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Strategies for Successful Teaching

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Find a blank index card on your desk and answer the following two questions on the card. ... connections between school learning and the world beyond school. ... – PowerPoint PPT presentation

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Title: Strategies for Successful Teaching


1
Strategies for Successful Teaching
  • Mathematics Staff Development
  • 2007

2
Introductory Activity
  • Find a blank index card on your desk and answer
    the following two questions on the card.
  • What does differentiated instruction mean to you?
  • What types of assessments do you use with your
    students?

3
Partners Please!
  • Find your new partner.
  • Turn to your partner, and give them a hearty
    welcome.
  • Tell your partner This stinks. I would really
    like to go homehow about you?
  • Once more turn to your partner.
  • Thank them for their honesty.
  • Have a seat with your new partner.

4
Group Sharing Time
  • What do you think differentiated instruction is?
  • Contributions from the group.
  • OFFICIAL definition of differentiated
    instruction

5
Differentiated Instruction
  • To differentiate instruction is to recognize
    students varying background knowledge, readiness,
    language, preferences in learning, interests, and
    to react responsively. Differentiated instruction
    is a process to approach teaching and learning
    for students of differing abilities in the same
    class. The intent of differentiating instruction
    is to maximize each students growth and
    individual success by meeting each student where
    he or she is, and assisting in the learning
    process.

  • Tracey Hall, Ph.D

6
Learning Cycle and Decision Factors Used in
Planning and Implementing Differentiated
Instruction
                                               
                                                  
                                                  
                                       
7
Follow-up Question
  • What strategies are you using to help your
    students be successful? (List 2 or 3 things.)
  • Other strategies we might want to look at?

8
What are students doing/not doing that keeps them
from being successful?
9
So What Does the Research Tell Us?
10
Instruction for at-risk students is a failure
because.
  • Students are robbed of interesting, stimulating
    assignments. There is a preponderance of
    worksheets, seatwork, etc.
  • Interaction with teachers and peers is reduced
    because of rote learning methods.
  • Sorting students into homogenous groups reduces
    cognitive involvement.
  • Intensive instruction confines students to a
    passive role and encourages learned
    helplessness.
  • Barbara
    Presseisen, At-Risk Students and Thinking, 1998

11
When I dieI hope it occurs during a
lecturebecause the transition from life to
death will be so slight that I will hardly
notice it.
12
What do we know aboutour adolescent learners?
13
What do we know aboutour adolescent learners?
  • Students learn best in an emotional climate that
    is supportive and marked by mutual respect (Caine
    Caine, 1991).
  • The activities and contexts in which students are
    engaged should be meaningful to them so they will
    make connections between school learning and the
    world beyond school.
  • Students near the top of their class know about
    four times as many vocabulary words as their
    lower performing classmates.

14
Extrinsic Motivation in NOT the Key!
  • Schools that are especially successful in
    promoting resiliency build on students' intrinsic
    motivation. These schools actively engage
    students in a variety of rich and experiential
    curricula that connect to their interests,
    strengths, and real world activities (Anderman
    Maehr, 1994 Weinstein et al., 1991). In
    addition, they count on students' active
    participation and decision-making in the daily
    life of the classroom and school to build
    responsibility and ownership for learning. These,
    in turn, become intrinsic motivators for further
    learning and resiliency."

15
  • Youth who are succeeding against the odds talk of
    being respected and of having their strengths and
    abilities recognized (McLaughlin et al., 1994
    Mehan et al., 1994).

16
High Expectations!
  • Within the last ten years, research on successful
    programs for youth at risk of academic failure
    has clearly demonstrated that high
    expectations--with simultaneous support--is a
    critical factor in decreasing the number of
    students who drop out of school and in increasing
    the number of youth who go on to college (Mehan
    et al., 1994).

17
(Marzano, Pickering, Pollack)
Classroom Instruction That Works
18
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19
Partner A Turn to your partner and restate some
of the ideas listed in the slides thus far.
Partner B What did your partner leave out?
20
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21
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22
Promote Higher Order Thinking by.
Construct questions that make students think
creatively and critically. Practice
brain-compatible lesson design Lecture less and
plan opportunities for students to engage. Make
the content relevant to students daily lives.
23
Higher Order Thinking means
  • Construct questions that make students think
    creatively and critically.

