using the standards to transform and strengthen students’ skills toni theisen loveland high school...

Using the Standards to Transform and Strengthen Students’ Skills

Using the Standards to Transform and Strengthen Students’ Skills

Toni TheisenLoveland High SchoolThompson School DistrictLoveland, CO 970-482-2606dakar95@verinet.comhttp://lhsfrenchclasses.wikispaces.com

Toni TheisenLoveland High SchoolThompson School DistrictLoveland, CO 970-482-2606dakar95@verinet.comhttp://lhsfrenchclasses.wikispaces.com

“Do not confine your children to your own learning, for they were

born in another time.” -Hebrew

Proverb

“Do not confine your children to your own learning, for they were

born in another time.” -Hebrew

Proverb

A Thought…A Thought…

“The teacher, if indeed wise, does

not bid you to enter the house of her/his wisdom, but leads

you to the threshold of you

own mind.” –Kahlil Gibran-Lebanese poet, (1883-

1931)

“The teacher, if indeed wise, does

not bid you to enter the house of her/his wisdom, but leads

you to the threshold of you

own mind.” –Kahlil Gibran-Lebanese poet, (1883-

1931)

Another Thought…Another

Thought…

Essential Question:Essential Question:

How do teachers vary instruction and assessment in order to be responsive to

the needs of all students?

How do teachers vary instruction and assessment in order to be responsive to

the needs of all students?

Goal:Goal:Students who can

function in real-world situations that are

authentic, predictable, unpredictable and vital.

Students who can function in real-world

situations that are authentic, predictable,

unpredictable and vital.

R

E

A

C

H

I

N

G

Higher Levels of Performance

How do we make learning

both compelling and challenging for

our 21st century

students?

What does a 21st century learner need?What does a 21st century learner need?

Rigor Relevance

Personalization Connections Collaboration

Choice Relationships

Rigor Relevance

Personalization Connections Collaboration

Choice Relationships

ActivitiesActivities

Circumlocution ExerciseCircumlocution Exercise

Partner A looks at overhead and tries to explain the word without using it. (No hand movements)

Partner B doesn’t look at overhead, listens and tries to guess the word.

Second round reverse roles.

Partner A looks at overhead and tries to explain the word without using it. (No hand movements)

Partner B doesn’t look at overhead, listens and tries to guess the word.

Second round reverse roles.

Circumlocution ExerciseCircumlocution Exercise

First round- 3 different words-remember--

NO HAND MOVEMENTS!!!!!!!

1. whale 2. boundary 3. irony

First round- 3 different words-remember--

NO HAND MOVEMENTS!!!!!!!

1. whale 2. boundary 3. irony

Circumlocution ExerciseCircumlocution Exercise

Second round- 3 different words-remember--

NO HAND MOVEMENTS!!!!!!!

1. technology 2. awesome 3. scroll

Second round- 3 different words-remember--

NO HAND MOVEMENTS!!!!!!!

1. technology 2. awesome 3. scroll

Create CategoriesCreate Categories

melon artichoke corn peach coffee mango-guava chocolate tomato yams cherry garcia café au lait onions butter pecan zucchini chamomile

melon artichoke corn peach coffee mango-guava chocolate tomato yams cherry garcia café au lait onions butter pecan zucchini chamomile

rocky road fava peas latté bubble gum tea squash expresso avocado mocha steamer vanilla strawberry swirl beets cabbage double expresso latté

rocky road fava peas latté bubble gum tea squash expresso avocado mocha steamer vanilla strawberry swirl beets cabbage double expresso latté

Find a student with the answer game

Find a student with the answer game

Vocabulary review team game

Vocabulary review team game

ART STARTART START

Human GraphHuman Graph

ReportReport

Grocery ShoppingGrocery Shopping

MathMath

“Gut” guessers“Gut” guessers

Historical ResuméHistorical Resumé

Choose an historical figure. Now imagine that this person has a resumé.

