View
0
Download
0
Category
Preview:
Citation preview
Instructional Strategies Learning Goal Matrix
Learning goal Active learning Higher- ordered thinking
Authentic learning
Level 4 Extended Thinking
Teacher creates clear learning goals that enable students evaluate their learning
Teacher analyzes and applies strategies learned to create interdisciplinary active learning lessons that motivates and engages students in the highest level
Teacher analyzes and applies strategies learned to create rigorous relevant and challenging lessons
Teacher analyzes and applies strategies learned to create interdisciplinary authentic learning lessons that extend beyond academic situations
Level 3 Strategic Thinking
Teacher understands how to set up learning goals to help students achieve deeper understanding of material
Teacher investigates and constructs active learning activities that aligns with current content standards
Teacher investigates and constructs higher order thinking activities that aligns with current content standards
Teacher investigates and constructs authentic learning activities that aligns with current content standards
Level 2 SkillConcept
The teacher will be able to distinguish and predict learning goals from their content standard
The teacher will be able brainstorm examples of active learning strategies in their content area
The teacher will be able brainstorm examples of higher order thinking strategies s in their content area
The teacher will be able brainstorm examples of authentic learning strategies in their content area
Level 1 Recall
The teacher will be able to recognize and recall the main ideas of a learning goal
The teacher will be able to recognize and recall the main ideas of an active learning strategy
The teacher will be able to recognize and recall the main ideas of a higher order thinking strategy
The teacher will be able to recognize and recall the main ideas of an authentic learning strategy
1
2
Learning Goal Handout
STANDARD
LEVEL OF DIFFICULTY
LEARNING GOALThe student will be ablehelliphellip
TASK
Level 4 Extended Thinking
Level 3 Strategic Thinking
Level 2 SkillConcept
Level 1 Recall
3
2-5-8 List MenuDirections Choose two activities from the menu below The activities must total 10 points Place a checkmark next to each box to show which activities you will complete
2 POINTS ndash Knowledge amp Comprehension
1048712 Activity 1
1048712 Activity 2
1048712 Activity 3
5 POINTS ndash Application amp Analysis
1048712 Activity 1
1048712 Activity 2
1048712 Activity 3
8 POINTS ndash Synthesis amp Evaluation
1048712 Activity 1
1048712 Activity 2
1048712 Activity 3
Menu Planner
4
Example- Language Arts Poetry Unit Brainstorm Content Questions
Main Dish
(complete all)
Research a famous poet Create a mind map that might have been in hisher head while writing hisher works For example Robert Frost would have been thinking about things such as woods and snow
Write about yourself Use good descriptive words in the poem format of your choice that helps us know and understand something important about you
llustrate a poem Find a poem that you like and illustrate it then explain in writing why you chose that poem
1 Activity 1
2 Activity 2
3 Activity 3
Side Dishes (you must do at least two of these)
Write a cinquain Write a poem that sounds like Shel
Silverstein Write an acrostic poem using figurative
language Write a poem using the format of your
choice Select memorize and recite a poem
Teacher approval of selected poem is needed
1 Activity 1
2 Activity 2
3 Activity 3
4 Activity 4
Desserts (You may do one or more of these if time allows)
Create a PowerPoint presentation about figurative language This PowerPoint should include one slide that illustrates a simile metaphor and onomatopoeia Be sure to include clipart
Record a dramatic reading of a poem be sure to add appropriate sound
Write an original score to accompany a poem of your choice Be prepared to perform for the class
1 Activity 1
2 Activity 2
3 Activity 3
5
Tic-Tac-Toe MenuDirections Chose activities in a tic-tac-toe design When you have completed the activities in a rowmdashhorizontally vertically or diagonallymdashor in the 4 corners you may decide to be finished Or you may decide to keep going and complete more activities Star the activities you plan to complete Color in the box when you finish the activity
CollectFacts or ideas which are
important to you(Knowledge)
TeachA lesson about your topic
to our class Include as least one visual aid
(Synthesis)
DrawA diagram map or
picture of your topic(Application)
JudgeTwo different viewpoints about an issue Explain
your decision(Evaluation)
PhotographVideotape or film part of
your presentation(Synthesis)
DemonstrateSomething to show what
you have learned(Application)
GraphSome part of your study
to show how many or how few(Analysis)
CreateAn original poem dance
picture song or story(Synthesis)
DramatizeSomething to show what
you have learned(Synthesis)
SurveyOthers to learn their
opinions about some fact idea or feature of your
study(Analysis)
ForecastHow your topic will
change in the next 10 years
(Synthesis)
BuildA model or diorama to
illustrate what you have learned
(Application)
CreateAn original game using
the facts you have learned
(Synthesis)
MemorizeAnd recite a quote or a short list of facts about
your topic(Knowledge)
WriteAn editorial for the
student newspaper or draw an editorial
cartoon(Evaluation)
CompareTwo things from your study Look for ways
they are alike and different(Analysis)
Electricity Think-Tac-Toe
6
Name ___________________________
Directions Complete 3 activities in a row This may be vertical horizontal or diagonal Staple your 3 activities to this page
Draw a picture of a working circuit
Use this website httpwwwandythelwell
comblobzguidehtml and complete the
activity
Go to the circuit station
use any of the materials that are on the table to make the
circuit work call teacher over to mark
your paper
Complete A-F Hidden Circuit Boxes turn in worksheet for credit
Create a poem about how a circuit works include all the necessary items that are needed for a
circuit to light
Using a dictionary define circuit open
circuit closed circuit filament conductor and insulator Then draw a picture for
each word
Write a 5 sentence response why circuits
and electricity are important
Make a list of 10 conductors and 10
insulators
Complete G-MHidden Circuit Boxes turn in worksheet for
credit
Big Board Facts (Jeopardy Game Show)
7
Similar to Jeopardy Put your who what when where questions onto the board and let students try to answer them for points Also comes in a with answers version that allows the teacher to show the correct answer after the question The with Answers version provides an Answer screen after the question (Whole Class Participation Game)
Download Big Board FactsDownload Big Board Facts with Answers Slide
| Instructions | Office 2007 Instructions | Sample Game | Video Tutorial |
The Big Wheel
No preparation required just have a sheet of vocabulary or review questions in your hand Simply click Spin the Wheel and total up the points in the columns on the right The Big Wheel Elementary is the same except that it has smaller numbers on the wheel (Whole Class Participation Game)
Download The Big Wheel Download The Big Wheel Elementary
| Instructions | Office 2007 Instructions | Video Tutorial |
Space Decoder
A simple space based drill and practice game Put in your questions then blast off Contains five mini games that students progress through Each game gets progressively harder as the student successfully completes each level (Single Student Game)
Download Space Decoder
| Instructions | Office 2007 Instructions | Sample Game | Video Tutorial |
Printable Board Games
Create your own game board such as Science Time or Ms Questions Game Board Then you or your students write down questions to use with them game Pass out one game board to each group of students They then use the questions to play the game boards Since boards are generic they can be used over and over again for all types of topics Use these to create customized game boards that can be printed directly from Microsoft Word Several Templates to choose from along with a question card template for use in creating questions
Download Blank Board Template One Download Blank Board Template Two Car Race Board | Fall Game Board
| View Video Tutorial
Bingo Card Generator
Thats right just input all your words or numbers into the cells and hit print Then click the shuffle button and hit print again Each time you hit the shuffle button MS Excel creates a two unique bingo cards that you can print out and use Be sure to read the instructions These improved bingo card generators have tabs for one card or two cards per page Note These games will only function correctly on Microsoft Excel Version 2003 or higher for Windows
Download Bingo Card Generator 4x4 | Instructions | Office 2007 Instructions | Video Tutorial
Tired-Lessons- Higher Order Thinking8
Introduction 3-4 different activities of different levels of complexity and difficulty but with a common goal or end result For example different groups of students may be working on science experiments of different levels of difficulty but all with the purpose of learning about the food chain1 Begin by planning the mid-level activity what you might normally plan for your whole class 2 Then add a level of difficulty or complexity to make the same lesson more challenging for higher-level
students 3 Simplify or add resources to the original acitivity to better meet the needs and fill in any learning gaps for
lower-level students
Strategy 1 CUBINGSix commands or questions written on the sides of a cube Students roll the cube and respond Cubes may be used to differentiate by readiness or interestIdeas
-Describe Compare Contrast Apply Predict Imagine - Use with any two or three thingsconceptsideas (people from history current events mathematical formulas elements from the periodic table geometric shapes countries chocolate bars - the possibilities are endless-Who What When Where Why How - Have students come up with questions about a current topic of study Students can exchange questions with others to answer-Sample Cubing Lesson Primary Reading - Concepts of Print
-Create two or three different cubes each with questions at different levels of complexity Assign students to work in small groups and respond (on paper or out loud) to the questions on their assigned cube-Use to determine where each student will start when rotating through multiple activities to randomly create student groups for an assignment
-Minimal Prep Time Version Write the six commandsquestions on the board numbered 1-6 Have the students roll a dice to determine which one to respond to-MaterialsResources Cube Template (PowerPoint) or Cube Template (pdf) -More Ideas Blog Post Ways to Use Cubing
Strategy 2 Driving Question Tubric
What is it The DQ Tubric 20 helps you practice writing Driving Questions by framing initial words person or entity action or challenge and audiencepurposeWhy do we like it The Tubric is a fun hands-on way to practice the often-challenging task of writing a Driving Question for a projectHow can you use it Use the Tubric in professional development or collaborative planning time to help you and your colleagues design effective projects
9
10
Constructing a Performance Task Scenario Using GRASPS (TEACHER GUIDE)
Directions Brainstorm a few GRASP ideas and select one to develop further Consider the following set of stem statements as you construct a scenario for a performance task Pretend that you are explaining the project to YOUR students Refer to the table on the previous page to help you brainstorm possible scenarios Note These are idea starters Resist the urge to fill in all of the blanks
Brainstorm Ideas here
Goal
Your task is__________________________________________________________________________
Your goal is to _______________________________________________________________________
The problem or challenge is____________________________________________________________
The obstacle to overcome is____________________________________________________________
Role
You are____________________________________________________________________________
You have been asked to _______________________________________________________________
Your job is__________________________________________________________________________
Audience
Your clients are ____________________________________________________________________
The target audience is _______________________________________________________________
You need to convince ________________________________________________________________
Situation
The context you find yourself in is_______________________________________________________
The challenge involves dealing with _____________________________________________________
Product Performance and Purpose
You will create a _______________________________________ in order to______________________
You need to develop ____________________________________so that _________________________
Standards and Criteria for Success Your performance needs to
____________________________________________________________________________________
Your work will be judged by _____________________________________________________________
Your product must meet the following standard (quality) ______________________________________
