperative/ Small group
Whole Class
Self-Selected
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Form for Planning Unit for Multi-sensory Learning
Example Unit on
the Underground Railroad
Whole Class or Resource Group
Teacher Assigned
Teacher Directed
Activities
Independent/ Individual
Cooperative/ Small group
Self-Selected
Vocabulary freedom, Underground Railroad,
culture, routes, events, conductor, identify,
seize, capture, conductor, stations
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the geography and history of Virginia from the
early settlements of the Native Americans and
colonists in Jamestown to the present.

• What are the major geographical features of
  Virginia? VS.2
• How did the geography of Virginia influence early
  settlements? VS.2
• Why and how did Jamestown develop as the first
  permanent English settlement in America? VS.3
• How did the Virginia colony develop and adapt to
  social, economic, and political changes that led
  to the American Revolution? VS. 4
• What was Virginias role in the American
  Revolution? VS.5
• How did Virginia and its people influence the
  development of the new American nation? VS. 6
• How did conflicting ideas divide our nation and
  lead to the Civil War? VS. 7
• During the period of Reconstruction, how did
  social, cultural, economic, and political issues
  effect Virginia and its citizens? VS. 8
• What social, economic, and political changes have
  influenced Virginia during the 20tth century?
  VS. 9
• Describe the functions of government and
  economics in Virginia today. VS. 10

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Respect Fairness Caring Responsibility Courage Hon
esty
Tolerance Teamwork
Oral testing Project choices Peer tutoring Extra
Credit options Extended work time Copies of notes
Course Organizer Routine Maps Timelines Graphs Cha
pter Study Guides
Class Discussion Flash cards Quick Facts United
Streaming videos Power Point presentations Researc
h Projects
Field Trips Study partners
Geography regions climate Landforms
boundary Water climate Transportation Chronolo
gical Early inhabitants Language
groups History Colonization
Cultural interactions Agriculture hardships
plantation Survival influence slavery
Adaptation settlement differences Documents
contribution Migration capital Role of
VA in American Revolution Leadership role
integration Discrimination massive
resistance Economics urban/rural
technological developments Government tourism
expansion Formation of government Civil War and
Reconstruction Secession abolition
industrialization battles 20th century
segregation
6. The Twentieth Century and Beyond
1. The Land of Virginia
5. The Civil War and Beyond
2. American Indians and Europeans
3. Colonial Virginia
4. The Founding of a New Nation
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Today well look at two Virginia SOLS and
Vocabulary associated with the curriculum.
How did Virginia and its people influence the
development of the new American nation? VS.
6 How did conflicting ideas divide our nation
and lead to the Civil War? VS. 7
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Vocabulary

• events
• conflict
• differ
• diversity
• divided nation
• role
• culture (cultural)
• economic
• cause/effect
• describe
• draw
• influence
• freedom

• Underground Railroad
• conductor
• capture
• seize
• abolish
• plantations
• routes
• issues
• identify
• blockade
• commander-in-chief
• major

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ITS NOT THIS COMPLICATED!!!
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Modules

• In each module the students will
• Read and/or reread or retell the text lesson
  tapping in on prior knowledge at the beginning of
  each lesson- KWL CHARTS with free recall, word
  association, recognition, structured question,
  unstructured discussion. (we use our language to
  think about language, ideas and concepts)
• each child will ask the question, Does this
  information make sense to me?
• Paraphrase the story/event with oral and written
  language and/or hear the story through video or a
  historical novel
• Respond to the information in creative ways.
  (example Art, Music, Drama,)

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DATA COLLECTION FOR MEANING/ MULTIMEDIA


Learning for Expository
Text

Multimedia Teaching
Strategy
(Claymation
video) Curriculum Chapter/Theme Lesson/SOL
objective
Sessions
1 2
3 4 5
6
Vocabulary Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

• Comments Code
• very effectively
• v effectively
• - needs improvement
• No not observed

