38. 1. Pick something you are confident
that you know a lot about (sports
team, hobby, religion, etc.)
2. Look it up on Wikipedia.
3. On a scale of one to five, evaluate
what you find for accuracy.
41. The impact of texting on students...
1. Choose a partner (A and B).
2. Person A talks for 1 minute, while
Person B listens.
3. Person B talks for 1 minute without repeating
anything Person A said. Person A listens.
4. Repeat for 30 seconds.
5. Repeat for 30 seconds.
43. The impact of texting on students...
They do it it a lot!
IM and texting are their medium.
It doesn’t follow traditional
conventions.
images, audio, video...all in some
abridged form
44. ICT’s are changing the the way
students read, write, think, and
otherwise communicate.
45. ICT’s are changing the the way
students read, write, think, and
otherwise communicate.
46. ...This includes the way students
socialize, share information, and
structure communication.
(Sweeny, 2010)
92. Who would win in a battle...a
The reason I
feel this way
is because...
For example...
ninja or a pirate?
93.
94. To help students develop data-analysis
skills, provide data, but also ask students
to provide evidence that either support
or refute statements.
1. London receives more precipitation in
a year than Vancover.
2. Over the course of the year, Warsaw
sees more snow than rain.
3. On average, January is the coldest
month among all the cities.
99. Most third graders get their hair cut
four times a year. Human hair grows at
a rate of about 0.5 inches a month. If
you get 2 inches of hair cut off during a
year, about how much longer will your
hair be at the end of that year?
100. Most third graders get their hair cut
four times a year. Human hair grows at
a rate of about 0.5 inches a month. If
you get 2 inches of hair cut off during a
year, about how much longer will your
hair be at the end of that year?
1. This first sentence is designed to
help build students ability to separate
relevant from irrelevant information.
101. Most third graders get their hair cut
four times a year. Human hair grows at
a rate of about 0.5 inches a month. If
you get 2 inches of hair cut off during a
year, about how much longer will your
hair be at the end of that year?
2. This sentence is designed to focus
attention on the central information.
102. Most third graders get their hair cut
four times a year. Human hair grows at
a rate of about 0.5 inches a month. If
you get 2 inches of hair cut off during a
year, about how much longer will your
hair be at the end of that year?
3. This problem is designed to expose
hidden questions like--how much hair
grows in a year?
103. Most third graders get their hair cut
four times a year. Human hair grows at
a rate of about 0.5 inches a month. If
you get 2 inches of hair cut off during a
year, about how much longer will your
hair be at the end of that year?
4. Do we only need one operation to
solve this problem?
111. Nonlinguistic Representations Defined
“…generating mental pictures to go along
with information, as well as creating graphic
representations for that image.”
(Marzano, Pickering, and Pollock 2001)
112. 1. Multiple means of representation
2. Multiple means of action/expression
3. Multiple means of engagement
116. Out of the comfort zone…
Every introduction has to have
three things…
Every introduction has to have
three things…
You have to have a hook or lead
to draw the reader in,
And some background on your
topic and your theeeeee------
sis.
125. 1.Provide
description,
explanation,
or
example
of
the
term
2.Students
restate
the
description,
explanation,
or
example
in
their
own
words
3.Students
construct
a
nonlinguistic
representation
4.Activities
that
help
them
add
to
their
knowledge
of
the
terms
in
vocabulary
notebooks
5.Periodic
student
discussion
of
the
terms
6.Games
that
enable
them
to
play
with
the
terms
and
reinforce
word
knowledge
126. 1.Provide
description,
explanation,
or
example
of
the
term
2.Students
restate
the
description,
explanation,
or
example
in
their
own
words
3.Students
construct
a
nonlinguistic
representation
4.Activities
that
help
them
add
to
their
knowledge
of
the
terms
in
vocabulary
notebooks
5.Periodically
student
discussion
of
the
terms
6.Games
that
enable
them
to
play
with
the
terms
and
reinforce
word
knowledge
137. Before we even start to solve a
problem, students are asking
questions, looking for clues and
evidence.
138. There are nine students, but
only six brownies. How should
the students divide them up?
139. There are nine students, but
only six brownies. How should
the students divide them up?
140. Mr. Chandler brought in six
brownies for his first hour class
to share. A bunch of kids were
sick that day, so only nine
students were in class. They all
wanted to have the same
amount of brownie and are
trying to figure out the best
way to share them.
141.
142.
143. 1. Multiple means of representation
2. Multiple means of action/expression
3. Multiple means of engagement