Name___________________________Address__________________________City and Country___________________Education:________________________Skills____________________________Accomplishments__________________Honors, Awards, Recognition_________________________________________

The Tree of LifeThe Tree of Life

Self-reflectionlogs and

checklists

Self-reflectionlogs and

checklists

Critical and Creative Thinking

Critical and Creative Thinking

Higher-level thinking skills

Critical and Creative Thinking----Questioning Strategies and Products using Bloom’s Taxonomy Knowledge (know and aware)

Comprehension (understand)

Application (use, transfer)

Analysis (examine,relate)

Synthesis (create, design)

Evaluation (judge)

Key words • know • recall • name • select • tell • match • state • recite • memorize • identify • list • label • choose • define • recognize

Key words • summarize • define • restate • rewrite • translate • describe • discuss • estimate • il lustrate • give examples • extrapolate • edit • use

Key words • apply • construct • plan • utilize • interview • model • develop • organize • construct • role-play • research • solve • classify • manipulate • outline

Key words • analyze • relationships • parts to whole • categorize • connect • distinguish • infer • compare/constrast • investigate • diagram • seeing patterns • dissect/separate • examine • review • solve

Key words • create • design • hypothesize • invent • develop • compose • assemble • revise • compose • compile • build • generate • form • predict

Key words • judge • evaluate • critique/criticize • justify • appraise/assess • prioritize • convince • support • conclude • defend • interpret • give opinion • give viewpoint • recommend

Sample questions • What is…? • Where is…? • How did---happen? • Can you recall? • Can you list? • Who is…? • Who were the

main…? • Why did…? • How is..? • Can you list all the

words for ..? • How many…?

Sample questions • How would you

describe..? • Can you explain what is

happening? • How would you

summarize..? • What is the main idea..? • How would you

illustrate..? • Where will you use….? • Who was main

character?

Sample questions • How would you

apply this.? • What examples can

you find to..? • What is significant? • What questions

would you ask in an interview with..?

• How would you role-play?

• Can you group by.? • How would you

solve this?

Sample questions • What is the

relationship between..?

• What evidence can you find..?

• How is ____ related to ___?

• How would you distinguish between.?

• How is this similar? • What was the problem

with..?

Sample questions • What if ..? • What might happen if

you combined..? • How would you

create a new ..? • What solutions might

you suggest for..? • What if…? • What would happen

if..? •

Sample questions • How would you

prioritize…? • What do you recommend

as the solution to the issue?

• What criteria would you use to assess?

• What do you think about..?

• How would you justify. .? • Do you believe..? • What is your conclusion?

Sample products • practice exercises • vocabulary/grammar

quizzes • chart. • facts in isolation • recite a poem • label the cities • match the following… • Match the foods

Sample products • draw pictures, comic

strips, graphics etc. • define…. • summarize the.. • retell the story • describe the … • revise, edit • give a presentation

Sample products • roleplays • artwork • use map, guides,

charts, menus, schedules, etc

• make models • demonstrations • graphic organizers

Sample products • conduct survey • solve the mystery. • analyze a work of art • examine a poem.. • create a Venn diagram

for … • research and compare • examine pros/cons

Sample products • invent a machine • design an ad • devise a way to. • write a new ending

for.. • design a new CD

cover for a song • create a lesson for..

Sample products • debate an issue • make a list of criteria to

judge a.. • write a letter advising.. • write an editorial • cite sources to justify

your point of view • rate the….

Bloom’s TaxonomyBloom’s Taxonomy

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Higher

Lower

Question ActivitiesQuestion ActivitiesWhat type of question is it?Apply questioning

techniques to content topic.A little creativity and fun….

What type of question is it?Apply questioning

techniques to content topic.A little creativity and fun….

Student-generated questions and

answers

Student-generated questions and

answers

Read the following article.Read the following article. Chef cooks £2,000 Valentine pizza

A chef has flown from Scotland to Italy to create the world's most expensive pizza for a St Valentine's Day meal. Award-winning Glasgow restaurateur Domenico Crolla will prepare the £2,150 (3,000-euro) feast for lawyer Maurizio Morelli and his wife Sabrina in Rome. Mr Morelli, a gastro-expert, bought the pizza during a charity auction. The treat named the Pizza Royale 007 is topped with edible gold, lobster marinated in the finest cognac and champagne-soaked caviar. Other toppings on the organic base, spread with a sunblush tomato sauce, include Scottish smoked salmon and medallions of venison.

Mr. Crolla said: "This is the perfect romantic Valentine's gift. "We Italians are experts at amore and I think this pizza will show that the way to a woman's heart is definitely through her stomach." The pizza was created to raise funds for The Fred Hollows Foundation, which aims to prevent curable blindness in developing countries. The title for world's most expensive pizza was previously held by a £100 white truffle, mushroom and fontina cheese pizza at Gordon Ramsay's Maze restaurant in London.