Successful results will __________________________________________________________________Adapted From Wiggins Grant and Jay McTighe Understanding by Design Professional Development Workbook Alexandria VA Association for Supervision and Curriculum Development 2004
11
Instructional Strategies Authentic Learning- Decision Making Matrix
When to Use a Decision Matrix When a list of options must be narrowed to one choice When the decision must be made on the basis of several criteria After the list of options has been reduced to a manageable number by list reduction
Decision Matrix Procedure
1 Brainstorm the evaluation criteria appropriate to the situation Narrow it down to 5 criteria Write it in the ldquoevaluation criteriardquo heading in the matrix (Ex cost availability sustainability etc)
2 Assign a number to each criterion based on how important that criterion is to the situation For example is ldquohow much energy is producedrdquo more important or ldquohow much it costsrdquo more important to you Give a 5 to the one that you think is the most important
3 List the type of choices you would like to evaluate under ldquochoicesrdquo (Ex Coal hydroelectric gas etc) 4 Research and determine how each choice compares to each other on each criterion Since there are 4
choices here the choice with the BEST scenario will receive a 4 and the least ideal scenario will receive a 1 For example if coal power-plants are the CHEAPEST to build they will receive a 4 (best scenario) and nuclear power-plant will receive a 1 for being MOST EXPENSIVE to build
5 Multiply the number of each best-worst scenarios by the number you have given to each criterion For example Coal will get ldquo20rdquo under cost because it was the cheapest and the criterion ldquocostrdquo bares ldquo5 pointsrdquo as its weight
6 Add the numbers across and come up with total points for each choice The highest number is the choice you will select to present
Decision Matrix ExampleEvaluation
Criteria
Choices
Cost Availability of Resource
Sustainability Produced Energy
Pollution TotalPoints
Coal
4-best (cheapest)54= 20
2
42= 8
2
12= 2
1
31= 3
1 (most pollution)
21= 2
20+8+2+3+2=
35Hydroelectric 2
52=104 (most available)
44= 161 (hardest to
maintain)11= 1
232= 6
222= 4
10+16+1+6+4=
37
Natural Gas 353=15
343= 12
313= 3
333= 9
323= 6
15+12+3+9+6=
45
NuclearEnergy
1-worst (most expensive)
51=5
1 (least available)41= 4
4 (easiest to maintain)
14= 4
4 (most energy produced)34= 12
4 (least pollution)
24= 8
5+4+4+12+8=
33
12
5 4 1 3 2
Decision Making Strategy Teacher Guide
Directions Brainstorm a few topics within your content where you can implement a decision making strategy Select one best one to develop further Refer to the example and the procedure on previous page for further guidance
1 Brainstorm ideas here 2 Set Scenario 3 What is the end product that you want the students to produce
4 List some of the ldquoevaluation criteriardquo and ldquochoicesrdquo that might be considered in this project Evaluation
Criteria
Choices
TotalPoints
13
Instructional Strategies Cubing Activity
14
GRASPPowto
on
Choice BoardsGlogst
er
Cubing Tubric
Thinglink
Tiered LessonPrezi
Decision
MakingWideo
GamesPadlet
2
Learning Goal Handout
STANDARD
LEVEL OF DIFFICULTY
LEARNING GOALThe student will be ablehelliphellip
TASK
Level 4 Extended Thinking
Level 3 Strategic Thinking
Level 2 SkillConcept
Level 1 Recall
3
2-5-8 List MenuDirections Choose two activities from the menu below The activities must total 10 points Place a checkmark next to each box to show which activities you will complete
2 POINTS ndash Knowledge amp Comprehension
1048712 Activity 1
1048712 Activity 2
1048712 Activity 3
5 POINTS ndash Application amp Analysis
1048712 Activity 1
1048712 Activity 2
1048712 Activity 3
8 POINTS ndash Synthesis amp Evaluation
1048712 Activity 1
1048712 Activity 2
1048712 Activity 3
Menu Planner
4
Example- Language Arts Poetry Unit Brainstorm Content Questions
Main Dish
(complete all)
Research a famous poet Create a mind map that might have been in hisher head while writing hisher works For example Robert Frost would have been thinking about things such as woods and snow
Write about yourself Use good descriptive words in the poem format of your choice that helps us know and understand something important about you
llustrate a poem Find a poem that you like and illustrate it then explain in writing why you chose that poem
1 Activity 1
2 Activity 2
3 Activity 3
Side Dishes (you must do at least two of these)
Write a cinquain Write a poem that sounds like Shel
Silverstein Write an acrostic poem using figurative
language Write a poem using the format of your
choice Select memorize and recite a poem
Teacher approval of selected poem is needed
1 Activity 1
2 Activity 2
3 Activity 3
4 Activity 4
Desserts (You may do one or more of these if time allows)
Create a PowerPoint presentation about figurative language This PowerPoint should include one slide that illustrates a simile metaphor and onomatopoeia Be sure to include clipart
Record a dramatic reading of a poem be sure to add appropriate sound
Write an original score to accompany a poem of your choice Be prepared to perform for the class
1 Activity 1
2 Activity 2
3 Activity 3
5
Tic-Tac-Toe MenuDirections Chose activities in a tic-tac-toe design When you have completed the activities in a rowmdashhorizontally vertically or diagonallymdashor in the 4 corners you may decide to be finished Or you may decide to keep going and complete more activities Star the activities you plan to complete Color in the box when you finish the activity
CollectFacts or ideas which are
important to you(Knowledge)
TeachA lesson about your topic
to our class Include as least one visual aid
(Synthesis)
DrawA diagram map or
picture of your topic(Application)
JudgeTwo different viewpoints about an issue Explain
your decision(Evaluation)
PhotographVideotape or film part of
your presentation(Synthesis)
DemonstrateSomething to show what
you have learned(Application)
GraphSome part of your study
to show how many or how few(Analysis)
CreateAn original poem dance
picture song or story(Synthesis)
DramatizeSomething to show what
you have learned(Synthesis)
SurveyOthers to learn their
opinions about some fact idea or feature of your
study(Analysis)
ForecastHow your topic will
change in the next 10 years
(Synthesis)
BuildA model or diorama to
illustrate what you have learned
(Application)
CreateAn original game using
the facts you have learned
(Synthesis)
MemorizeAnd recite a quote or a short list of facts about
your topic(Knowledge)
WriteAn editorial for the
student newspaper or draw an editorial
cartoon(Evaluation)
CompareTwo things from your study Look for ways
they are alike and different(Analysis)
Electricity Think-Tac-Toe
6
Name ___________________________
Directions Complete 3 activities in a row This may be vertical horizontal or diagonal Staple your 3 activities to this page
Draw a picture of a working circuit
Use this website httpwwwandythelwell
comblobzguidehtml and complete the
activity
Go to the circuit station
use any of the materials that are on the table to make the
circuit work call teacher over to mark
your paper
Complete A-F Hidden Circuit Boxes turn in worksheet for credit
Create a poem about how a circuit works include all the necessary items that are needed for a
circuit to light
Using a dictionary define circuit open
circuit closed circuit filament conductor and insulator Then draw a picture for
each word
Write a 5 sentence response why circuits
and electricity are important
Make a list of 10 conductors and 10
insulators
Complete G-MHidden Circuit Boxes turn in worksheet for
credit
Big Board Facts (Jeopardy Game Show)
7
Similar to Jeopardy Put your who what when where questions onto the board and let students try to answer them for points Also comes in a with answers version that allows the teacher to show the correct answer after the question The with Answers version provides an Answer screen after the question (Whole Class Participation Game)
Download Big Board FactsDownload Big Board Facts with Answers Slide
| Instructions | Office 2007 Instructions | Sample Game | Video Tutorial |
The Big Wheel
No preparation required just have a sheet of vocabulary or review questions in your hand Simply click Spin the Wheel and total up the points in the columns on the right The Big Wheel Elementary is the same except that it has smaller numbers on the wheel (Whole Class Participation Game)
Download The Big Wheel Download The Big Wheel Elementary
| Instructions | Office 2007 Instructions | Video Tutorial |
Space Decoder
A simple space based drill and practice game Put in your questions then blast off Contains five mini games that students progress through Each game gets progressively harder as the student successfully completes each level (Single Student Game)
Download Space Decoder
| Instructions | Office 2007 Instructions | Sample Game | Video Tutorial |
Printable Board Games
Create your own game board such as Science Time or Ms Questions Game Board Then you or your students write down questions to use with them game Pass out one game board to each group of students They then use the questions to play the game boards Since boards are generic they can be used over and over again for all types of topics Use these to create customized game boards that can be printed directly from Microsoft Word Several Templates to choose from along with a question card template for use in creating questions
Download Blank Board Template One Download Blank Board Template Two Car Race Board | Fall Game Board
| View Video Tutorial
Bingo Card Generator
Thats right just input all your words or numbers into the cells and hit print Then click the shuffle button and hit print again Each time you hit the shuffle button MS Excel creates a two unique bingo cards that you can print out and use Be sure to read the instructions These improved bingo card generators have tabs for one card or two cards per page Note These games will only function correctly on Microsoft Excel Version 2003 or higher for Windows
Download Bingo Card Generator 4x4 | Instructions | Office 2007 Instructions | Video Tutorial
Tired-Lessons- Higher Order Thinking8
Introduction 3-4 different activities of different levels of complexity and difficulty but with a common goal or end result For example different groups of students may be working on science experiments of different levels of difficulty but all with the purpose of learning about the food chain1 Begin by planning the mid-level activity what you might normally plan for your whole class 2 Then add a level of difficulty or complexity to make the same lesson more challenging for higher-level
students 3 Simplify or add resources to the original acitivity to better meet the needs and fill in any learning gaps for
lower-level students
Strategy 1 CUBINGSix commands or questions written on the sides of a cube Students roll the cube and respond Cubes may be used to differentiate by readiness or interestIdeas
-Describe Compare Contrast Apply Predict Imagine - Use with any two or three thingsconceptsideas (people from history current events mathematical formulas elements from the periodic table geometric shapes countries chocolate bars - the possibilities are endless-Who What When Where Why How - Have students come up with questions about a current topic of study Students can exchange questions with others to answer-Sample Cubing Lesson Primary Reading - Concepts of Print
-Create two or three different cubes each with questions at different levels of complexity Assign students to work in small groups and respond (on paper or out loud) to the questions on their assigned cube-Use to determine where each student will start when rotating through multiple activities to randomly create student groups for an assignment
-Minimal Prep Time Version Write the six commandsquestions on the board numbered 1-6 Have the students roll a dice to determine which one to respond to-MaterialsResources Cube Template (PowerPoint) or Cube Template (pdf) -More Ideas Blog Post Ways to Use Cubing
Strategy 2 Driving Question Tubric
What is it The DQ Tubric 20 helps you practice writing Driving Questions by framing initial words person or entity action or challenge and audiencepurposeWhy do we like it The Tubric is a fun hands-on way to practice the often-challenging task of writing a Driving Question for a projectHow can you use it Use the Tubric in professional development or collaborative planning time to help you and your colleagues design effective projects
9
10
Constructing a Performance Task Scenario Using GRASPS (TEACHER GUIDE)
Directions Brainstorm a few GRASP ideas and select one to develop further Consider the following set of stem statements as you construct a scenario for a performance task Pretend that you are explaining the project to YOUR students Refer to the table on the previous page to help you brainstorm possible scenarios Note These are idea starters Resist the urge to fill in all of the blanks
Brainstorm Ideas here
Goal
Your task is__________________________________________________________________________
Your goal is to _______________________________________________________________________
The problem or challenge is____________________________________________________________
The obstacle to overcome is____________________________________________________________
