• Hood• Wheels• Tires• Doors• Windshield• Windows• Keys• Trunk• Lights
Patterns
What makes a “car” a “car”?
• Have you ever driven to school in the morning and all of sudden you are THERE and you don’t remember the drive?
• That’s a program at work!!!!!
Program
You put many mini –programs together.
•Doable at any grade level
•Long-term assignments
•Suitable for summative assessment
•Self-selected•Student-generated projects
•Career-inspiring
EXPERT JOURNAL PROCESS• Students choose a
topic/them/concept in which they would like to become an “expert”.
• Stage One-students can select any topic but must get approval from the teacher.
• Stage Two and beyond-Can be self-selected theme OR linked to yearlong theme.
• 2 inch 3 –ring binder with pockets and plastic pocket cover
• Dividers with pockets• Plastic sleeve sheet
protectors• Highlighters, markers,
sticky notes and arrows, pens, paper, etc.
• 10 X 13 manila envelopes, one per child
• Student prints name across back of envelope (flap up)
• Prints “topic” beneath that• Teacher/Students organize
these in file basket or hanging across a bulletin board or chalk ledge.
• As students research their own projects, invite them to find articles/illustrations/info on other students’ topics and place this in that student’s envelope.
• Teach to include source
Sueelepha
nts
• Start the first month of school
• Final projects are due one month before school ends
• Every Friday afternoon for 45 minutes
• “What should I do now?• “I’m done!• Special absent-no sub
• Article Title; Author’s name• Citing an article• Technology Skills-both
research and presentation• Website• Book• DVD/Movie• TV Show• Copying vs. “writing in your
own words”• Outline of some kind
• Since African elephants live where the sun is usually blazing hot, they use their trunks to help them keep cool. First they squirt a trunkful of cool water over their bodies. Then they often follow that with a sprinkling of dust to create a protective layer of dirt on their skin. Elephants pick up and spray dust the same way they do water—with their trunks.
My Ideas•African elephants live where it is very hot•Long trunks help them to cool off•Spray their bodies with water•Cover with dust•Whether using water or trunk, process is the same
• Power Point• Video/DVD• Research
Paper/Poem/student-made book
• Demonstration• Project• Display• SPA• Song/Dance
Out of all of the world’s places,
topics, animals, and people, what would YOUR expert journal
topic be?Share with a learning
club member.
HET: I Can Divide and Conquer• Takes 2 years and 3
months for students to learn long division
• Division facts are introduced in 3rd grade
• Algorithm in 4th
• And again in 5th and 6th
• Yet we have junior high students who cannot divide!
© Susan Kovalik & Associates 2014
Maximizing Input to the Brain
• Appealed to a variety of intelligences
• Problem on board and in passport/handbook
• Manipulatives to “see” the problem
• Adult explained problem; student used “math speak” to explain
• Hand jive
© Susan Kovalik & Associates 2014
Maximizing Input to the Brain
• Each of the 26 different stations used different manipulatives
• Kinesthetic activities: Division P.E., division art, division music
• Choices-art, music, drama, flexible breaks, one-on-one help
• Students arrived early; stayed late
© Susan Kovalik & Associates 2014
•Divide •Multiply •Subtract•Bring Down
Division Hand Jive
X
Provides movement pattern to remember division algorithm
Elements Used to Promote Positive Performance
• By invitation-had to know multiplication facts
• Students received immediate feedback
• Goodie box with work items-pencil, etc.
• Divided into groups of 5-adopted a famous mathematician for the day
• Incentives at every station: mini-stickers were given to anyone asking for help; Goodie box (pencil etc.)
