Title: To treat them fairly and equally, we must treat them differently
1To treat them fairly and equally, we must treat
them differently!
2Games and Centers
- Centers Help Build Confidence, Encourage
Learning Styles, Give Teachers More Time to Talk
to Students, - And Students Become Independent Learners
3Scheduling Students in Centers
- Rotation system
- Pocket chart
- Magnetic picture chart
- Students select
4 Writing Center Activities
- Graffiti on butcher paper (EX Mom has a frog in
her throatdraw it!) - Adding machine paper
- Story starter pictures
- Writing folders
- Tape recorders for storytelling
- Letter writing
5Writing Center Activities(continued)
- Dry erase board writing
- Letter writing
- Props in baggy for writing ideas
- Class mailbox
- Journal writing
- Create a card
6Listening Center Activities
- Tape sounds car starting, door closing, etc
- Students tape themselves reading a story
- Listen to music/draw what you feel
- Students follow along on a story you taped
- Students listen to directions and draw a picture
7Reading Center Activities
- Book making
- Create book marks
- Read and respond
- Listen and follow story
- Read to a friend
- Pleasure reading
8Science Center Activities
- Sound materials
- Matching cards
- Animal activities and habitats
- Leaves
- Sink/float
- Measuring/mass/scale
- Growing Seeds
9Science Center Activities(continued)
- Weather
- Healthy snacks
- Water activities
- Air
- Science word games
10Math Center Activities
- Measuring tools
- Manipulativescounting, patterning,
addition/subtraction - Telling time
- Money
- Math journal
- Math games/puzzles
11Math Center
- Bulletin board Can you find the learning? (Use
ads, old pictures) - Tell number stories
- Model on overhead
- Ask Did you eat any good math today?
12SPIRAL REVIEWS
- Help students retain information for a longer
period of time - Missing numbers
- Money
- Time
- Fractions
- Social Studies,etc
13DONUT GAME
- VARIATIONS
- Animals
- States
- Compound Words
- Ends/Rhymes with
- Nouns/verbs
- Math facts, etc
14PASTA AND MEATBALLS
- Need macaroni/red pom poms
- Patterning use items to make pattern
- Addition turn flashcard/show answer with items
- Pre-Algebra If every meatball equals 2, what is
the value of your dish?
15TIC TAC TOE
- Use pennies/nickels or two different color chips
(3 each) - Take turns placing money on board
- Slide until one gets tic/tac/toe
- Can use larger grid and four coins
16Watch Glyphs (K-3)
- Book Super Graphs, Venns, and Glyphs by Honi
Bamberger and Patricia Hughes - EXAMPLE Watch glyphs/Teddy bear glyphs, etc
17Multiplication I have who has
- I HAVE 45 WHO HAS 6x3
- I HAVE 18 WHO HAS 5x8
- I HAVE 40 WHO HAS 7x4
- I HAVE 28 WHO HAS 5x3
- I HAVE 15 WHO HAS 8x8
- This continues for as many students that you have
. . Teacher always starts the game
18Mixed Math I have who has
- I HAVE 15 WHO HAS 7 plus 3
- I HAVE 10 WHO HAS 2N/1P
- I HAVE 11cents WHO HAS 3 sided
-
shape - I HAVE triangle WHO HAS ten
- minutes
past three - This starts/finishes with the teacher
19My Math Name
- Tag for each child
- One fact on each name tag (EX 7 X 3)
- Students wear it all week
- All students refer to that student all week as
21
20Im on Time!
- Each student gets a disposable clock with
disposable hands - Write first name on hour hand/last name on minute
hand - Will remember the order for time
21HOME CONNECTION
- Communication with parents key
- Fall open house math night
- Games/Rotate
- Idea and Why, How, What
- Simple, Fun, Positive Attitude
- 4. Letters Family Packet, Articles, Initial
Letter - 5. Parent Communication Digital Camera
- 6. Ongoing Communication Weekly, Monthly,
Mathtime Helpers, Parent Teacher Conferences
22HOME CONNECTION
- 7. Minute Math What numbers have you seen?
- 8. Go over content strand/learning goals for year
- 9. Looping Video
- Ultimate goal of home communication consciously
integrate math talk in daily lives - Environment explore, engage in meaningful
activities
23Back To School Math Night
- Brief overview and philosophy
- Solve problems and thought process
- Understanding conceptsmastering basic facts
- Revisited concepts
- Daily incorporation of concepts
- Replay games at home
- Point out various strategies
- Parents Dont overdue at home!
- Short. . Can repeat yourself!
- Students reflections
24DO YOUR ABCS WITH PARENTS
- Accommodate
- Build
- Communicate
25ROLE OF TEACHER
- Get trained
- Study
- Collaborate
- Teach
- Commit
- Self Evaluate
26PARENTS AS PARTNERS
- Informed parents
- Frequently asked questions
- Parent fears
- Student reference books math encyclopedia
- Give project assignment ahead of time (Heads
Up)Calendar - Anticipate parent questions
- Send home previous pictures of final project
27PARENTS AS PARTNERS
- Parents learning styles newsletters, hands-on
activities, research, real life examples of
success - Engage in activities EX pumpkin math
- Acknowledge them in newsletters (via email with
pictures, etc) - Dont avoid hot spot topics parents are used
to drill and kill skills approach - Meeting all needs EX pattern blocks
28TOOLS TO BE PROBLEM SOLVERS
- Ask What am I looking for?