Role
You are____________________________________________________________________________
You have been asked to _______________________________________________________________
Your job is__________________________________________________________________________
Audience
Your clients are ____________________________________________________________________
The target audience is _______________________________________________________________
You need to convince ________________________________________________________________
Situation
The context you find yourself in is_______________________________________________________
The challenge involves dealing with _____________________________________________________
Product Performance and Purpose
You will create a _______________________________________ in order to______________________
You need to develop ____________________________________so that _________________________
Standards and Criteria for Success Your performance needs to
____________________________________________________________________________________
Your work will be judged by _____________________________________________________________
Your product must meet the following standard (quality) ______________________________________
Successful results will __________________________________________________________________Adapted From Wiggins Grant and Jay McTighe Understanding by Design Professional Development Workbook Alexandria VA Association for Supervision and Curriculum Development 2004
11
Instructional Strategies Authentic Learning- Decision Making Matrix
When to Use a Decision Matrix When a list of options must be narrowed to one choice When the decision must be made on the basis of several criteria After the list of options has been reduced to a manageable number by list reduction
Decision Matrix Procedure
1 Brainstorm the evaluation criteria appropriate to the situation Narrow it down to 5 criteria Write it in the ldquoevaluation criteriardquo heading in the matrix (Ex cost availability sustainability etc)
2 Assign a number to each criterion based on how important that criterion is to the situation For example is ldquohow much energy is producedrdquo more important or ldquohow much it costsrdquo more important to you Give a 5 to the one that you think is the most important
3 List the type of choices you would like to evaluate under ldquochoicesrdquo (Ex Coal hydroelectric gas etc) 4 Research and determine how each choice compares to each other on each criterion Since there are 4
choices here the choice with the BEST scenario will receive a 4 and the least ideal scenario will receive a 1 For example if coal power-plants are the CHEAPEST to build they will receive a 4 (best scenario) and nuclear power-plant will receive a 1 for being MOST EXPENSIVE to build
5 Multiply the number of each best-worst scenarios by the number you have given to each criterion For example Coal will get ldquo20rdquo under cost because it was the cheapest and the criterion ldquocostrdquo bares ldquo5 pointsrdquo as its weight
6 Add the numbers across and come up with total points for each choice The highest number is the choice you will select to present
Decision Matrix ExampleEvaluation
Criteria
Choices
Cost Availability of Resource
Sustainability Produced Energy
Pollution TotalPoints
Coal
4-best (cheapest)54= 20
2
42= 8
2
12= 2
1
31= 3
1 (most pollution)
21= 2
20+8+2+3+2=
35Hydroelectric 2
52=104 (most available)
44= 161 (hardest to
maintain)11= 1
232= 6
222= 4
10+16+1+6+4=
37
Natural Gas 353=15
343= 12
313= 3
333= 9
323= 6
15+12+3+9+6=
45
NuclearEnergy
1-worst (most expensive)
51=5
1 (least available)41= 4
4 (easiest to maintain)
14= 4
4 (most energy produced)34= 12
4 (least pollution)
24= 8
5+4+4+12+8=
33
12
5 4 1 3 2
Decision Making Strategy Teacher Guide
Directions Brainstorm a few topics within your content where you can implement a decision making strategy Select one best one to develop further Refer to the example and the procedure on previous page for further guidance
1 Brainstorm ideas here 2 Set Scenario 3 What is the end product that you want the students to produce
4 List some of the ldquoevaluation criteriardquo and ldquochoicesrdquo that might be considered in this project Evaluation
Criteria
Choices
TotalPoints
13
Instructional Strategies Cubing Activity
14
GRASPPowto
on
Choice BoardsGlogst
er
Cubing Tubric
Thinglink
Tiered LessonPrezi
Decision
MakingWideo
GamesPadlet
Learning Goal Handout
STANDARD
LEVEL OF DIFFICULTY
LEARNING GOALThe student will be ablehelliphellip
TASK
Level 4 Extended Thinking
Level 3 Strategic Thinking
Level 2 SkillConcept
Level 1 Recall
3
2-5-8 List MenuDirections Choose two activities from the menu below The activities must total 10 points Place a checkmark next to each box to show which activities you will complete
2 POINTS ndash Knowledge amp Comprehension
1048712 Activity 1
1048712 Activity 2
1048712 Activity 3
5 POINTS ndash Application amp Analysis
1048712 Activity 1
1048712 Activity 2
1048712 Activity 3
8 POINTS ndash Synthesis amp Evaluation
1048712 Activity 1
1048712 Activity 2
1048712 Activity 3
Menu Planner
4
Example- Language Arts Poetry Unit Brainstorm Content Questions
Main Dish
(complete all)
Research a famous poet Create a mind map that might have been in hisher head while writing hisher works For example Robert Frost would have been thinking about things such as woods and snow
Write about yourself Use good descriptive words in the poem format of your choice that helps us know and understand something important about you
llustrate a poem Find a poem that you like and illustrate it then explain in writing why you chose that poem
1 Activity 1
2 Activity 2
3 Activity 3
Side Dishes (you must do at least two of these)
Write a cinquain Write a poem that sounds like Shel
Silverstein Write an acrostic poem using figurative
language Write a poem using the format of your
choice Select memorize and recite a poem
Teacher approval of selected poem is needed
1 Activity 1
2 Activity 2
3 Activity 3
4 Activity 4
Desserts (You may do one or more of these if time allows)
Create a PowerPoint presentation about figurative language This PowerPoint should include one slide that illustrates a simile metaphor and onomatopoeia Be sure to include clipart
Record a dramatic reading of a poem be sure to add appropriate sound
Write an original score to accompany a poem of your choice Be prepared to perform for the class
1 Activity 1
2 Activity 2
3 Activity 3
5
Tic-Tac-Toe MenuDirections Chose activities in a tic-tac-toe design When you have completed the activities in a rowmdashhorizontally vertically or diagonallymdashor in the 4 corners you may decide to be finished Or you may decide to keep going and complete more activities Star the activities you plan to complete Color in the box when you finish the activity
CollectFacts or ideas which are
important to you(Knowledge)
TeachA lesson about your topic
to our class Include as least one visual aid
(Synthesis)
DrawA diagram map or
picture of your topic(Application)
JudgeTwo different viewpoints about an issue Explain
your decision(Evaluation)
PhotographVideotape or film part of
your presentation(Synthesis)
DemonstrateSomething to show what
you have learned(Application)
GraphSome part of your study
to show how many or how few(Analysis)
CreateAn original poem dance
picture song or story(Synthesis)
DramatizeSomething to show what
you have learned(Synthesis)
SurveyOthers to learn their
opinions about some fact idea or feature of your
study(Analysis)
ForecastHow your topic will
change in the next 10 years
(Synthesis)
BuildA model or diorama to
illustrate what you have learned
(Application)
CreateAn original game using
the facts you have learned
(Synthesis)
MemorizeAnd recite a quote or a short list of facts about
your topic(Knowledge)
WriteAn editorial for the
student newspaper or draw an editorial
cartoon(Evaluation)
CompareTwo things from your study Look for ways
they are alike and different(Analysis)
Electricity Think-Tac-Toe
6
Name ___________________________
Directions Complete 3 activities in a row This may be vertical horizontal or diagonal Staple your 3 activities to this page
Draw a picture of a working circuit
Use this website httpwwwandythelwell
comblobzguidehtml and complete the
activity
Go to the circuit station
use any of the materials that are on the table to make the
circuit work call teacher over to mark
your paper
Complete A-F Hidden Circuit Boxes turn in worksheet for credit
Create a poem about how a circuit works include all the necessary items that are needed for a
circuit to light
Using a dictionary define circuit open
circuit closed circuit filament conductor and insulator Then draw a picture for
each word
Write a 5 sentence response why circuits
and electricity are important
Make a list of 10 conductors and 10
insulators
Complete G-MHidden Circuit Boxes turn in worksheet for
credit
Big Board Facts (Jeopardy Game Show)
7
Similar to Jeopardy Put your who what when where questions onto the board and let students try to answer them for points Also comes in a with answers version that allows the teacher to show the correct answer after the question The with Answers version provides an Answer screen after the question (Whole Class Participation Game)
Download Big Board FactsDownload Big Board Facts with Answers Slide
| Instructions | Office 2007 Instructions | Sample Game | Video Tutorial |
The Big Wheel
No preparation required just have a sheet of vocabulary or review questions in your hand Simply click Spin the Wheel and total up the points in the columns on the right The Big Wheel Elementary is the same except that it has smaller numbers on the wheel (Whole Class Participation Game)
Download The Big Wheel Download The Big Wheel Elementary
| Instructions | Office 2007 Instructions | Video Tutorial |
Space Decoder
A simple space based drill and practice game Put in your questions then blast off Contains five mini games that students progress through Each game gets progressively harder as the student successfully completes each level (Single Student Game)
Download Space Decoder
| Instructions | Office 2007 Instructions | Sample Game | Video Tutorial |
Printable Board Games
Create your own game board such as Science Time or Ms Questions Game Board Then you or your students write down questions to use with them game Pass out one game board to each group of students They then use the questions to play the game boards Since boards are generic they can be used over and over again for all types of topics Use these to create customized game boards that can be printed directly from Microsoft Word Several Templates to choose from along with a question card template for use in creating questions
Download Blank Board Template One Download Blank Board Template Two Car Race Board | Fall Game Board
| View Video Tutorial
Bingo Card Generator
Thats right just input all your words or numbers into the cells and hit print Then click the shuffle button and hit print again Each time you hit the shuffle button MS Excel creates a two unique bingo cards that you can print out and use Be sure to read the instructions These improved bingo card generators have tabs for one card or two cards per page Note These games will only function correctly on Microsoft Excel Version 2003 or higher for Windows
Download Bingo Card Generator 4x4 | Instructions | Office 2007 Instructions | Video Tutorial
Tired-Lessons- Higher Order Thinking8
Introduction 3-4 different activities of different levels of complexity and difficulty but with a common goal or end result For example different groups of students may be working on science experiments of different levels of difficulty but all with the purpose of learning about the food chain1 Begin by planning the mid-level activity what you might normally plan for your whole class 2 Then add a level of difficulty or complexity to make the same lesson more challenging for higher-level
students 3 Simplify or add resources to the original acitivity to better meet the needs and fill in any learning gaps for
lower-level students
Strategy 1 CUBINGSix commands or questions written on the sides of a cube Students roll the cube and respond Cubes may be used to differentiate by readiness or interestIdeas
-Describe Compare Contrast Apply Predict Imagine - Use with any two or three thingsconceptsideas (people from history current events mathematical formulas elements from the periodic table geometric shapes countries chocolate bars - the possibilities are endless-Who What When Where Why How - Have students come up with questions about a current topic of study Students can exchange questions with others to answer-Sample Cubing Lesson Primary Reading - Concepts of Print
-Create two or three different cubes each with questions at different levels of complexity Assign students to work in small groups and respond (on paper or out loud) to the questions on their assigned cube-Use to determine where each student will start when rotating through multiple activities to randomly create student groups for an assignment
-Minimal Prep Time Version Write the six commandsquestions on the board numbered 1-6 Have the students roll a dice to determine which one to respond to-MaterialsResources Cube Template (PowerPoint) or Cube Template (pdf) -More Ideas Blog Post Ways to Use Cubing
Strategy 2 Driving Question Tubric