• Direct instruction: 11-16 minutes per hour; the remainder of the hour students were working with patterns
© Susan Kovalik & Associates 2014
Pattern for the Day
• Direct instruction-short division
• Stations: visit 2-3 stations• Break: snack• Direct Instruction: long
division• Stations: visit 2-3 stations• Direct Instruction: long
division with remainders• Stations: 2-3 visits
© Susan Kovalik & Associates 2007
Elements Used to Promote Positive Performance• Station: group work-45 minutes• Relaxation periods throughout
day• Lunch provided by
parents/pizza lunch• Many adults available to
provide instruction and feedback
• Each student received an “I Can Divide and Conquer” badge and certificate at the end of the day
© Susan Kovalik & Associates 2014
Station Format
• TELL– All read problem aloud– Discuss problem in own
words– Point out DIVIDEND and
DIVISOR– Visualize problem– Introduce manipulatives
© Susan Kovalik & Associates 2014
Station Format
• SHOW– Have students work
through problem using the manipulatives-great to have one set per child
– Repeat problem 2 or more times if necessary until students can show with confidence
– Identify “quotient” and “remainders”; locate place to put remainder
© Susan Kovalik & Associates 2014
Station Format• SOLVE
– Demonstrate how a problem is written as a number sentence
– Identify terms– Begin a step by step approach to the
algorithm-divide, multiply, compare, bring down (repeat) and relate to manipulatives: Hand jive– Work problem out on graph paper for accuracy– Each student turns his/her partner and in “mathspeak” explains problem.
© Susan Kovalik & Associates 2014
Station Format
• CHECK– Demonstrate how to check by multiplying
and adding remainder– Make variations of the problem for
students to solve.– Write a comment in each student’s
passport– Need more help? Extra time,
free-choice time, roving helper
– Repeat center for next group
© Susan Kovalik & Associates 2014
Methods of Orchestrating Learning
• Using specialists -media, PE, music, art, technology
• Providing 26 different stations, each with concrete examples
• Providing choices at stations• Adhering to 2 management
standards for the day: Active Listening and No Put-Downs
• PARENT TRAINING-volunteers attended a 2-3 hour training
© Susan Kovalik & Associates 2014
AFTERNOON SESSION
• Choices– Art: working with division art project– Music: learning division song– Drama: writing and acting out division
problems– Technology: using math programs
focused on division
© Susan Kovalik & Associates 2007
THEME IN A DAYLIFELONG
GUIDELINES &LIFESKILLS“IT’S A GREAT
LIFE”
POLITICAL ACTION
“THE BUCK STOPS HERE!”
PETITION FOR . . .
“HEY, MR. POSTMAN”
EARTHDAY
“PARK IT HERE!”
PUNCTUATION
“GET THE POINT?”
COMMUNITYPROJECT
“WE ARE FAMILY”
FRACTION DAY
“LET’S ALL GO TO PIECES”
SERVICE“IT WAS THE
BEST OF TIMES, IT WAS THE WORST OF
TIMES”
MULTIPLICATION
WEEK
“IT’S ABOUT TIMES”
© Susan Kovalik & Associates 2007
OUR POPULATION
• School of Immigrants• 95% Free and Reduced
Lunch• Over 55 languages/dialects
spoken by students/parents• 2nd language learners• Very few experiences• Parents work 2-3 jobs just
to exist; makes it difficult to be involved with school
WEEKEND BOREDOM
• Little to do• Lack of
money/transportation to do provide some experiences
• Language and tribal barriers
• Grade 4-6 (92% Title 1)
AGREEMENTS
Students and parents MUST co-sign an agreement in order to borrow the totes.
Students sign out the Totes on Thursday.Totes are returned on Tuesday.Peer tutors-one teaches another how to
play or make the project.Board of Directors (6 students) help to
select new Totes.Students volunteer to organize the Totes.
Response required
Depending on the Tote category, each student receives a paper to complete:Give the activity a rating; 1-5 starsExplain why you gave it that ratingHave your picture atken with the completed ToteSuggest another Tote
Donations
•Individuals
•Merchants
•Church in the suburbs
•Teachers
•Students
•Church
•Looking for a grant
Results:Only one Lego kit not returned and the young man is going to earn $8.00 over the summer to pay for the replacementOne Rubic’s cube came apart-store replacedKids did not want school to end-they mourned the loss of Totes over the summer!!!!!!!