Story from BBC NEWS: http://news.bbc.co.uk/go/pr/fr/-/2/hi/uk_news/scotland/glasgow_and_west/6358595.

stm

Chef cooks £2,000 Valentine pizza

A chef has flown from Scotland to Italy to create the world's most expensive pizza for a St Valentine's Day meal. Award-winning Glasgow restaurateur Domenico Crolla will prepare the £2,150 (3,000-euro) feast for lawyer Maurizio Morelli and his wife Sabrina in Rome. Mr Morelli, a gastro-expert, bought the pizza during a charity auction. The treat named the Pizza Royale 007 is topped with edible gold, lobster marinated in the finest cognac and champagne-soaked caviar. Other toppings on the organic base, spread with a sunblush tomato sauce, include Scottish smoked salmon and medallions of venison.

Mr. Crolla said: "This is the perfect romantic Valentine's gift. "We Italians are experts at amore and I think this pizza will show that the way to a woman's heart is definitely through her stomach." The pizza was created to raise funds for The Fred Hollows Foundation, which aims to prevent curable blindness in developing countries. The title for world's most expensive pizza was previously held by a £100 white truffle, mushroom and fontina cheese pizza at Gordon Ramsay's Maze restaurant in London.

Story from BBC NEWS: http://news.bbc.co.uk/go/pr/fr/-/2/hi/uk_news/scotland/glasgow_and_west/6358595.

stm

Create questions in the chart below. Answer your own questions.Create questions in the chart below. Answer your own questions.Question word Question Response

Who?

What?

When?

Where?

Why?

How?

What if? ? (If?)

Types of WritingTypes of WritingDescriptiveExpositoryNarrative Argumentative or Persuasive

DescriptiveExpositoryNarrative Argumentative or Persuasive

R.A.F.T.writing(provides purpose for

writing)

R.A.F.T.writing(provides purpose for

writing)

R-role of the writerA-audienceF-formatT-topic (+strong verb)

R.A.F.T. AssignmentFrench 2--Traveling in France

R.A.F.T. AssignmentFrench 2--Traveling in France

R.A.F.T.R.A.F.T.Role Audience Format Topic

(+ strong verb)

Role Audience Format Topic (+ strong verb)

What is Rigor?What is Rigor?

o Rigor involves higher-level thinking by students involving the transformation of information and ideas.

o This transformation occurs when students combine facts and ideas and synthesize, hypothesize or arrive at some conclusion or interpretation.

o Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning.

o In helping students become producers of knowledge, the teacher’s main task is to create activities or environments that allow them opportunities to engage in higher-level thinking.

o Rigor involves higher-level thinking by students involving the transformation of information and ideas.

o This transformation occurs when students combine facts and ideas and synthesize, hypothesize or arrive at some conclusion or interpretation.

o Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning.

o In helping students become producers of knowledge, the teacher’s main task is to create activities or environments that allow them opportunities to engage in higher-level thinking.

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Evaluation 6Evaluation 6

Synthesis 5Synthesis 5

Analysis 4Analysis 4

Application 3Application 3

Comprehension 2Comprehension 2

Knowledge 1Knowledge 1

11Knowledge Knowledge

in one in one disciplinediscipline

22Apply Apply

knowledge in knowledge in one one

disciplinediscipline

55Apply Apply

knowledge to knowledge to real-world real-world

unpredictable unpredictable situationssituations

44Apply Apply

knowledge to knowledge to real-world real-world predictable predictable situationssituations

33Apply Apply

knowledge knowledge across across

disciplinesdisciplines

http://www.leadered.com/rigor.html

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

TeacherTeacherWorkWork

Teacher/Student RolesTeacher/Student Roles

StudentStudentThinkThink

StudentStudentThink & WorkThink & Work

StudentStudentWorkWork

High

HighLow

Low

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Activities

Projects

Problems

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Evaluation 6Evaluation 6

Synthesis 5Synthesis 5

Analysis 4Analysis 4

Application 3Application 3

Comprehension 2Comprehension 2

Knowledge 1Knowledge 1

11Knowledge Knowledge

in one in one disciplinediscipline

22Apply Apply

knowledge in knowledge in one one

disciplinediscipline

55Apply Apply

knowledge to knowledge to real-world real-world

unpredictable unpredictable situationssituations

44Apply Apply

knowledge to knowledge to real-world real-world predictable predictable situationssituations

33Apply Apply

knowledge knowledge across across

disciplinesdisciplineshttp://www.leadered.com/rigor.html

Quadrant A

Read a paragraph from a tourist brochure and plot on the map the 10 most popular cities in France to visit.