What is it The DQ Tubric 20 helps you practice writing Driving Questions by framing initial words person or entity action or challenge and audiencepurposeWhy do we like it The Tubric is a fun hands-on way to practice the often-challenging task of writing a Driving Question for a projectHow can you use it Use the Tubric in professional development or collaborative planning time to help you and your colleagues design effective projects
9
10
Constructing a Performance Task Scenario Using GRASPS (TEACHER GUIDE)
Directions Brainstorm a few GRASP ideas and select one to develop further Consider the following set of stem statements as you construct a scenario for a performance task Pretend that you are explaining the project to YOUR students Refer to the table on the previous page to help you brainstorm possible scenarios Note These are idea starters Resist the urge to fill in all of the blanks
Brainstorm Ideas here
Goal
Your task is__________________________________________________________________________
Your goal is to _______________________________________________________________________
The problem or challenge is____________________________________________________________
The obstacle to overcome is____________________________________________________________
Role
You are____________________________________________________________________________
You have been asked to _______________________________________________________________
Your job is__________________________________________________________________________
Audience
Your clients are ____________________________________________________________________
The target audience is _______________________________________________________________
You need to convince ________________________________________________________________
Situation
The context you find yourself in is_______________________________________________________
The challenge involves dealing with _____________________________________________________
Product Performance and Purpose
You will create a _______________________________________ in order to______________________
You need to develop ____________________________________so that _________________________
Standards and Criteria for Success Your performance needs to
____________________________________________________________________________________
Your work will be judged by _____________________________________________________________
Your product must meet the following standard (quality) ______________________________________
Successful results will __________________________________________________________________Adapted From Wiggins Grant and Jay McTighe Understanding by Design Professional Development Workbook Alexandria VA Association for Supervision and Curriculum Development 2004
11
Instructional Strategies Authentic Learning- Decision Making Matrix
When to Use a Decision Matrix When a list of options must be narrowed to one choice When the decision must be made on the basis of several criteria After the list of options has been reduced to a manageable number by list reduction
Decision Matrix Procedure
1 Brainstorm the evaluation criteria appropriate to the situation Narrow it down to 5 criteria Write it in the ldquoevaluation criteriardquo heading in the matrix (Ex cost availability sustainability etc)
2 Assign a number to each criterion based on how important that criterion is to the situation For example is ldquohow much energy is producedrdquo more important or ldquohow much it costsrdquo more important to you Give a 5 to the one that you think is the most important
3 List the type of choices you would like to evaluate under ldquochoicesrdquo (Ex Coal hydroelectric gas etc) 4 Research and determine how each choice compares to each other on each criterion Since there are 4
choices here the choice with the BEST scenario will receive a 4 and the least ideal scenario will receive a 1 For example if coal power-plants are the CHEAPEST to build they will receive a 4 (best scenario) and nuclear power-plant will receive a 1 for being MOST EXPENSIVE to build
5 Multiply the number of each best-worst scenarios by the number you have given to each criterion For example Coal will get ldquo20rdquo under cost because it was the cheapest and the criterion ldquocostrdquo bares ldquo5 pointsrdquo as its weight
6 Add the numbers across and come up with total points for each choice The highest number is the choice you will select to present
Decision Matrix ExampleEvaluation
Criteria
Choices
Cost Availability of Resource
Sustainability Produced Energy
Pollution TotalPoints
Coal
4-best (cheapest)54= 20
2
42= 8
2
12= 2
1
31= 3
1 (most pollution)
21= 2
20+8+2+3+2=
35Hydroelectric 2
52=104 (most available)
44= 161 (hardest to
maintain)11= 1
232= 6
222= 4
10+16+1+6+4=
37
Natural Gas 353=15
343= 12
313= 3
333= 9
323= 6
15+12+3+9+6=
45
NuclearEnergy
1-worst (most expensive)
51=5
1 (least available)41= 4
4 (easiest to maintain)
14= 4
4 (most energy produced)34= 12
4 (least pollution)
24= 8
5+4+4+12+8=
33
12
5 4 1 3 2
Decision Making Strategy Teacher Guide
Directions Brainstorm a few topics within your content where you can implement a decision making strategy Select one best one to develop further Refer to the example and the procedure on previous page for further guidance
1 Brainstorm ideas here 2 Set Scenario 3 What is the end product that you want the students to produce
4 List some of the ldquoevaluation criteriardquo and ldquochoicesrdquo that might be considered in this project Evaluation
Criteria
Choices
TotalPoints
13
Instructional Strategies Cubing Activity
14
GRASPPowto
on
Choice BoardsGlogst
er
Cubing Tubric
Thinglink
Tiered LessonPrezi
Decision
MakingWideo
GamesPadlet
2-5-8 List MenuDirections Choose two activities from the menu below The activities must total 10 points Place a checkmark next to each box to show which activities you will complete
2 POINTS ndash Knowledge amp Comprehension
1048712 Activity 1
1048712 Activity 2
1048712 Activity 3
5 POINTS ndash Application amp Analysis
1048712 Activity 1
1048712 Activity 2
1048712 Activity 3
8 POINTS ndash Synthesis amp Evaluation
1048712 Activity 1
1048712 Activity 2
1048712 Activity 3
Menu Planner
4
Example- Language Arts Poetry Unit Brainstorm Content Questions
Main Dish
(complete all)
Research a famous poet Create a mind map that might have been in hisher head while writing hisher works For example Robert Frost would have been thinking about things such as woods and snow
Write about yourself Use good descriptive words in the poem format of your choice that helps us know and understand something important about you
llustrate a poem Find a poem that you like and illustrate it then explain in writing why you chose that poem
1 Activity 1
2 Activity 2
3 Activity 3
Side Dishes (you must do at least two of these)
Write a cinquain Write a poem that sounds like Shel
Silverstein Write an acrostic poem using figurative
language Write a poem using the format of your
choice Select memorize and recite a poem
Teacher approval of selected poem is needed
1 Activity 1
2 Activity 2
3 Activity 3
4 Activity 4
Desserts (You may do one or more of these if time allows)
Create a PowerPoint presentation about figurative language This PowerPoint should include one slide that illustrates a simile metaphor and onomatopoeia Be sure to include clipart
Record a dramatic reading of a poem be sure to add appropriate sound
Write an original score to accompany a poem of your choice Be prepared to perform for the class
1 Activity 1
2 Activity 2
3 Activity 3
5
Tic-Tac-Toe MenuDirections Chose activities in a tic-tac-toe design When you have completed the activities in a rowmdashhorizontally vertically or diagonallymdashor in the 4 corners you may decide to be finished Or you may decide to keep going and complete more activities Star the activities you plan to complete Color in the box when you finish the activity
CollectFacts or ideas which are
important to you(Knowledge)
TeachA lesson about your topic
to our class Include as least one visual aid
(Synthesis)
DrawA diagram map or
picture of your topic(Application)
JudgeTwo different viewpoints about an issue Explain
your decision(Evaluation)
PhotographVideotape or film part of
your presentation(Synthesis)
DemonstrateSomething to show what
you have learned(Application)
GraphSome part of your study
to show how many or how few(Analysis)
CreateAn original poem dance
picture song or story(Synthesis)
DramatizeSomething to show what
you have learned(Synthesis)
SurveyOthers to learn their
opinions about some fact idea or feature of your
study(Analysis)
ForecastHow your topic will
change in the next 10 years
(Synthesis)
BuildA model or diorama to
illustrate what you have learned
(Application)
CreateAn original game using
the facts you have learned
(Synthesis)
MemorizeAnd recite a quote or a short list of facts about
your topic(Knowledge)
WriteAn editorial for the
student newspaper or draw an editorial
cartoon(Evaluation)
CompareTwo things from your study Look for ways
they are alike and different(Analysis)
Electricity Think-Tac-Toe
6
Name ___________________________
Directions Complete 3 activities in a row This may be vertical horizontal or diagonal Staple your 3 activities to this page
Draw a picture of a working circuit
Use this website httpwwwandythelwell
comblobzguidehtml and complete the
activity
Go to the circuit station
use any of the materials that are on the table to make the
circuit work call teacher over to mark
your paper
Complete A-F Hidden Circuit Boxes turn in worksheet for credit
Create a poem about how a circuit works include all the necessary items that are needed for a
circuit to light
Using a dictionary define circuit open
circuit closed circuit filament conductor and insulator Then draw a picture for
each word
Write a 5 sentence response why circuits
and electricity are important
Make a list of 10 conductors and 10
insulators
Complete G-MHidden Circuit Boxes turn in worksheet for
credit
Big Board Facts (Jeopardy Game Show)
7
Similar to Jeopardy Put your who what when where questions onto the board and let students try to answer them for points Also comes in a with answers version that allows the teacher to show the correct answer after the question The with Answers version provides an Answer screen after the question (Whole Class Participation Game)
Download Big Board FactsDownload Big Board Facts with Answers Slide
| Instructions | Office 2007 Instructions | Sample Game | Video Tutorial |
The Big Wheel
No preparation required just have a sheet of vocabulary or review questions in your hand Simply click Spin the Wheel and total up the points in the columns on the right The Big Wheel Elementary is the same except that it has smaller numbers on the wheel (Whole Class Participation Game)
Download The Big Wheel Download The Big Wheel Elementary
| Instructions | Office 2007 Instructions | Video Tutorial |
Space Decoder
A simple space based drill and practice game Put in your questions then blast off Contains five mini games that students progress through Each game gets progressively harder as the student successfully completes each level (Single Student Game)
Download Space Decoder
| Instructions | Office 2007 Instructions | Sample Game | Video Tutorial |
Printable Board Games
Create your own game board such as Science Time or Ms Questions Game Board Then you or your students write down questions to use with them game Pass out one game board to each group of students They then use the questions to play the game boards Since boards are generic they can be used over and over again for all types of topics Use these to create customized game boards that can be printed directly from Microsoft Word Several Templates to choose from along with a question card template for use in creating questions
Download Blank Board Template One Download Blank Board Template Two Car Race Board | Fall Game Board
| View Video Tutorial
Bingo Card Generator
Thats right just input all your words or numbers into the cells and hit print Then click the shuffle button and hit print again Each time you hit the shuffle button MS Excel creates a two unique bingo cards that you can print out and use Be sure to read the instructions These improved bingo card generators have tabs for one card or two cards per page Note These games will only function correctly on Microsoft Excel Version 2003 or higher for Windows
Download Bingo Card Generator 4x4 | Instructions | Office 2007 Instructions | Video Tutorial
Tired-Lessons- Higher Order Thinking8
Introduction 3-4 different activities of different levels of complexity and difficulty but with a common goal or end result For example different groups of students may be working on science experiments of different levels of difficulty but all with the purpose of learning about the food chain1 Begin by planning the mid-level activity what you might normally plan for your whole class 2 Then add a level of difficulty or complexity to make the same lesson more challenging for higher-level
students 3 Simplify or add resources to the original acitivity to better meet the needs and fill in any learning gaps for
lower-level students
Strategy 1 CUBINGSix commands or questions written on the sides of a cube Students roll the cube and respond Cubes may be used to differentiate by readiness or interestIdeas