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Strategies with Instructional Support for the
Multimedia Teaching/Multiple Intelligences
Strategy (Linguistic, Logical, Spatial,
Bodily-Kinesthetic, Musical, Intrapersonal) This
strategy may incorporate different intelligences
and many children on the caseload or in the
classroom. To introduce the idea, read Behind
the Scenes by Robert R. OBrien from the Scott
Foresman Leveled Reader (150B). 1. Activate
prior knowledge and develop background about the
subject/theme 2. Discussion/visualizing
scenes 3. Create semantic word map 4. Read
aloud/shared reading/guided reading 5. Model the
idea of using video to retell the
event/concept/vocabulary/theme-show video from
previous year 6. Draw and sequence the
event/events in story frames (concept/vocabulary
/theme/story) 7. Write script 8. Provide
various materials to develop the scenes (paper,
crayons, colored pencils, poster, clay, etc. ) 9.
Retell story and record-may want to edit in
Movie Maker 10. Provide opportunities to present
the information and the video to the class
Strategies with Instructional Support for the
Multimedia Teaching Strategy through
ART-Claymation-Video-Behind the scenes
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DATA
COLLECTION FOR MEANING/Visual Learning for
Expository Text


Visualizing Teaching Strategy

(Picture
Stories-Art) Curriculum Chapter/Theme
Lesson/SOL objective
Sessions
1 2
3 4
5 6
Vocabulary Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

• Comments Code
• very effectively
• v effectively
• - needs improvement
• No not observed

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Strategies with Instructional Support for the
Visualizing Teaching Strategy through
ART-drawing 1. Activate prior knowledge and
develop background about the subject/theme 2.
Discussion/visualizing 3. Create semantic word
map 4. Read aloud/shared reading/guided
reading 5. Model the idea of using art to retell
the event/concept/vocabulary/theme 6. Provide
various materials (paper, crayons, colored
pencils) 7. Draw the event/concept/vocabulary/the
me 8. Retell story and use picture to aid 8.
Write a sentence describing the event 10.Provide
opportunities to present the information to the
class 11.Strategies with Instructional Support
for the 12.Visualizing Teaching Strategy through
ART
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DATA COLLECTION FOR MEANING/Bodily Kinesthetic
for
Expository Text


Bodily Kinesthetic Teaching Strategy

(Drama/Readers Theater) Curriculum
Chapter/Theme Lesson SOL objective

Sessions
1 2 3
4 5 6

Vocabulary Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

• Comments Code
• very effectively
• v effectively
• - needs improvement
• No not observed

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Strategies with Instructional Support for Bodily
Kinesthetic Teaching Strategy through DRAMA-or
Readers Theater 1. Activate prior knowledge
and develop background about the subject/theme 2.
Discussion (relate to prior knowledge) 3. Map
ideas using semantic word map 4. Read
aloud/shared reading/guided reading 5. Model the
idea of using drama to retell the
event/concept/vocabulary/theme 6. Provide
various materials (simple props and simple
costumes) 7. Write the script about the
event/concept/vocabulary/theme 8. Practice and
audio record (later could video record) 9.
Provide opportunities to present the information
to the class or small groups
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Use our LINCING strategy.
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Mitosis
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Take advantage of technology to learn about
mitosis and meiosis.
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Drama and Readers Theater (activity FOR workshop
participants) (Using props provided, the workshop
participants act out a scene from The Lion, the
Witch and the Wardrobe.)
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Art/Drama Module-Props
Create LIVE scenes from art by having children
pose in the same positions to make the art come
alive while one student tells the story from the
expository text or from an historical novel.
Possible props Hats, shaws, lanterns, baskets,
baby dolls, blankets, walking sticks, bread,
etc. (see next slides) Another idea Create
TABLEAUS-a form of parlor entertainment popular
during the 18th and early 19th century that
capture the imaginations and emotions of a small
audience. An example would be those performed at
Civil War re-enactments. In tableaus, a few
actors stand perfectly still in a pose that
depicts a particular scene. The actors never
move. They portray a frozen snapshot in time.
The scene mentally unfolds through a narrator
reading a prepared script. The key aspects of a
tableau are a visual scene, emotional connections
and accurate content. This would work for grade
3-12. AWESOME!
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Art/Drama Module
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Take advantage of United Streaming Videos
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Riding the Underground Railroad
United Streaming Video
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7 steps to help students remember