- Teach children and parents strategies
- Collect data
- Organize data
- Generate data
29ESL STUDENTS
- 1. Non-threatening environment
- 2. Allow to show
- 3. Group work
- 4. Multiple meaning words
- 5. Visual clues
- 6. Verify directions
30MATH ROUTINES
- Mental math reflexes
- Math messages
- Link homework to lesson
- Daily weather
- Daily temperature
- Compare with other cities or previous data on
chart - Follow up from previous lesson re-teach?
31Math Lesson
- 1. Teaching the lesson
- 2. Ongoing learning and practice
- 3. Games
- 4. Homework
- 5. Math boxes
- 6. Individualizing lesson
- 7. Fact power! Knowing basic number facts in math
knowing words by sight is to reading - 8. Slates
- 9. Calculators
- 10. Teach inventing own procedures
32BALANCED ASSESSMENT
- Purpose reveal development and provide useful
feedback - Ongoing assessment
- Product assessment
- Periodic assessment
- Outside tests standardized (multiple choice) and
performance based assessments
33ASSESSMENT TOOLS
- 1. Portfolios (pizza boxes!)
- 2. Rubrics
- 3. Journals/math boxes
- 4. Exit slips
- 5. Class checklists and individual progress
- 6. Unit reviews
- 7. Midyear and end of year assessments
34What is Science?
- MISCONCEPTIONS
- 1. White lab coat
- 2. Mumbles in unintelligible jargon
- 3. Good for us-bad for us!
- 4. Science is too difficult to master and its
threatening! - 5. An unchangeable set of facts
- 6. Statements must be taken on faith
35What is Science?
- 1. Understanding what one observes
- 2. Evidence presented in a way that others can
repeat - 3. Based on a special way of using words
- 4. Driven by the need to understand something
about the observable world
36SCIENCE
- SAFETY!
- Goggles splash proof, popping materials, etc
- Wash hands even with common chemicals
- Microscope safety
- Sharp edges
37Science Safety
- 5. Read carefully
- 6. Tasting and smelling
- 7. Clean spills
- 8. Put away
- 9. Wash
38Science Process Skills
- 1. Explain how scientist use process skills
- EX Test, collect data, make conclusions,
explains conclusions - Observing
- Communicating
- Classifying
39Process Skills for Science Inquiry
- Estimating and Measuring
- Inferring
- Predicting
- Making definitions
- Making and using models
- Giving hypotheses
40Science Inquiry
- Collecting data
- Controlling variables
- Science inquiry activity
- 1. Ask a question about living things, objects,
or things that happen. - 2. Plan a simple investigation.
- 3. Use simple materials and tools.
- 4. Use what you observe to answer questions.
- 5. Share information.
41Parent Involvement in Science
- 1. Connect parents
- 2. Invite
- 3. Parents and technology resources
- 4. Counsel to have fun
- Make a commitment to live long learning!
42Old Science
- 1. Materials not available or outdated
- 2. Buy it yourself
- 3. Relying on textbook and worksheets
- 4. Falls by the waysidepressure on math and
reading - 5. Skim the surface
- 6. Apprehensive teachers (messy, etc)
- Challenge Making science exciting and
accessible to kids/teachers while keeping the
cost down and the time investment reasonable
43New Science
- 1. Positive outlook
- 2. Persistence pays student attitudes
- 3. Overcoming internal rather than external
hurdlesself doubt - 4. Member of NSTA
- 5. Science lab in the classroom
- 6. Using objects and a hands-on approach
- 7. Develop science skills
- 8. Resources
- 9. Interdisciplinary learning
44Curriculum at K-4 Level
- 1. Natural inquisitiveness through exploratory
and hands-on activities - 2. Provide opportunities
- 3. Incorporating activities
- 4. Events that have shaped history
- 5. Creative expression through problem solving
activities - 6. Integrating disciplines
45Developmentally Appropriate Science for Grades K-2
- Science topics will include
- 1. Resources
- 2. Science skills
- 3. Games
- 4. Experiments
- 5. Reading
- 6. Art projects
- 7. Group interaction
- 8. Exploring the outside world
- 9. Teaching without a text
- 10. Math integration
- and MUCH MORE!
46Assessing Learning and Achievement in Science
- CREATE AND CONSTRUCTNOT JUST RECOGNIZE AND
RESPOND!!! - Should challenge at developmentally appropriate
levels to - 1. Explain natural phenomena using scientific
theory, principles, and concepts
- 2. Plan investigation
- 3. Demonstrate understanding of the basic
knowledge structures of science - 4. Solve practical problems
- 5. Sensitive to the ability and needs of students
- 6. Enough topics to explore students depth of
knowledge - 7. Multiple formats
47Assessment Exercises
- 1. Performance exercises
- 2. Open-ended paper and pencil items
- 3. Multiple choice items
- 4. Opportunity to explain responses
- Be careful! Language ability doesnt always
equal science ability!!!! - 5. Two phase testing Pre-test to establish
ability level. Give various tests to match
independent competency levels. - 6. Self-evaluation
- (Giving hints?)
48Characteristics of Students Talented in Science
- 1. Often uses numbers
- 2. Unusual use of words
- 3. Very young age
- 4. Perceives relationships
- 5. Curiosity
- 6. Strong imagination
49Talented Students
- 7. Makes collections/ organization
- 8. Long periods working alone
- 9. High drive and persistence (setbacks)
- 10. High reading and math