-Describe Compare Contrast Apply Predict Imagine - Use with any two or three thingsconceptsideas (people from history current events mathematical formulas elements from the periodic table geometric shapes countries chocolate bars - the possibilities are endless-Who What When Where Why How - Have students come up with questions about a current topic of study Students can exchange questions with others to answer-Sample Cubing Lesson Primary Reading - Concepts of Print
-Create two or three different cubes each with questions at different levels of complexity Assign students to work in small groups and respond (on paper or out loud) to the questions on their assigned cube-Use to determine where each student will start when rotating through multiple activities to randomly create student groups for an assignment
-Minimal Prep Time Version Write the six commandsquestions on the board numbered 1-6 Have the students roll a dice to determine which one to respond to-MaterialsResources Cube Template (PowerPoint) or Cube Template (pdf) -More Ideas Blog Post Ways to Use Cubing
Strategy 2 Driving Question Tubric
What is it The DQ Tubric 20 helps you practice writing Driving Questions by framing initial words person or entity action or challenge and audiencepurposeWhy do we like it The Tubric is a fun hands-on way to practice the often-challenging task of writing a Driving Question for a projectHow can you use it Use the Tubric in professional development or collaborative planning time to help you and your colleagues design effective projects
9
10
Constructing a Performance Task Scenario Using GRASPS (TEACHER GUIDE)
Directions Brainstorm a few GRASP ideas and select one to develop further Consider the following set of stem statements as you construct a scenario for a performance task Pretend that you are explaining the project to YOUR students Refer to the table on the previous page to help you brainstorm possible scenarios Note These are idea starters Resist the urge to fill in all of the blanks
Brainstorm Ideas here
Goal
Your task is__________________________________________________________________________
Your goal is to _______________________________________________________________________
The problem or challenge is____________________________________________________________
The obstacle to overcome is____________________________________________________________
Role
You are____________________________________________________________________________
You have been asked to _______________________________________________________________
Your job is__________________________________________________________________________
Audience
Your clients are ____________________________________________________________________
The target audience is _______________________________________________________________
You need to convince ________________________________________________________________
Situation
The context you find yourself in is_______________________________________________________
The challenge involves dealing with _____________________________________________________
Product Performance and Purpose
You will create a _______________________________________ in order to______________________
You need to develop ____________________________________so that _________________________
Standards and Criteria for Success Your performance needs to
____________________________________________________________________________________
Your work will be judged by _____________________________________________________________
Your product must meet the following standard (quality) ______________________________________
Successful results will __________________________________________________________________Adapted From Wiggins Grant and Jay McTighe Understanding by Design Professional Development Workbook Alexandria VA Association for Supervision and Curriculum Development 2004
11
Instructional Strategies Authentic Learning- Decision Making Matrix
When to Use a Decision Matrix When a list of options must be narrowed to one choice When the decision must be made on the basis of several criteria After the list of options has been reduced to a manageable number by list reduction
Decision Matrix Procedure
1 Brainstorm the evaluation criteria appropriate to the situation Narrow it down to 5 criteria Write it in the ldquoevaluation criteriardquo heading in the matrix (Ex cost availability sustainability etc)
2 Assign a number to each criterion based on how important that criterion is to the situation For example is ldquohow much energy is producedrdquo more important or ldquohow much it costsrdquo more important to you Give a 5 to the one that you think is the most important
3 List the type of choices you would like to evaluate under ldquochoicesrdquo (Ex Coal hydroelectric gas etc) 4 Research and determine how each choice compares to each other on each criterion Since there are 4
choices here the choice with the BEST scenario will receive a 4 and the least ideal scenario will receive a 1 For example if coal power-plants are the CHEAPEST to build they will receive a 4 (best scenario) and nuclear power-plant will receive a 1 for being MOST EXPENSIVE to build
5 Multiply the number of each best-worst scenarios by the number you have given to each criterion For example Coal will get ldquo20rdquo under cost because it was the cheapest and the criterion ldquocostrdquo bares ldquo5 pointsrdquo as its weight
6 Add the numbers across and come up with total points for each choice The highest number is the choice you will select to present
Decision Matrix ExampleEvaluation
Criteria
Choices
Cost Availability of Resource
Sustainability Produced Energy
Pollution TotalPoints
Coal
4-best (cheapest)54= 20
2
42= 8
2
12= 2
1
31= 3
1 (most pollution)
21= 2
20+8+2+3+2=
35Hydroelectric 2
52=104 (most available)
44= 161 (hardest to
maintain)11= 1
232= 6
222= 4
10+16+1+6+4=
37
Natural Gas 353=15
343= 12
313= 3
333= 9
323= 6
15+12+3+9+6=
45
NuclearEnergy
1-worst (most expensive)
51=5
1 (least available)41= 4
4 (easiest to maintain)
14= 4
4 (most energy produced)34= 12
4 (least pollution)
24= 8
5+4+4+12+8=
33
12
5 4 1 3 2
Decision Making Strategy Teacher Guide
Directions Brainstorm a few topics within your content where you can implement a decision making strategy Select one best one to develop further Refer to the example and the procedure on previous page for further guidance
1 Brainstorm ideas here 2 Set Scenario 3 What is the end product that you want the students to produce
4 List some of the ldquoevaluation criteriardquo and ldquochoicesrdquo that might be considered in this project Evaluation
Criteria
Choices
TotalPoints
13
Instructional Strategies Cubing Activity
14
GRASPPowto
on
Choice BoardsGlogst
er
Cubing Tubric
Thinglink
Tiered LessonPrezi
Decision
MakingWideo
GamesPadlet
Example- Language Arts Poetry Unit Brainstorm Content Questions
Main Dish
(complete all)
Research a famous poet Create a mind map that might have been in hisher head while writing hisher works For example Robert Frost would have been thinking about things such as woods and snow
Write about yourself Use good descriptive words in the poem format of your choice that helps us know and understand something important about you
llustrate a poem Find a poem that you like and illustrate it then explain in writing why you chose that poem
1 Activity 1
2 Activity 2
3 Activity 3
Side Dishes (you must do at least two of these)
Write a cinquain Write a poem that sounds like Shel
Silverstein Write an acrostic poem using figurative
language Write a poem using the format of your
choice Select memorize and recite a poem
Teacher approval of selected poem is needed
1 Activity 1
2 Activity 2
3 Activity 3
4 Activity 4
Desserts (You may do one or more of these if time allows)
Create a PowerPoint presentation about figurative language This PowerPoint should include one slide that illustrates a simile metaphor and onomatopoeia Be sure to include clipart
Record a dramatic reading of a poem be sure to add appropriate sound
Write an original score to accompany a poem of your choice Be prepared to perform for the class
1 Activity 1
2 Activity 2
3 Activity 3
5
Tic-Tac-Toe MenuDirections Chose activities in a tic-tac-toe design When you have completed the activities in a rowmdashhorizontally vertically or diagonallymdashor in the 4 corners you may decide to be finished Or you may decide to keep going and complete more activities Star the activities you plan to complete Color in the box when you finish the activity
CollectFacts or ideas which are
important to you(Knowledge)
TeachA lesson about your topic
to our class Include as least one visual aid
(Synthesis)
DrawA diagram map or
picture of your topic(Application)
JudgeTwo different viewpoints about an issue Explain
your decision(Evaluation)
PhotographVideotape or film part of
your presentation(Synthesis)
DemonstrateSomething to show what
you have learned(Application)
GraphSome part of your study
to show how many or how few(Analysis)
CreateAn original poem dance
picture song or story(Synthesis)
DramatizeSomething to show what
you have learned(Synthesis)
SurveyOthers to learn their
opinions about some fact idea or feature of your
study(Analysis)
ForecastHow your topic will
change in the next 10 years
(Synthesis)
BuildA model or diorama to
illustrate what you have learned
(Application)
CreateAn original game using
the facts you have learned
(Synthesis)
MemorizeAnd recite a quote or a short list of facts about
your topic(Knowledge)
WriteAn editorial for the
student newspaper or draw an editorial
cartoon(Evaluation)
CompareTwo things from your study Look for ways
they are alike and different(Analysis)
Electricity Think-Tac-Toe
6
Name ___________________________
Directions Complete 3 activities in a row This may be vertical horizontal or diagonal Staple your 3 activities to this page
Draw a picture of a working circuit
Use this website httpwwwandythelwell
comblobzguidehtml and complete the
activity
Go to the circuit station
use any of the materials that are on the table to make the
circuit work call teacher over to mark
your paper
Complete A-F Hidden Circuit Boxes turn in worksheet for credit
Create a poem about how a circuit works include all the necessary items that are needed for a
circuit to light
Using a dictionary define circuit open
circuit closed circuit filament conductor and insulator Then draw a picture for
each word
Write a 5 sentence response why circuits
and electricity are important
Make a list of 10 conductors and 10
insulators
Complete G-MHidden Circuit Boxes turn in worksheet for
credit
Big Board Facts (Jeopardy Game Show)
7
Similar to Jeopardy Put your who what when where questions onto the board and let students try to answer them for points Also comes in a with answers version that allows the teacher to show the correct answer after the question The with Answers version provides an Answer screen after the question (Whole Class Participation Game)
Download Big Board FactsDownload Big Board Facts with Answers Slide
| Instructions | Office 2007 Instructions | Sample Game | Video Tutorial |
The Big Wheel
No preparation required just have a sheet of vocabulary or review questions in your hand Simply click Spin the Wheel and total up the points in the columns on the right The Big Wheel Elementary is the same except that it has smaller numbers on the wheel (Whole Class Participation Game)
Download The Big Wheel Download The Big Wheel Elementary
| Instructions | Office 2007 Instructions | Video Tutorial |
Space Decoder
A simple space based drill and practice game Put in your questions then blast off Contains five mini games that students progress through Each game gets progressively harder as the student successfully completes each level (Single Student Game)
Download Space Decoder
| Instructions | Office 2007 Instructions | Sample Game | Video Tutorial |
Printable Board Games
Create your own game board such as Science Time or Ms Questions Game Board Then you or your students write down questions to use with them game Pass out one game board to each group of students They then use the questions to play the game boards Since boards are generic they can be used over and over again for all types of topics Use these to create customized game boards that can be printed directly from Microsoft Word Several Templates to choose from along with a question card template for use in creating questions
Download Blank Board Template One Download Blank Board Template Two Car Race Board | Fall Game Board
| View Video Tutorial
Bingo Card Generator
Thats right just input all your words or numbers into the cells and hit print Then click the shuffle button and hit print again Each time you hit the shuffle button MS Excel creates a two unique bingo cards that you can print out and use Be sure to read the instructions These improved bingo card generators have tabs for one card or two cards per page Note These games will only function correctly on Microsoft Excel Version 2003 or higher for Windows
Download Bingo Card Generator 4x4 | Instructions | Office 2007 Instructions | Video Tutorial
Tired-Lessons- Higher Order Thinking8
Introduction 3-4 different activities of different levels of complexity and difficulty but with a common goal or end result For example different groups of students may be working on science experiments of different levels of difficulty but all with the purpose of learning about the food chain1 Begin by planning the mid-level activity what you might normally plan for your whole class 2 Then add a level of difficulty or complexity to make the same lesson more challenging for higher-level