24
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25
Divergent Questioning Strategies
Fluency Flexibility Originality Elaboration
26
Forced Association Model
  • How is __________________ like a
    _________________?
  • How can you get ideas from _________ to help you
    work on _________?
  • How can thinking about _________ help us solve
    this problem?

27
Examples
  • How is an equation like friendship?
  • How is a polynomial like a pizza?
  • How is division of numbers like cutting a cake?
    How is it different?
  • How is a polygon like a person?
  • How are supplementary angles like a friendship?

28
Reorganization Model
  • What would happen if . . . . .?
  • Suppose ____________________occurred? What would
    be the consequences?

29
Examples
  • Given the equation y mx b. What would happen
    if m were positive (or negative or zero or
    undefined)?
  • Given the equation y mx b. What would happen
    if b were 5? 3? 0?

30
Examples
  • What would happen if an equilateral triangle were
    stretched at only one of its vertices.

31
What would happen if.
  • A rhombus was stretched along two parallel sides?

32
Suppose..
  • The figure below was reflected across a line of
    your choice. What would be the consequences of
    this action?

33
Brainstorming Model
  • How many ways . . . . .?
  • List the reasons for. . . .
  • List all of the . . . . .
  • The answer is ____. How can we arrive at that
    answer?

34
Examples
  • The answer is 42.75. What are some questions you
    can think of to get that answer?
  • The answer ½. What are three different ways to
    get this answer?
  • How many lines of symmetry can you find in the
    figure?

35
Examples
  • The answer is 55 m.p.h. What are all the
    questions you can think of to get that answer?
  • How many different ways can the number 5 be used
    in a linear function, and with what meaning?

36
List all of the
  • Similarities between a square and a rectangle.
  • Differences between a square and a rectangle.
  • Similarities between a triangle and a trapezoid.
  • Differences between a triangle and a trapezoid.

37
Viewpoint/Involvement Model
  • How would this look to a . . . .?
  • What would this look like to a . . . .?
  • What would __________________ think about
    _____________?
  • You are a ______. How can _____ use you?

38
Examples
  • You are a right angle. Why cant builders get
    along without you?
  • You are a meter. How many times to you need to
    move to measure the room?
  • You are an equation. What would a variable think
    about you?
  • You are a variable. What would a coefficient
    think about you?

39
Examples
  • You are slope. Why cant builders get along
    without you?
  • You are an equation. How can you help me analyze
    data?
  • You are a function. How can you be used to model
    a procedure for finding a solution?

40
Write out your questions before hand.
  • Two reasons
  • It takes a few minutes to think through what you
    want the question to be based on the content you
    are working with and
  • If you think you will just do it when it feels
    right, it will never get done. Divergent
    questioning is rarely spontaneous.

41
Questions to avoid..
  • What is the answer to 10
  • Instead.how can you find a solution to 10?
  • Can you solve this problem?
  • Where do you want to begin to solve this problem?
  • Ask questions that do not require a student to
    know the answer, or force them to admit they do
    not know how to solve the problem.

42
Dont try to use all the questioning models in
the same lesson.
  • Pick a model a day or
  • Insert one kind of question per lesson.

43
PRACTICE.
  • Select one lesson within the next two weeks to
    focus on these questioning techniques.
  • Look at your lesson and write some probing
    questions for each category using that lesson.
  • Be prepared to share some of your questions next
    time.

44
End of Part 1
45
HAPPY PI DAY!!
46
THINGS YOU NEED TO KNOW
  • We will be sending the SOL packets home with
    students again this year, so please DO NOT use
    that material in class before then.
  • Benchmark tests are close to completion
  • Algebra 1 (using the same test as last year?)
  • Math 8 done with review questions also
  • Math 7 Adv different from Math 8 coming soon
  • Math 7 coming soon with review questions also

GRCTM Spring Conference April 17 at Manchester
Middle School
47
Share with the group.
  • Examples of questions used in lessons.
  • What worked well?
  • What didnt work so well?
  • What would you do different next time?

