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Offering Students Choice

• Activities Based on Learning Styles & Bloom’s Taxonomy• Project-based learning in a flipped classroom

Comfortable with a lecture?

Are they “comfortable” too?

Don’t let your class become a dead zone!

Make your class available online

What’s fair in educating and assessing student

learning?

Offer your students a choice

How do you do that?Think: Bloom’s

Taxonomy

What does it mean?

Now think: Bloom’s in 2013

What are different ways they can really know the

content?

Think: Who are my students?

Can technology help?

What activities can we use to correlate learning styles to content area?

What activities can we use to correlate learning styles to content area?

What activities can we use to correlate learning styles to content area?

What activities can we use to correlate learning styles to content area?

What activities can we use to correlate learning styles to content area?

What activities can we use to correlate learning styles to content area?

What activities can we use to correlate learning styles to content area?

What activities can we use to correlate learning styles to content area?

What activities can we use to correlate learning styles to content area?

What activities can we use to correlate learning styles to content area?

What activities can we use to correlate learning styles to content area?

What activities can we use to correlate learning styles to content area?

What activities can we use to correlate learning styles to content area?

What activities can we use to correlate learning styles to content area?

What activities can we use to correlate learning styles to content area?

What activities can we use to correlate learning styles to content area?

What activities can we use to correlate learning styles to content area?

What activities can we use to correlate learning styles to content area?

What activities can we use to correlate learning styles to content area?

In English class, students might create and interact on faux Facebook pages, including their own musings (Notes, photos, music, etc.)

Students create a video of a story they read or modernize it (e.g. Chaucer, Shakespeare)

In costume, students retell the story, memorizing a part of it

Students recreate an event from the time period, including dress, games, conversation, food, and themes based on time period

Students create a game based on characters and themes in the book

What about your English class?

Create a Scavenger Hunt (logical) Do a video or presentation to explain (social,

oral, visual, writing) Conduct an experiment and write up results

(solitary or social; logical) Make a drawing of the system at work (artistic) Write a rap song and present it about the target

topic (musical) Create a game or activity that involves students

moving through the activity (kinesthetic)

What about your Science class?

Take some time to create some activities based on something you are currently teaching.

Dare to dream!

Students are more engaged in learning content when they are using activities developed for their own learning styles

Students transfer their motivation to do the hard work of learning from their “grades” to learning the material in order to create something that shows their understanding of the material

Take Aways

When students do a significant portion of their project work in class, I am able to guide them through the process in order to ensure substantive learning occurs; fewer errors occur and students are happy with their success (as am I)

Build the instructions and rubrics to match the goals of the project. Students know exactly what I want them to put in their project, and are evaluated based on their inclusion of these things along with their participation.

Take Aways