students 3 Simplify or add resources to the original acitivity to better meet the needs and fill in any learning gaps for
lower-level students
Strategy 1 CUBINGSix commands or questions written on the sides of a cube Students roll the cube and respond Cubes may be used to differentiate by readiness or interestIdeas
-Describe Compare Contrast Apply Predict Imagine - Use with any two or three thingsconceptsideas (people from history current events mathematical formulas elements from the periodic table geometric shapes countries chocolate bars - the possibilities are endless-Who What When Where Why How - Have students come up with questions about a current topic of study Students can exchange questions with others to answer-Sample Cubing Lesson Primary Reading - Concepts of Print
-Create two or three different cubes each with questions at different levels of complexity Assign students to work in small groups and respond (on paper or out loud) to the questions on their assigned cube-Use to determine where each student will start when rotating through multiple activities to randomly create student groups for an assignment
-Minimal Prep Time Version Write the six commandsquestions on the board numbered 1-6 Have the students roll a dice to determine which one to respond to-MaterialsResources Cube Template (PowerPoint) or Cube Template (pdf) -More Ideas Blog Post Ways to Use Cubing
Strategy 2 Driving Question Tubric
What is it The DQ Tubric 20 helps you practice writing Driving Questions by framing initial words person or entity action or challenge and audiencepurposeWhy do we like it The Tubric is a fun hands-on way to practice the often-challenging task of writing a Driving Question for a projectHow can you use it Use the Tubric in professional development or collaborative planning time to help you and your colleagues design effective projects
9
10
Constructing a Performance Task Scenario Using GRASPS (TEACHER GUIDE)
Directions Brainstorm a few GRASP ideas and select one to develop further Consider the following set of stem statements as you construct a scenario for a performance task Pretend that you are explaining the project to YOUR students Refer to the table on the previous page to help you brainstorm possible scenarios Note These are idea starters Resist the urge to fill in all of the blanks
Brainstorm Ideas here
Goal
Your task is__________________________________________________________________________
Your goal is to _______________________________________________________________________
The problem or challenge is____________________________________________________________
The obstacle to overcome is____________________________________________________________
Role
You are____________________________________________________________________________
You have been asked to _______________________________________________________________
Your job is__________________________________________________________________________
Audience
Your clients are ____________________________________________________________________
The target audience is _______________________________________________________________
You need to convince ________________________________________________________________
Situation
The context you find yourself in is_______________________________________________________
The challenge involves dealing with _____________________________________________________
Product Performance and Purpose
You will create a _______________________________________ in order to______________________
You need to develop ____________________________________so that _________________________
Standards and Criteria for Success Your performance needs to
____________________________________________________________________________________
Your work will be judged by _____________________________________________________________
Your product must meet the following standard (quality) ______________________________________
Successful results will __________________________________________________________________Adapted From Wiggins Grant and Jay McTighe Understanding by Design Professional Development Workbook Alexandria VA Association for Supervision and Curriculum Development 2004
11
Instructional Strategies Authentic Learning- Decision Making Matrix
When to Use a Decision Matrix When a list of options must be narrowed to one choice When the decision must be made on the basis of several criteria After the list of options has been reduced to a manageable number by list reduction
Decision Matrix Procedure
1 Brainstorm the evaluation criteria appropriate to the situation Narrow it down to 5 criteria Write it in the ldquoevaluation criteriardquo heading in the matrix (Ex cost availability sustainability etc)
2 Assign a number to each criterion based on how important that criterion is to the situation For example is ldquohow much energy is producedrdquo more important or ldquohow much it costsrdquo more important to you Give a 5 to the one that you think is the most important
3 List the type of choices you would like to evaluate under ldquochoicesrdquo (Ex Coal hydroelectric gas etc) 4 Research and determine how each choice compares to each other on each criterion Since there are 4
choices here the choice with the BEST scenario will receive a 4 and the least ideal scenario will receive a 1 For example if coal power-plants are the CHEAPEST to build they will receive a 4 (best scenario) and nuclear power-plant will receive a 1 for being MOST EXPENSIVE to build
5 Multiply the number of each best-worst scenarios by the number you have given to each criterion For example Coal will get ldquo20rdquo under cost because it was the cheapest and the criterion ldquocostrdquo bares ldquo5 pointsrdquo as its weight
6 Add the numbers across and come up with total points for each choice The highest number is the choice you will select to present
Decision Matrix ExampleEvaluation
Criteria
Choices
Cost Availability of Resource
Sustainability Produced Energy
Pollution TotalPoints
Coal
4-best (cheapest)54= 20
2
42= 8
2
12= 2
1
31= 3
1 (most pollution)
21= 2
20+8+2+3+2=
35Hydroelectric 2
52=104 (most available)
44= 161 (hardest to
maintain)11= 1
232= 6
222= 4
10+16+1+6+4=
37
Natural Gas 353=15
343= 12
313= 3
333= 9
323= 6
15+12+3+9+6=
45
NuclearEnergy
1-worst (most expensive)
51=5
1 (least available)41= 4
4 (easiest to maintain)
14= 4
4 (most energy produced)34= 12
4 (least pollution)
24= 8
5+4+4+12+8=
33
12
5 4 1 3 2
Decision Making Strategy Teacher Guide
Directions Brainstorm a few topics within your content where you can implement a decision making strategy Select one best one to develop further Refer to the example and the procedure on previous page for further guidance
1 Brainstorm ideas here 2 Set Scenario 3 What is the end product that you want the students to produce
4 List some of the ldquoevaluation criteriardquo and ldquochoicesrdquo that might be considered in this project Evaluation
Criteria
Choices
TotalPoints
13
Instructional Strategies Cubing Activity
14
GRASPPowto
on
Choice BoardsGlogst
er
Cubing Tubric
Thinglink
Tiered LessonPrezi
Decision
MakingWideo
GamesPadlet
Tic-Tac-Toe MenuDirections Chose activities in a tic-tac-toe design When you have completed the activities in a rowmdashhorizontally vertically or diagonallymdashor in the 4 corners you may decide to be finished Or you may decide to keep going and complete more activities Star the activities you plan to complete Color in the box when you finish the activity
CollectFacts or ideas which are
important to you(Knowledge)
TeachA lesson about your topic
to our class Include as least one visual aid
(Synthesis)
DrawA diagram map or
picture of your topic(Application)
JudgeTwo different viewpoints about an issue Explain
your decision(Evaluation)
PhotographVideotape or film part of
your presentation(Synthesis)
DemonstrateSomething to show what
you have learned(Application)
GraphSome part of your study
to show how many or how few(Analysis)
CreateAn original poem dance
picture song or story(Synthesis)
DramatizeSomething to show what
you have learned(Synthesis)
SurveyOthers to learn their
opinions about some fact idea or feature of your
study(Analysis)
ForecastHow your topic will
change in the next 10 years
(Synthesis)
BuildA model or diorama to
illustrate what you have learned
(Application)
CreateAn original game using
the facts you have learned
(Synthesis)
MemorizeAnd recite a quote or a short list of facts about
your topic(Knowledge)
WriteAn editorial for the
student newspaper or draw an editorial
cartoon(Evaluation)
CompareTwo things from your study Look for ways
they are alike and different(Analysis)
Electricity Think-Tac-Toe
6
Name ___________________________
Directions Complete 3 activities in a row This may be vertical horizontal or diagonal Staple your 3 activities to this page
Draw a picture of a working circuit
Use this website httpwwwandythelwell
comblobzguidehtml and complete the
activity
Go to the circuit station
use any of the materials that are on the table to make the
circuit work call teacher over to mark
your paper
Complete A-F Hidden Circuit Boxes turn in worksheet for credit
Create a poem about how a circuit works include all the necessary items that are needed for a
circuit to light
Using a dictionary define circuit open
circuit closed circuit filament conductor and insulator Then draw a picture for
each word
Write a 5 sentence response why circuits
and electricity are important
Make a list of 10 conductors and 10
insulators
Complete G-MHidden Circuit Boxes turn in worksheet for
credit
Big Board Facts (Jeopardy Game Show)
7
Similar to Jeopardy Put your who what when where questions onto the board and let students try to answer them for points Also comes in a with answers version that allows the teacher to show the correct answer after the question The with Answers version provides an Answer screen after the question (Whole Class Participation Game)
Download Big Board FactsDownload Big Board Facts with Answers Slide
| Instructions | Office 2007 Instructions | Sample Game | Video Tutorial |
The Big Wheel
No preparation required just have a sheet of vocabulary or review questions in your hand Simply click Spin the Wheel and total up the points in the columns on the right The Big Wheel Elementary is the same except that it has smaller numbers on the wheel (Whole Class Participation Game)
Download The Big Wheel Download The Big Wheel Elementary
| Instructions | Office 2007 Instructions | Video Tutorial |
Space Decoder
A simple space based drill and practice game Put in your questions then blast off Contains five mini games that students progress through Each game gets progressively harder as the student successfully completes each level (Single Student Game)
Download Space Decoder
| Instructions | Office 2007 Instructions | Sample Game | Video Tutorial |
Printable Board Games
Create your own game board such as Science Time or Ms Questions Game Board Then you or your students write down questions to use with them game Pass out one game board to each group of students They then use the questions to play the game boards Since boards are generic they can be used over and over again for all types of topics Use these to create customized game boards that can be printed directly from Microsoft Word Several Templates to choose from along with a question card template for use in creating questions
Download Blank Board Template One Download Blank Board Template Two Car Race Board | Fall Game Board
| View Video Tutorial
Bingo Card Generator
Thats right just input all your words or numbers into the cells and hit print Then click the shuffle button and hit print again Each time you hit the shuffle button MS Excel creates a two unique bingo cards that you can print out and use Be sure to read the instructions These improved bingo card generators have tabs for one card or two cards per page Note These games will only function correctly on Microsoft Excel Version 2003 or higher for Windows
Download Bingo Card Generator 4x4 | Instructions | Office 2007 Instructions | Video Tutorial
Tired-Lessons- Higher Order Thinking8
Introduction 3-4 different activities of different levels of complexity and difficulty but with a common goal or end result For example different groups of students may be working on science experiments of different levels of difficulty but all with the purpose of learning about the food chain1 Begin by planning the mid-level activity what you might normally plan for your whole class 2 Then add a level of difficulty or complexity to make the same lesson more challenging for higher-level
students 3 Simplify or add resources to the original acitivity to better meet the needs and fill in any learning gaps for
lower-level students
Strategy 1 CUBINGSix commands or questions written on the sides of a cube Students roll the cube and respond Cubes may be used to differentiate by readiness or interestIdeas
-Describe Compare Contrast Apply Predict Imagine - Use with any two or three thingsconceptsideas (people from history current events mathematical formulas elements from the periodic table geometric shapes countries chocolate bars - the possibilities are endless-Who What When Where Why How - Have students come up with questions about a current topic of study Students can exchange questions with others to answer-Sample Cubing Lesson Primary Reading - Concepts of Print