48
Brain-Compatible Lesson Design
  • You cant teach a student anything until you have
    his/her attention.
  • Engage the multiple intelligences (all eight ways
    of knowing), giving all learners ways to excel.
  • Recognize and accommodate student's preferred
    learning styles - especially the hard to reach

49
  • learning is more meaningful when students are
    given the opportunity to play with, apply,
    manipulate and assimilate new ideas into their
    own schema.
  • teach by giving students the opportunity to
    collect a wide variety of information on a topic,
    apply what they've learned to some situation, and
    then critique or analyze that information to see
    how it fits into what they already know.

50
Multiple Intelligences
  • Verbal-Linguistic--The ability to use words and
    language
  • Logical-Mathematical--The capacity for inductive
    and deductive thinking and reasoning, as well as
    the use of numbers and the recognition of
    abstract patterns
  • Visual-Spatial--The ability to visualize objects
    and spatial dimensions, and create internal
    images and pictures
  • Body-Kinesthetic--The wisdom of the body and the
    ability to control physical motion
  • Musical-Rhythmic--The ability to recognize tonal
    patterns and sounds, as well as a sensitivity to
    rhythms and beats
  • Interpersonal--The capacity for person-to-person
    communications and relationships
  • Intrapersonal--The spiritual, inner states of
    being, self-reflection, and awareness
  • Howard Gardner

51
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52
What is your favorite of the multiple
intelligences? Which of these would you find most
difficult to use in your classroom?
53
Instruction should be student centered rather
than teacher centered.
54
  • Lecture less and plan opportunities for students
    to engage.
  • Make the content relevant to students daily
    lives.

55
No Connections.No Meaning!
  • The brain is continually trying to make sense
    out of the world, attempting to determine what is
    meaningful in what it experiences.

56
Meaning orMaking Connections
57
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What Factors Influence Attention?
Intensity of Stimuli
Meaning
Need
Cognitive Dissonance
Novelty
Music Rhythm
Expectations
Social Interaction
Emotion
Symbols, Icons, Images
59
Novelty
  • Storytelling
  • Use of props
  • Presenting content with a new twist

60
The Number Devil
  • In twelve dreams, Robert, a boy who hates math,
    meets a Number Devil, who leads him to discover
    the amazing world of numbers infinite numbers,
    prime numbers, Fibonacci numbers, numbers that
    magically appear in triangles, and numbers that
    expand without . As we dream with him, we are
    taken further and further into mathematical
    theory, where ideas eventually take flight, until
    everyone-from those who fumble over fractions to
    those who solve complex equations in their
    heads-winds up marveling at what numbers can do.

61
Square Numbers
1 2 3 1
4 9
62
1
1
63
Instructional techniques associated with
brain-based learning
  • Orchestrated immersion--
  • Relaxed alertness--
  • Active processing--

64
Orchestrated immersion
  • Creating learning environments that fully immerse
    students in an educational experience

65
Quadrilateral SORT.
66
Relaxed Alertness
  • Trying to eliminate fear in learners, while
    maintaining a highly challenging environment
  • One way of making the class less threatening is
    by providing choices.  For example, allow
    students to participate in the activity, mind-map
    it, outline its key concepts, or share
    observations.

67
Choice Board or Tic-Tac-Toe
  • This assessment strategy allows students to
    select their own preferences but still achieve
    the targeted essential knowledge and skills.

68
Choice Board or Tic-Tac-Toe
  • This assessment strategy allows students to
    select their own preferences but still achieve
    the targeted essential knowledge and skills.
  • Algebra Choice Board

69
Active processing
  • Allowing the learner to consolidate and
    internalize information by actively processing it

70
Active Processing Example
  • To remember the names of polygons
  • Triangle make a triangle with your arms and
    body.
  • Quadrilateral Draw a square in the air
  • Pentagon Salute your government offices
  • Hexagon Wave a wand over the desk
  • Heptagon Play tug of war - heave
  • Octagon Act like an octopus
  • Nonagon Shake your head NO
  • Decagon Wiggle your ten fingers.

71
Discuss with a partner how you might use this for
your classroom instruction.
72
If they cant read the question, it doesnt
matter how much math they know!
  • Essential vocabulary used on assessments and
    lesson plans must originate from Understanding
    the Standard contained in the Virginia Curriculum
    Framework.
  • This vocabulary must be directly taught and
    learned.
  • Students must be provided with strategies to
    make meaning of the term by drawings or
    expressing definitions in their own words.
  • Teachers must spiral essential vocabulary
    throughout the year with engaging activities.

