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Indy 11 14-11
- 1. 21 st Century Teaching and Learning with Digital Media Discovery Education
- 7. Count Down Jennifer’s Five Favorite Instructional Strategies 5...4...3...2...1
- 8. Observation Chart (with Sound) What do you see? What do you hear? What do you wonder? What do you realize? #5
- 11. Vocabulary Journal #4 Sketch Example Use in context Define In your own words Word
- 13. Multiple Perspectives I Am Poem Choose a role to play from the Boston Massacre: Loyalist, Patriot, or British Soldier. Use your understanding about the Boston Massacre to write an I am poem from the perspective of your person. The poem should begin and end with “I am…” I am… I feel… I need… I fear… I hope… I am… The Boston Massacre: Facts and Fiction #2
- 14. Key Words and Summarization With Wordle #1
- 15. On this day in history...
- 16. Where in the world...
- 18. Think Pair Share Which strategy have you used most successfully? Which one is your favorite? Which strategies have your students used? Which would you like to try with students?
- 20. Pacing Guides
- 21. Aim Higher with Blooms
- 22. Essential Questions Drive Learning ? ?
- 27. Creating Quality Rubrics & Surveys for Project Based Learning Activities http://rubistar.4teachers.org/
- 28. Thank You! Survey tinyurl.com/DEPDsurvey Contact Us: 800.323.9084 [email_address]
Hinweis der Redaktion
- Participants log on to site Create My Content Log Out and Explore Free Resources RESOURCE : Getting Stared kit: Pg 2
- Sound effects: As students enter your classroom have a sound effect playing in the background. Have them close their eyes and visualize the location. What do they see? How do they feel? What ’s going on? Could also combine with an image. Sample: Angry Crowd Yelling - - Boston Tea Party http://player.discoveryeducation.com/index.cfm?guidAssetId=80CFE76D-A9D1-46DD-9737-4890C98A704F&blnFromSearch=1&productcode=US Have participants write a short story about what is happening in this scene when they have only half of the picture. Tell them to use clues from the image to make predictions about the setting, characters, and problem to include in their short story.
- Exploring the Renaissance: http://player.discoveryeducation.com/index.cfm?guidAssetId=05C194BD-E88F-4DAD-99AB-4C3968BDEEA5&blnFromSearch=1&productcode=US
- http://player.discoveryeducation.com/index.cfm?guidAssetId=844BC27D-8DBD-4025-A04F-65608CCCEE41
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- Essential Questions • WB pg 91: Essential questions description • Model Gradual Release Resource : WB pg 91: Essential questions description Resource : WB pg 88: Difference between Essential question and non essential questions.
- Essential Questions • WB pg 91: Essential questions description • Model Gradual Release Resource : WB pg 91: Essential questions description Resource : WB pg 88: Difference between Essential question and non essential questions.
- Point out that answering essential questions requires the inquiry process and many times it is quite difficult to answer. The answers require evidence and piecing information together over a unit of study. Refer to pgs. 89-90.
- Divide class into small groups Assign the following tasks Script Writer (Take Notes) Narrator (will share whole group) Actors (will demonstrate) Participants will develop a new integration idea using any asset from Discovery Education. 10 minutes to complete 20 minutes to share out
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