Embed Size (px)
Citation preview
Flappers
P. Brusoe & A. Jameison
Flappers
P. Brusoe & A. Jamieson
Agenda
• Introductions & students
• Measurement & goals
• What was already in place
• Building the Flappers
• Using the flappers
• Quiz
• Our results
• Questions
Our students
Only three ELLs were with us for the entire
project; Spanish, Karen & Farsi/Turkish.
Ten others rotated in/out at different points.
There were ten countries of origin:
Puerto Rico Nigeria
Thailand Iraq
Afghanistan Dominica
Haiti Iran
Guiana Somalia
Measurement
We decided to use aggregate quiz performance as
an easily quantifiable measure of the Flappers’
impact on student vocabulary accessibility.
There were three trials run
First was a pre-intervention
The second round tested the impact of
Teacher assembled Flappers
The third run tested the impact of student
constructed/assembled Flappers.
Flappers Project Goals
Goals
Increase accessibility of Environmental Science
vocabulary terms for ELL students.
Increase accessibility of the vocabulary terms for
native English speaking students.
Increase student engagement with the vocabulary.
Employ a technique that would mesh with the
pieces already in place.
What was already in place?
Teacher compiled Glossary
Keyed to learning materials
What was already in place?
Teacher constructed crosswords
The clues are Glossary definitions
Time to head
1] seasonal movement to follow food, water or reproductive needs
2] science of weather
3] snowflake [panel 2]
4] sleeping
5] tortoises – live on land
turtles - live in water
6] took a lot to wake him up
7] South
8] temperatures, day length
9] North
10] seasons reversed
What was already in place?
Teacher constructed worksheets
Keyed to learning materials
Climate & Biomes quiz #1 preview
1] Which of the following is used to describe a climate?
2] Which of these is NOT a factor influencing climate?
3] As Latitude ↑ what happens to average annual temperatures?
4] As elevation ↑ what happens to average annual temperatures?
5] The temperature of the water carried by the Peru Current is
What was already in place?
Quiz previews
Climate – average long term weather
conditions [100 yrs.]
Criteria – “stuff” included in climate
temperature patterns/ranges
precipitation patterns/ranges
wind patterns
storm patterns
What is
climate?
What was already in place?
Minimized notes – Cornell format
Cooler
Warmer
90° N Lat.
90° S Lat.
0° Lat.
What was already in place?
Graphic explanations
Cooler
Warmer
What was already in place?
Teacher constructed PPTs with nice graphics
Climate & Biomes quiz #1
1] Which of the following is used to describe a climate?
1] temperature 2] precipitation
3] winds & storms 4] all of these
2] Which of these is NOT a factor influencing climate?
1] latitude 2] longitude
3] elevation 4] propinquity to BIG water
3] As Latitude ↑ what happens to average annual temperatures?
1] ↑ 2] ↓ 3] ↔
4] As elevation ↑ what happens to average annual temperatures?
1] ↑ 2] ↓ 3] ↔
5] The temperature of the water carried by the Peru Current is
1] warm 2] cool
What was already in place?
Quizzes – open notes – keyed to preview
Number of
different
species in area
All species in
an area
Cold, conifer
forests,
Northern
Hemisphere
Asian
Grassland
Biodiversity
Community
Taiga
Steppe
What was already in place?
PPT Flappers
What was already in place?
Split quiz strips – instant feedback
Bottom layer
No cutting
Middle layer
Cut on these lines
Top layer
Cut on these lines
Tape Middle Layer to left side
of bottom layer box
Tape Top Layer to right side
of bottom layer box
Do ONE box at a time
Start at upper left
Finish the Flapper
Study with the Flapper by yourself
Study with the Flapper with a partner
Ace the quiz
Orchestra quiz
1] These folks sparkle and shine!
1] percussion 2] brass
3] low strings 4] conductor
2] It’s tough to beat these folks!
1] percussion 2] brass
3] low strings 4] conductor
Orchestra quiz continued
3] These folks not only “bow” but they’ve
“pluck”!
1] percussion 2] brass
3] low strings 4] conductor
4] This one “sticks” to the score!
1] percussion 2] brass
3] conductor 4] orchestra
Orchestra quiz continued
5] This group “frets”; they’re high strung!
1] percussion 2] high strings
3] low strings 4] conductor
6] These “reeds” are like a forest breeze!
1] woodwinds 2] brass
3] conductor 4] percussion
Our results
The first run without the use of Flappers was
dismal. There was considerable use of
electronics; little student engagement.
The second trial, using teacher assembled
Flappers, showed some improvement. Both quiz
scores and engagement increased.
The third trial, students cutting, taping, and
working together brought a dramatic
improvement in scores and engagement.
Our results
The reluctance to have students do the assembly
stemmed from a concern that it would use too
much time [Regents’ syndrome].
The process did indeed take a while: two and one
half 45 minute periods. During this time the
students were engaged in building the Flappers,
helping each other, talking about the terms and
using the Flappers to study.
Our results
There was very little electronics use and this only
after the student had completed and studied,
ready for the quiz.
A student’s comments in the exit interview really
struck home. “…the Flapper exercise was the
most exciting thing he worked on all year in
Brusoe’s class. Before this it was kind of boring.
The project made the quizzes easier to
understand.