73
Vocabulary Card Activities
  • Video Clip on Frayer Model
  • Practice Select a vocabulary word from the bag
    and try this yourself.
  • Vocabulary Sort activities

74
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75
Name That Category
  • Partner A faces the board
  • Partner B faces away from the board
  • Clue giver lists terms that pertain to a category

76
Rules THE PYRAMID GAME
  • Steps
  • Students form groups of 2 players per team.
  • Each team is provided with a ziplock bag
    containing 6 cards.
  • Each card contains a category and 6 words from
    the Curriculum Framework associated with the
    category.
  • One player selects a card, reads the category to
    their partner and is provided with 30 seconds to
    1 minute to provide clues to their partner so
    they will say each word.

77
Levels of Thinking
Application
200 POINTS
Knowledge Evaluation
100 POINTS 100 POINTS
Comprehension Analysis Synthesis
50 POINTS 50 POINTS 50 POINTS
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81
BLIND SequencingPurpose To provide an
opportunity for students to communicate (in their
own words) their understanding of a process.
  • Directions
  • Deal out the problem cards face down.
  • Each person takes a turn describing their card to
    their team.
  • The team determines what the cards represent and
    how to sequence the cards.

82
Rules BLIND SEQUENCING (Adapted from Spencer
Kagan Associates)
  • Objective A team of students must correctly
    sequence essential steps in any process requiring
    procedural knowledge using verbal descriptions
    only.
  • Teacher prepares a set of cards containing the
    steps in a procedure (the order of the steps
    matters).
  • Each participant is assigned a number in the
    team.
  • ALL cards are dealt to the members of the team.
  • Students are instructed to NOT show anyone the
    information contained on the card(s).
  • Team member 1 begins by describing the
    information on her/his card and places the card
    on the table FACE DOWN.
  • Team member 2 describes the information on
    her/his card and decides the correct location of
    the card in the sequence. The card is then placed
    in the correct spot in the sequence FACE DOWN.
  • Continue the process until the team places the
    cards FACE DOWN in what the team believes to be
    the correct sequence.
  • The team turns over the cards to check for
    correctness.

83
Solving a word problem
  • Read the problem.
  • Highlight the key words and numbers in the
    problem.
  • Plan how to solve the problem.
  • Solve the problem.
  • Check your answer to see if it makes sense.
  • Reread the problem to be sure you answered the
    question asked.

84
Order of operations Solving word problems
85
TIERED INSTRUCTION
  • A PLANNING STRATEGY FOR MIXED ABILITY CLASSROOMS

A Different Spin on an Old Idea.
SOURCE based on work by Carol Ann Tomlinson
86
WHAT CAN BE TIERED?
  • ASSIGNMENTS
  • ACTIVITIES
  • CENTERS STATIONS
  • LEARNING CONTRACTS
  • ASSESSMENTS
  • MATERIALS
  • EXPERIMENTS
  • WRITING PROMPTS
  • HOMEWORK

87
What is Tiered Instruction?
By keeping the focus of the activity the same,
but providing routes of access at varying degrees
of difficulty, the teacher maximizes
the likelihood that 1) each student comes away
with pivotal skills understandings 2) each
student is appropriately challenged.
Teachers use tiered activities so that all
students focus on essential understandings and
skills but at different levels of complexity,
abstractness, and open-endedness.
88
Creating Multiple Paths For Learning
Key Concept or Understanding
Understand The Concept
Struggling With The Concept
Some Understanding
READINESS LEVELS
Reaching Back
Reaching Ahead
89
IDENTIFY OUTCOMES WHAT SHOULD THE STUDENTS KNOW,
UNDERSTAND, OR BE ABLE TO DO?
THINK ABOUT YOUR STUDENTS PRE-ASSESS READINESS,
INTEREST, OR LEARNING PROFILE
INITIATING ACTIVITIES USE AS COMMON EXPERIENCE
FOR WHOLE CLASS
GROUP 1 TASK
GROUP 2 TASK
GROUP 3 TASK
90
THE TEACHERS CHALLENGE
  • Developing--
  • Respectful Activities
  • Interesting
  • Engaging
  • Challenging

