super sleuth topic : the pond
DESCRIPTION
Super Sleuth Topic : The Pond . Super Sleuth Topic:DNA. Example from: Robin Fogarty: Brain-Compatible Classrooms, p. 82. Super Sleuth Topic: Reading Non-Fiction. Super Sleuth Topic: My Book. Super Sleuth Topic: Biome. Super Sleuth. BOOK: Flipped pp. 117-169. - PowerPoint PPT PresentationTRANSCRIPT
Find someone who has seen a spiral staircase
beforeFind someone who
knows a set of twinsFind someone who has a
zipper on
Find someone who knows a person by the name of
WatsonFind someone who has
jeans on
Find someone who can take the first, fifth, and twentieth letters of the alphabet and construct three different words
Find someone who can name a cell in his or her body that is reproducing
right now
Find someone who ate a protein or sugar today
Find someone who knows a set of triplets
Example from: Robin Fogarty: Brain-Compatible Classrooms, p. 82
What question(s) do you have after reading this
passage?
How do you see yourself using this information in future situations (family,
friends, school, America)?
What was the main idea of the passage?
What reading strategies did you see as helpful
while reading this passage?
What information had the biggest impact on your
life?What did you learn? List
one amazing fact.
Teach a section of what you read to a student… (your choice of topic).
Did you have a connection from this book to share?
What pictures caught your attention and why?
What is a fact about the book that you read this
week?
What is the genre of the book that you read this
week?
What is an opinion about the book that you read this
week?
What is the setting of the story? (time, season,
location, surroundings)
Who was the main character in the story and what did he/she do in the
story?
What was your favorite part of the story? (give
details)
Was there a simile, metaphor, idiom or
onomatopoeia in this story? Give example.
Did you have a connection to the story? (to self, other
book, world, etc.)
What was the problem of the story – how was it
solved?
How can people live in the polar regions?
What are the 2 polar regions?
What region is found in the North Pole?
What region is found in the South Pole? Describe a tundra.
How is global warming affecting the polar
regions?
What are the characteristics of polar
bears?Describe polar regions in
the summer.Name one important fact from your bookstudy and
share.
BOOK: Flipped pp. 117-169.
Convolute(kon-vo-loot)
Adj. – To roll one part over another; to coil
Have you ever been in a convoluted state? Explain
Imminent(im e nent)
Adj. – It is about to happen; esp. about danger or catastrophe
Can you think of an imminent event in someone’s (friend or
family) life?
Askew(E skyoo)
Adj. - To one side; oblique – slanting
Is there a position in life that you take on something that is askew?
Boycott(boi cot)
V – to refuse to use or buy
Did you ever boycott anything in your life? Explain.
Coaxing(ko axe ing)
V – to persuade with flattery and gentleness; bribery maybe
Who do you need to coax and why?
Pungent(pun jent)
Adj. – sharp to taste or smell; penetrating
Describe a pungent smell that you have experienced recently.
Deeper Learning vs. Simple Learning
Simple Learning Surface knowledge Rote memory Can be learned in one interaction Usually isolated Basis for future learning External motivation needed Imposed learning Localized brain activity Can lead to a love of learning
Deeper Learning Complex, multidisciplinary Usually needs foundational
background knowledge Multiple levels of processing Multi-Step Examples: Metacognition while
reading, debating, setting and achieving goals, solving problems with quality solutions, forming opinions with support
More distributed brain activity Love of learning often present during
deeper learning
All Kids CAN Get There! Scaffolding Priming the Brain Gradual Release of Responsibility Using the MOST powerful strategies More of them; less of you Differentiate Growth Mindset Cha-Cha-Cha’s
The Instructional Cha Cha’s
CHUNK ITTeach a bit
CHEW ITThink about it
CHECK ITDo they know
CHANGE ITWatch them grow
Learning is not in the presentation of the content but rather during the processing of
the content. Lasting connections aren’t acquired when one just receives information. Longer-lasting, deeper learning occurs when
we “interact” with the content and with others.
Definitions vs. Descriptions
Word Definition Description
improvise To make, invent, or arrange whatever is
on hand.
To make something you need by using
whatever is available to you at
that time.
www.Ldoceonline.com – Longman Dictionary of Contemporary English
pp. 17-19
Ways to Review Vocabulary WordsELABORATION
BASIC Processing IdeasGive an example and/or non-example of the wordCreate clues about attributes of the word – students guessGive synonyms for the wordGive antonyms for the wordExplain how the word relates to your lifeGive additional information about the word (more facts)
CHALLENGING Processing IdeasCreate a question about the word – students answer itCreate a simile or metaphor using the wordUse the word in a different way from the original textCreate a short story together using the wordCreate an analogy with the wordParaphrase what the word meansExplain how this word relates to the world currently
Three Point Summary
What was the most important statement,
fact, or activity that
you learned?
Why did you choose that one?
So, what will you do with this
statement, fact or
activity?
I II III
Exit Slips + Student Self-Assessment+ Teacher Checking + Changing Instruction