-Create two or three different cubes each with questions at different levels of complexity Assign students to work in small groups and respond (on paper or out loud) to the questions on their assigned cube-Use to determine where each student will start when rotating through multiple activities to randomly create student groups for an assignment
-Minimal Prep Time Version Write the six commandsquestions on the board numbered 1-6 Have the students roll a dice to determine which one to respond to-MaterialsResources Cube Template (PowerPoint) or Cube Template (pdf) -More Ideas Blog Post Ways to Use Cubing
Strategy 2 Driving Question Tubric
What is it The DQ Tubric 20 helps you practice writing Driving Questions by framing initial words person or entity action or challenge and audiencepurposeWhy do we like it The Tubric is a fun hands-on way to practice the often-challenging task of writing a Driving Question for a projectHow can you use it Use the Tubric in professional development or collaborative planning time to help you and your colleagues design effective projects
9
10
Constructing a Performance Task Scenario Using GRASPS (TEACHER GUIDE)
Directions Brainstorm a few GRASP ideas and select one to develop further Consider the following set of stem statements as you construct a scenario for a performance task Pretend that you are explaining the project to YOUR students Refer to the table on the previous page to help you brainstorm possible scenarios Note These are idea starters Resist the urge to fill in all of the blanks
Brainstorm Ideas here
Goal
Your task is__________________________________________________________________________
Your goal is to _______________________________________________________________________
The problem or challenge is____________________________________________________________
The obstacle to overcome is____________________________________________________________
Role
You are____________________________________________________________________________
You have been asked to _______________________________________________________________
Your job is__________________________________________________________________________
Audience
Your clients are ____________________________________________________________________
The target audience is _______________________________________________________________
You need to convince ________________________________________________________________
Situation
The context you find yourself in is_______________________________________________________
The challenge involves dealing with _____________________________________________________
Product Performance and Purpose
You will create a _______________________________________ in order to______________________
You need to develop ____________________________________so that _________________________
Standards and Criteria for Success Your performance needs to
____________________________________________________________________________________
Your work will be judged by _____________________________________________________________
Your product must meet the following standard (quality) ______________________________________
Successful results will __________________________________________________________________Adapted From Wiggins Grant and Jay McTighe Understanding by Design Professional Development Workbook Alexandria VA Association for Supervision and Curriculum Development 2004
11
Instructional Strategies Authentic Learning- Decision Making Matrix
When to Use a Decision Matrix When a list of options must be narrowed to one choice When the decision must be made on the basis of several criteria After the list of options has been reduced to a manageable number by list reduction
Decision Matrix Procedure
1 Brainstorm the evaluation criteria appropriate to the situation Narrow it down to 5 criteria Write it in the ldquoevaluation criteriardquo heading in the matrix (Ex cost availability sustainability etc)
2 Assign a number to each criterion based on how important that criterion is to the situation For example is ldquohow much energy is producedrdquo more important or ldquohow much it costsrdquo more important to you Give a 5 to the one that you think is the most important
3 List the type of choices you would like to evaluate under ldquochoicesrdquo (Ex Coal hydroelectric gas etc) 4 Research and determine how each choice compares to each other on each criterion Since there are 4
choices here the choice with the BEST scenario will receive a 4 and the least ideal scenario will receive a 1 For example if coal power-plants are the CHEAPEST to build they will receive a 4 (best scenario) and nuclear power-plant will receive a 1 for being MOST EXPENSIVE to build
5 Multiply the number of each best-worst scenarios by the number you have given to each criterion For example Coal will get ldquo20rdquo under cost because it was the cheapest and the criterion ldquocostrdquo bares ldquo5 pointsrdquo as its weight
6 Add the numbers across and come up with total points for each choice The highest number is the choice you will select to present
Decision Matrix ExampleEvaluation
Criteria
Choices
Cost Availability of Resource
Sustainability Produced Energy
Pollution TotalPoints
Coal
4-best (cheapest)54= 20
2
42= 8
2
12= 2
1
31= 3
1 (most pollution)
21= 2
20+8+2+3+2=
35Hydroelectric 2
52=104 (most available)
44= 161 (hardest to
maintain)11= 1
232= 6
222= 4
10+16+1+6+4=
37
Natural Gas 353=15
343= 12
313= 3
333= 9
323= 6
15+12+3+9+6=
45
NuclearEnergy
1-worst (most expensive)
51=5
1 (least available)41= 4
4 (easiest to maintain)
14= 4
4 (most energy produced)34= 12
4 (least pollution)
24= 8
5+4+4+12+8=
33
12
5 4 1 3 2
Decision Making Strategy Teacher Guide
Directions Brainstorm a few topics within your content where you can implement a decision making strategy Select one best one to develop further Refer to the example and the procedure on previous page for further guidance
1 Brainstorm ideas here 2 Set Scenario 3 What is the end product that you want the students to produce
4 List some of the ldquoevaluation criteriardquo and ldquochoicesrdquo that might be considered in this project Evaluation
Criteria
Choices
TotalPoints
13
Instructional Strategies Cubing Activity
14
GRASPPowto
on
Choice BoardsGlogst
er
Cubing Tubric
Thinglink
Tiered LessonPrezi
Decision
MakingWideo
GamesPadlet
Name ___________________________
Directions Complete 3 activities in a row This may be vertical horizontal or diagonal Staple your 3 activities to this page
Draw a picture of a working circuit
Use this website httpwwwandythelwell
comblobzguidehtml and complete the
activity
Go to the circuit station
use any of the materials that are on the table to make the
circuit work call teacher over to mark
your paper
Complete A-F Hidden Circuit Boxes turn in worksheet for credit
Create a poem about how a circuit works include all the necessary items that are needed for a
circuit to light
Using a dictionary define circuit open
circuit closed circuit filament conductor and insulator Then draw a picture for
each word
Write a 5 sentence response why circuits
and electricity are important
Make a list of 10 conductors and 10
insulators
Complete G-MHidden Circuit Boxes turn in worksheet for
credit
Big Board Facts (Jeopardy Game Show)
7
Similar to Jeopardy Put your who what when where questions onto the board and let students try to answer them for points Also comes in a with answers version that allows the teacher to show the correct answer after the question The with Answers version provides an Answer screen after the question (Whole Class Participation Game)
Download Big Board FactsDownload Big Board Facts with Answers Slide
| Instructions | Office 2007 Instructions | Sample Game | Video Tutorial |
The Big Wheel
No preparation required just have a sheet of vocabulary or review questions in your hand Simply click Spin the Wheel and total up the points in the columns on the right The Big Wheel Elementary is the same except that it has smaller numbers on the wheel (Whole Class Participation Game)
Download The Big Wheel Download The Big Wheel Elementary
| Instructions | Office 2007 Instructions | Video Tutorial |
Space Decoder
A simple space based drill and practice game Put in your questions then blast off Contains five mini games that students progress through Each game gets progressively harder as the student successfully completes each level (Single Student Game)
Download Space Decoder
| Instructions | Office 2007 Instructions | Sample Game | Video Tutorial |
Printable Board Games
Create your own game board such as Science Time or Ms Questions Game Board Then you or your students write down questions to use with them game Pass out one game board to each group of students They then use the questions to play the game boards Since boards are generic they can be used over and over again for all types of topics Use these to create customized game boards that can be printed directly from Microsoft Word Several Templates to choose from along with a question card template for use in creating questions
Download Blank Board Template One Download Blank Board Template Two Car Race Board | Fall Game Board
| View Video Tutorial
Bingo Card Generator
Thats right just input all your words or numbers into the cells and hit print Then click the shuffle button and hit print again Each time you hit the shuffle button MS Excel creates a two unique bingo cards that you can print out and use Be sure to read the instructions These improved bingo card generators have tabs for one card or two cards per page Note These games will only function correctly on Microsoft Excel Version 2003 or higher for Windows
Download Bingo Card Generator 4x4 | Instructions | Office 2007 Instructions | Video Tutorial
Tired-Lessons- Higher Order Thinking8
Introduction 3-4 different activities of different levels of complexity and difficulty but with a common goal or end result For example different groups of students may be working on science experiments of different levels of difficulty but all with the purpose of learning about the food chain1 Begin by planning the mid-level activity what you might normally plan for your whole class 2 Then add a level of difficulty or complexity to make the same lesson more challenging for higher-level
students 3 Simplify or add resources to the original acitivity to better meet the needs and fill in any learning gaps for
lower-level students
Strategy 1 CUBINGSix commands or questions written on the sides of a cube Students roll the cube and respond Cubes may be used to differentiate by readiness or interestIdeas
-Describe Compare Contrast Apply Predict Imagine - Use with any two or three thingsconceptsideas (people from history current events mathematical formulas elements from the periodic table geometric shapes countries chocolate bars - the possibilities are endless-Who What When Where Why How - Have students come up with questions about a current topic of study Students can exchange questions with others to answer-Sample Cubing Lesson Primary Reading - Concepts of Print
-Create two or three different cubes each with questions at different levels of complexity Assign students to work in small groups and respond (on paper or out loud) to the questions on their assigned cube-Use to determine where each student will start when rotating through multiple activities to randomly create student groups for an assignment
-Minimal Prep Time Version Write the six commandsquestions on the board numbered 1-6 Have the students roll a dice to determine which one to respond to-MaterialsResources Cube Template (PowerPoint) or Cube Template (pdf) -More Ideas Blog Post Ways to Use Cubing
Strategy 2 Driving Question Tubric
What is it The DQ Tubric 20 helps you practice writing Driving Questions by framing initial words person or entity action or challenge and audiencepurposeWhy do we like it The Tubric is a fun hands-on way to practice the often-challenging task of writing a Driving Question for a projectHow can you use it Use the Tubric in professional development or collaborative planning time to help you and your colleagues design effective projects
9
10
Constructing a Performance Task Scenario Using GRASPS (TEACHER GUIDE)
Directions Brainstorm a few GRASP ideas and select one to develop further Consider the following set of stem statements as you construct a scenario for a performance task Pretend that you are explaining the project to YOUR students Refer to the table on the previous page to help you brainstorm possible scenarios Note These are idea starters Resist the urge to fill in all of the blanks
Brainstorm Ideas here
Goal
Your task is__________________________________________________________________________
Your goal is to _______________________________________________________________________
The problem or challenge is____________________________________________________________
The obstacle to overcome is____________________________________________________________
Role
You are____________________________________________________________________________
You have been asked to _______________________________________________________________