91
Planning Tiered Assignments
Concept to be Understood OR Skill to be Mastered
Create on-level task first then adjust up and
down.
Below-Level Task
On-Level Task
Above-Level Task
Adjusting the Task
92
When Tiering
  • Adjust---
  • Level of Complexity
  • Amount of Structure
  • Materials
  • Time/Pace
  • Number of Steps
  • Form of Expression
  • Level of Dependence

93
The Equalizer
5. Smaller Leap
1. Foundational
Transformational
Greater Leap
6. More Structured
More Open
2. Concrete
Abstract
7. Clearly Defined Problems
Fuzzy Problems
3. Simple
Complex
8. Less Independence
Greater Independence
4. Fewer Facets
Multi-facets
9. Slower
Quicker
94
Tiers of Instruction
  • C Layer Basic knowledge, understanding. The
    student builds on his/her current level of core
    information.   
  • B Layer Application or manipulation of the
    information learned in the C layer. Problem
    solving or other higher level thinking tasks can
    be placed here.
  • A Layer Critical Thinking and Analysis. This
    layer requires the highest and most complex
    thought. Create leaders, voters.

95
ANNOUNCEMENTS
  • GRCTM SPRING CONFERENCE Registration forms on the
    tablefill one out and turn in to me.
  • MSC Engineering Program
  • Still one slot left for a teacher
  • Next department meeting to discuss benchmark
    assessments and course outlines, etc. - APRIL 18
    at 3 pm in library.
  • Last department meeting of the school year May
    16, at 3 pm in library.

96
What role does assessment play in all of this?
  • Are tests, quizzes, and homework the only kind of
    valid assessments?
  • What about homework?
  • I pass all of the tests and quizzes, but because
    I dont do my homework, I am failing the class.
  • The teacher gives me all these problems that are
    the same.I dont know how to do the first ones
    so I give up.

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Every Student Has a Right To
  • Know the well-defined and clearly stated criteria
    for assessment or grading.
  • Get genuine and frequent feedback, both for right
    now and for long-term progress toward the exit
    level
  • Take part in grading or scoring that will give
    chances to improve performance, with assessment
    being recursive and continual.
  • Have plenty of opportunity to do work of which he
    or she can be proud of, with revisions,
    self-assessment, and self-correction.
  • Be able to show, often and in many ways, how well
    he or she is doing, especially to demonstrate
    strengths.

99
Assessment..
  • How do you assess your students?
  • What forms of assessment do you use?
  • What alternate assessments do you use?
  • Do the students do any self-assessment?

100
Some tips
  • Dont score every piece of student work.
  • Dont panic when you encounter a piece of student
    work that you dont understand. Ask to explain
    further.
  • Accept the fact that there will NEVER be enough
    time.
  • Ask Why? Or How do you know? or Explain what
    you did often.

101
Rubrics
  • You cannot be too clear when it comes to
    expectations.
  • Make sure your students (and their parents) are
    very clear on what your expectations are for
    every assignment.
  • Students need to know, going in, what your
    expectations are.
  • You as a teacher also need to know what your
    expectations are.

102
  • Write down your criteria. Share it with the
    students ahead of time.
  • Make criteria or "rubrics" for all the different
    types of assignments you offer.
  • Post those rubrics on the wall around the room,
    color coded based on the assignment type.

103
  • Schools that motivate young people to learn use
    several assessment approaches, including
    authentic assessments that promote student
    reflection, critical inquiry, and
    problem-solving, and assessments that validate
    children's different intelligences, strengths,
    and learning styles.

104
Standard Assessments
  • Homework
  • Quizzes
  • Tests
  • Worksheets
  • 9-week tests

105
Quick Assessment..
  • On a sheet of paper, number from 1 to 10.
  • Next to each number, respond with A, B, C or D as
    if you were answering a multiple choice test.

106
Answers.
  • C
  • D
  • B
  • A
  • C
  • B
  • C
  • B
  • D
  • A

107
Make them better!
  • Less assigning of 1-39 odd.
  • Less multiple choice questioning, more open-ended
    questioning
  • Allow for requizzing retesting should be
    formative not summative
  • 9-week tests and SOL test should be the ONLY
    summative assessments.