• 1. Need to REACH the students.
• Have students REFLECT on conceptstaken them
  where they can begin to make connections and call
  upon PRIOR KNOWLEDGE.
• RECODING-put ideas into own words (paraphrase)
• REINFORCE-give feedback-words, drawing, singing,
  etc.
• REHEARSAL-new concepts may take 28
  rehearsals-over several weeks, allowing the
  students to sleep and encode the memories higher
  level thinking can be incorporated-field trips,
  songs or poems created. Multiple memory systems
  can be used.
• REVIEWS-games, writing mind maps, acting,
  technology, etc.
• RETRIEVAL-May want to access the memory systems
  used in rehearsal compare vocabulary used in
  assessment. (LEARNING SPACES MAY COME IN HERE)

Virginia Journal of Education, May 2006
146
Learning Spaces
Learning does not stop once the instructor has
left the classroom. The end of the class meeting
marks a transition from one learning mode to
another. The design of neutral spaces such as
hallways and corridors could be rethought and
re-equipped to promote learning. Small
discussion spaces in corridors to that discussion
begun in the classroom can continue when class
ends-Example While waiting in the halls after
lunch.-Song reinforcement time, cheer, movement,
etc.
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How many?
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Look through the eyes of a child
See the light see the excitement TEACH through
the eyes of a child.
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Our challenge is to create a new paradigm for
instruction that marries natural learning with
leading edge technologies. We might want to
begin by analyzing the discrepancies between
actual instructional practices against optimal
learning practices. It is not to answer why it
cant be done but rather how it can be done. In
the near future we may be called upon to be
professional learning designers rather than
instructional designers.
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clock
Look at the clock in the room and pass the
compass around the tables. Write down
everything you can think of that a clock tells
us and then write down everything a compass
tells us.
compass
N
New Venues
E
Experiential Learning
W
Whole Child Learning
S
Sensory Learning for all
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The clock represents our commitments,
appointments, schedules, goals, lesson plans,
teaching moments and activities. Its how we
manage our time. The compass represents our
vision, values, principles, mission statement and
direction. We need to balance the clock and the
compass. We have a certain amount of timebut
what is the direction we will take on this
journey.We all face the challenge of trying to
live by the compass, not the clock. Keeping the
compass in mind helps us keep the big picture
in viewTo teachthe CHILDREN.
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How can we keep the fire burning? Will this work?
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Youth Event
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Curriculum and SOLS
Our curriculum and SOLS are predetermined, but
our instruction must be adapted to fit the needs
of our students. We read and talk a great deal
about differentiating instruction. We
differentiate vertically by addressing a wide
range of ability levels. We do it horizontally
with learning strategies that address various
learning styles. These efforts are likely to
have limited impact on student performance until
we differentiate for motivation by acknowledging
the diverse personal needs of our
students. Teaching that motivates by meeting
student needs requires reflection as well as
interaction. Effective teachers can answer these
questions at the end of the day What did we
do? Why did we do it? What does it matter?
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Its our job to be a domino in somebodys
life. MAKE IT HAPPEN!
A childs life is like a piece of paper on which
every person leaves a mark. CHINESE PROVERB
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Look at the following slides.

• Some of us can see clearly the pictures embedded
  in the serious of shapes and colors. Others of us
  cannot.
• What does this tell us about teaching to a
  diverse population?

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Man with barbells
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Bird flying
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Three fish
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The biggest risk you take is the one you dont
take. Shine your light in the dark places.
So.lets get to work having fun in the
classroom!!! Lets ignite learning!