Quadrant B

Choose six cities that you like and plan and design a two week trip. Include details of things to visit, hotels and restaurants and plot your trip on a map.

Quadrant CQuadrant C

Do research on cities and regions of France according to types of activities and weather you prefer. Create a 10 slide powerpoint to share your trip.

Quadrant DQuadrant D

There is a group of 15 people of various ages and preferences. Plan the best two-week trip for this group considering and negotiating these preferences. Create a marketing brochure to inform and persuade them.

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Evaluation 6Evaluation 6

Synthesis 5Synthesis 5

Analysis 4Analysis 4

Application 3Application 3

Comprehension 2Comprehension 2

Knowledge 1Knowledge 1

11Knowledge Knowledge

in one in one disciplinediscipline

22Apply Apply

knowledge in knowledge in one one

disciplinediscipline

55Apply Apply

knowledge to knowledge to real-world real-world

unpredictable unpredictable situationssituations

44Apply Apply

knowledge to knowledge to real-world real-world predictable predictable situationssituations

33Apply Apply

knowledge knowledge across across

disciplinesdisciplineshttp://www.leadered.com/rigor.html

Food and NutritionFood and Nutrition

Knowledge Taxonomy

1. Label food by nutritional groups

2. Explain nutritional value of foods

3. Use nutrition guidelines in planning meals

4. Examine success in achieving nutrition goals

5. Develop personal nutrition goals

6. Evaluate results of personal eating habits over time

Knowledge Taxonomy

1. Label food by nutritional groups

2. Explain nutritional value of foods

3. Use nutrition guidelines in planning meals

4. Examine success in achieving nutrition goals

5. Develop personal nutrition goals

6. Evaluate results of personal eating habits over time

Application Model

1. Label food by nutrition groups

2. Rank foods by nutritional value

3. Make cost comparison of foods considering nutritional value

4. Develop nutritional plan for a health problem affected by food

5. Devise a sound nutritional plan for a group of 3 year-olds who are “picky” eaters

Application Model

1. Label food by nutrition groups

2. Rank foods by nutritional value

3. Make cost comparison of foods considering nutritional value

4. Develop nutritional plan for a health problem affected by food

5. Devise a sound nutritional plan for a group of 3 year-olds who are “picky” eaters

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance Framework

TeacherWork

Teacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Evaluation 6Evaluation 6

Synthesis 5Synthesis 5

Analysis 4Analysis 4

Application 3Application 3

Comprehension 2Comprehension 2

Knowledge 1Knowledge 1

11Knowledge Knowledge

in one in one disciplinediscipline

22Apply Apply

knowledge in knowledge in one one

disciplinediscipline

55Apply Apply

knowledge to knowledge to real-world real-world

unpredictable unpredictable situationssituations

44Apply Apply

knowledge to knowledge to real-world real-world predictable predictable situationssituations

33Apply Apply

knowledge knowledge across across

disciplinesdisciplineshttp://www.leadered.com/rigor.html

What does a 21st

century learner

want and need?

What does a 21st

century learner

want and need?

What does a 21st century learner need?

What does a 21st century learner need? Relevance

Personalization Connections Collaboration

Choice Digital perspective

Relevance Personalization

Connections Collaboration

Choice Digital perspective

Mark PrenskyMark PrenskyDigital Immigrant

Digital Native

Digital Immigrant

Digital Native

www.wikispaces.comwww.wikispaces.com

Podcasts, blogs, videocastsPodcasts, blogs, videocasts

Podcasts, blogs, videocastsPodcasts, blogs, videocasts

Podcasts, blogs, videocastsPodcasts, blogs, videocasts

The real voyage of discovery lies not in

seeking new landscapes, but in having new eyes.

-Marcel Proust-

What new eyes are

you seeking?

A Final ThoughtA Final

Thought"No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure." -Emma Goldman

"No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure." -Emma Goldman

Toni TheisenLoveland High School

Thompson School DistrictLoveland, CO 970-482-2606

dakar95@verinet.comlhsfrenchclasses.wikispaces.com

Toni TheisenLoveland High School

Thompson School DistrictLoveland, CO 970-482-2606

dakar95@verinet.comlhsfrenchclasses.wikispaces.com