108
Alternate Assessments
  • Journals
  • Pair Share
  • Projects
  • Presentations to the class
  • Activities
  • Open-ended questions
  • Student-created questions

109
Virginia Math Standards of Learning, Blooms
Taxonomy, and Research-Based Strategies For
Increasing Student Achievement
MATH 6
2006-2007
Dan Mulligan, 2007
110
Virginia Math Standards of Learning, Blooms
Taxonomy, and Research-Based Strategies For
Increasing Student Achievement
MATH 7
2006-2007
Dan Mulligan, 2007
111
Virginia Math Standards of Learning, Blooms
Taxonomy, and Research-Based Strategies For
Increasing Student Achievement
MATH 8
2006-2007
Dan Mulligan, 2007
112
Standards Verbs
  • PROBLEM SOLVING
  • Analyze Derive Discover Evaluate Explore
  • Predict Solve Survey Verify Investigate
  • REASONING
  • Categorize Classify Compare Contrast Differentiat
    e
  • Describe Estimate Explain Generalize Interpret
  • Justify Order Hypothesize Predict Infer
  • Prioritize Rank Validate Summarize
  • COMMUNICATION
  • Clarify Correspond Describe Discuss Demonstrate
  • Exhibit Explain Express Persuade Portray
  • Restate Show Speak State Write

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114
  • Restate the Question say it in a different
    way.
  • Answer the Question
  • Reason for the answer
  • Explain your solution

RARE
115
2001 Released Test Question
  • Johanna rented a car. Rental costs
  • were 29.00 per day plus 0.49 for
  • each mile driven. If she kept the car
  • for 1 day and drove 50 miles, how
  • much did she owe?

RARE
Find 2 different ways to solve this problem.
Explain your reasoning for both.
116
Explain why you chose a particular answer. What
properties do the other choices demonstrate?
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119
A to Z Review uses the letters of the alphabet as
an organizer for tapping prior knowledge
120
Cubing
  • Topic___________________________
  • Describe it___________________
  • What does it look like?
  • Compare it ___________________
  • What is it similar to or different from?
  • Associate it ___________________
  • What does it make you think of?
  • Analyze it ___________________
  • How is it made or what is it composed of?
  • Apply it ___________________
  • What can you do with it? How is it used?
  • Argue for or against it ___________________
  • Take a stand and list reasons for supporting it.
  • Spend only 5 minutes on each side of the cube.

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122
Build A City.Using Polygons
123
Enhanced Scope Sequence
  • PLENTY OF ACTIVITIES that you should be using
    with ALL students, not just those doing VGLA.

124
NCTM Illuminations Website
  • http//illuminations.nctm.org/

125
Cinquains
  • a short, simple poem.
  • It is a creative outlet for reflecting on the
    meaning of a concept of information just learned.

126
Guidelines
  • The first line is a one word title (usually a
    noun).
  • The second line is a two word description of the
    topic (usually two adjectives).
  • Line three is three words expressing action of
    the topic (usually three ing
  • words).
  • The fourth line is a four word phrase showing
    feeling for the topic.
  • The fifth line (last line) is a one word synonym
    that restates the essence of the
  • topic.

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128
6th Grade Cinquain
  • Integer
  • Positive, Negative
  • Opposing, Counting, Numbering
  • Whole and its opposite
  • Signed

129
7th Grade Cinquain
  • Mean
  • Central Number
  • Summing, Averaging, Middle
  • Sum divided by count
  • Statistic

130
Algebra 1 Cinquain
  • Slope
  • Steepness, direction
  • Rising before running
  • Measures rate of change
  • Pitch

131
Write your own Cinquain.
  • Polygon
  • Probability
  • Circle
  • Inequality

132
Why use CINQUAINS in the classroom
  • Synthesizes information for greater understanding
  • An evaluation tool as an alternative to a regular
    assignment or quiz
  • Creative expressionget students involved more

133
Working with Graphs
  • Select a graph card from the deck.
  • Roll a die to identify the task.
  • Read the task to your team.
  • Answer the question and justify your proposed
    solution.
  • Ask team members to verify your solution.
  • Pass the die to the next team member.
  • Go to step 2.

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(No Transcript)
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3, 2, 1 Write three things you learned today
write 2 connections to your real life write one
question for tomorrow.
Using pictures only, summarize three key points
of todays lesson.
Summarize todays lesson with a content Cinquain.
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Remember we are teaching the thinkers of
tomorrow.
The teachers of our childrens children. The
finders of cures for our illnesses. The
decision-makers for global peace. The
problem-solvers of our future.
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