Your job is__________________________________________________________________________
Audience
Your clients are ____________________________________________________________________
The target audience is _______________________________________________________________
You need to convince ________________________________________________________________
Situation
The context you find yourself in is_______________________________________________________
The challenge involves dealing with _____________________________________________________
Product Performance and Purpose
You will create a _______________________________________ in order to______________________
You need to develop ____________________________________so that _________________________
Standards and Criteria for Success Your performance needs to
____________________________________________________________________________________
Your work will be judged by _____________________________________________________________
Your product must meet the following standard (quality) ______________________________________
Successful results will __________________________________________________________________Adapted From Wiggins Grant and Jay McTighe Understanding by Design Professional Development Workbook Alexandria VA Association for Supervision and Curriculum Development 2004
11
Instructional Strategies Authentic Learning- Decision Making Matrix
When to Use a Decision Matrix When a list of options must be narrowed to one choice When the decision must be made on the basis of several criteria After the list of options has been reduced to a manageable number by list reduction
Decision Matrix Procedure
1 Brainstorm the evaluation criteria appropriate to the situation Narrow it down to 5 criteria Write it in the ldquoevaluation criteriardquo heading in the matrix (Ex cost availability sustainability etc)
2 Assign a number to each criterion based on how important that criterion is to the situation For example is ldquohow much energy is producedrdquo more important or ldquohow much it costsrdquo more important to you Give a 5 to the one that you think is the most important
3 List the type of choices you would like to evaluate under ldquochoicesrdquo (Ex Coal hydroelectric gas etc) 4 Research and determine how each choice compares to each other on each criterion Since there are 4
choices here the choice with the BEST scenario will receive a 4 and the least ideal scenario will receive a 1 For example if coal power-plants are the CHEAPEST to build they will receive a 4 (best scenario) and nuclear power-plant will receive a 1 for being MOST EXPENSIVE to build
5 Multiply the number of each best-worst scenarios by the number you have given to each criterion For example Coal will get ldquo20rdquo under cost because it was the cheapest and the criterion ldquocostrdquo bares ldquo5 pointsrdquo as its weight
6 Add the numbers across and come up with total points for each choice The highest number is the choice you will select to present
Decision Matrix ExampleEvaluation
Criteria
Choices
Cost Availability of Resource
Sustainability Produced Energy
Pollution TotalPoints
Coal
4-best (cheapest)54= 20
2
42= 8
2
12= 2
1
31= 3
1 (most pollution)
21= 2
20+8+2+3+2=
35Hydroelectric 2
52=104 (most available)
44= 161 (hardest to
maintain)11= 1
232= 6
222= 4
10+16+1+6+4=
37
Natural Gas 353=15
343= 12
313= 3
333= 9
323= 6
15+12+3+9+6=
45
NuclearEnergy
1-worst (most expensive)
51=5
1 (least available)41= 4
4 (easiest to maintain)
14= 4
4 (most energy produced)34= 12
4 (least pollution)
24= 8
5+4+4+12+8=
33
12
5 4 1 3 2
Decision Making Strategy Teacher Guide
Directions Brainstorm a few topics within your content where you can implement a decision making strategy Select one best one to develop further Refer to the example and the procedure on previous page for further guidance
1 Brainstorm ideas here 2 Set Scenario 3 What is the end product that you want the students to produce
4 List some of the ldquoevaluation criteriardquo and ldquochoicesrdquo that might be considered in this project Evaluation
Criteria
Choices
TotalPoints
13
Instructional Strategies Cubing Activity
14
GRASPPowto
on
Choice BoardsGlogst
er
Cubing Tubric
Thinglink
Tiered LessonPrezi
Decision
MakingWideo
GamesPadlet
Similar to Jeopardy Put your who what when where questions onto the board and let students try to answer them for points Also comes in a with answers version that allows the teacher to show the correct answer after the question The with Answers version provides an Answer screen after the question (Whole Class Participation Game)
Download Big Board FactsDownload Big Board Facts with Answers Slide
| Instructions | Office 2007 Instructions | Sample Game | Video Tutorial |
The Big Wheel
No preparation required just have a sheet of vocabulary or review questions in your hand Simply click Spin the Wheel and total up the points in the columns on the right The Big Wheel Elementary is the same except that it has smaller numbers on the wheel (Whole Class Participation Game)
Download The Big Wheel Download The Big Wheel Elementary
| Instructions | Office 2007 Instructions | Video Tutorial |
Space Decoder
A simple space based drill and practice game Put in your questions then blast off Contains five mini games that students progress through Each game gets progressively harder as the student successfully completes each level (Single Student Game)
Download Space Decoder
| Instructions | Office 2007 Instructions | Sample Game | Video Tutorial |
Printable Board Games
Create your own game board such as Science Time or Ms Questions Game Board Then you or your students write down questions to use with them game Pass out one game board to each group of students They then use the questions to play the game boards Since boards are generic they can be used over and over again for all types of topics Use these to create customized game boards that can be printed directly from Microsoft Word Several Templates to choose from along with a question card template for use in creating questions
Download Blank Board Template One Download Blank Board Template Two Car Race Board | Fall Game Board
| View Video Tutorial
Bingo Card Generator
Thats right just input all your words or numbers into the cells and hit print Then click the shuffle button and hit print again Each time you hit the shuffle button MS Excel creates a two unique bingo cards that you can print out and use Be sure to read the instructions These improved bingo card generators have tabs for one card or two cards per page Note These games will only function correctly on Microsoft Excel Version 2003 or higher for Windows
Download Bingo Card Generator 4x4 | Instructions | Office 2007 Instructions | Video Tutorial
Tired-Lessons- Higher Order Thinking8
Introduction 3-4 different activities of different levels of complexity and difficulty but with a common goal or end result For example different groups of students may be working on science experiments of different levels of difficulty but all with the purpose of learning about the food chain1 Begin by planning the mid-level activity what you might normally plan for your whole class 2 Then add a level of difficulty or complexity to make the same lesson more challenging for higher-level
students 3 Simplify or add resources to the original acitivity to better meet the needs and fill in any learning gaps for
lower-level students
Strategy 1 CUBINGSix commands or questions written on the sides of a cube Students roll the cube and respond Cubes may be used to differentiate by readiness or interestIdeas
-Describe Compare Contrast Apply Predict Imagine - Use with any two or three thingsconceptsideas (people from history current events mathematical formulas elements from the periodic table geometric shapes countries chocolate bars - the possibilities are endless-Who What When Where Why How - Have students come up with questions about a current topic of study Students can exchange questions with others to answer-Sample Cubing Lesson Primary Reading - Concepts of Print
-Create two or three different cubes each with questions at different levels of complexity Assign students to work in small groups and respond (on paper or out loud) to the questions on their assigned cube-Use to determine where each student will start when rotating through multiple activities to randomly create student groups for an assignment
-Minimal Prep Time Version Write the six commandsquestions on the board numbered 1-6 Have the students roll a dice to determine which one to respond to-MaterialsResources Cube Template (PowerPoint) or Cube Template (pdf) -More Ideas Blog Post Ways to Use Cubing
Strategy 2 Driving Question Tubric
What is it The DQ Tubric 20 helps you practice writing Driving Questions by framing initial words person or entity action or challenge and audiencepurposeWhy do we like it The Tubric is a fun hands-on way to practice the often-challenging task of writing a Driving Question for a projectHow can you use it Use the Tubric in professional development or collaborative planning time to help you and your colleagues design effective projects
9
10
Constructing a Performance Task Scenario Using GRASPS (TEACHER GUIDE)
Directions Brainstorm a few GRASP ideas and select one to develop further Consider the following set of stem statements as you construct a scenario for a performance task Pretend that you are explaining the project to YOUR students Refer to the table on the previous page to help you brainstorm possible scenarios Note These are idea starters Resist the urge to fill in all of the blanks
Brainstorm Ideas here
Goal
Your task is__________________________________________________________________________
Your goal is to _______________________________________________________________________
The problem or challenge is____________________________________________________________
The obstacle to overcome is____________________________________________________________
Role
You are____________________________________________________________________________
You have been asked to _______________________________________________________________
Your job is__________________________________________________________________________
Audience
Your clients are ____________________________________________________________________
The target audience is _______________________________________________________________
You need to convince ________________________________________________________________
Situation
The context you find yourself in is_______________________________________________________
The challenge involves dealing with _____________________________________________________
Product Performance and Purpose
You will create a _______________________________________ in order to______________________
You need to develop ____________________________________so that _________________________
Standards and Criteria for Success Your performance needs to
____________________________________________________________________________________
Your work will be judged by _____________________________________________________________
Your product must meet the following standard (quality) ______________________________________
Successful results will __________________________________________________________________Adapted From Wiggins Grant and Jay McTighe Understanding by Design Professional Development Workbook Alexandria VA Association for Supervision and Curriculum Development 2004
11
Instructional Strategies Authentic Learning- Decision Making Matrix
When to Use a Decision Matrix When a list of options must be narrowed to one choice When the decision must be made on the basis of several criteria After the list of options has been reduced to a manageable number by list reduction
Decision Matrix Procedure
1 Brainstorm the evaluation criteria appropriate to the situation Narrow it down to 5 criteria Write it in the ldquoevaluation criteriardquo heading in the matrix (Ex cost availability sustainability etc)
2 Assign a number to each criterion based on how important that criterion is to the situation For example is ldquohow much energy is producedrdquo more important or ldquohow much it costsrdquo more important to you Give a 5 to the one that you think is the most important
3 List the type of choices you would like to evaluate under ldquochoicesrdquo (Ex Coal hydroelectric gas etc) 4 Research and determine how each choice compares to each other on each criterion Since there are 4
choices here the choice with the BEST scenario will receive a 4 and the least ideal scenario will receive a 1 For example if coal power-plants are the CHEAPEST to build they will receive a 4 (best scenario) and nuclear power-plant will receive a 1 for being MOST EXPENSIVE to build
5 Multiply the number of each best-worst scenarios by the number you have given to each criterion For example Coal will get ldquo20rdquo under cost because it was the cheapest and the criterion ldquocostrdquo bares ldquo5 pointsrdquo as its weight
6 Add the numbers across and come up with total points for each choice The highest number is the choice you will select to present
Decision Matrix ExampleEvaluation
Criteria
Choices
Cost Availability of Resource
Sustainability Produced Energy
Pollution TotalPoints
Coal
4-best (cheapest)54= 20
2
42= 8
2
12= 2
1
31= 3
1 (most pollution)
21= 2
20+8+2+3+2=
35Hydroelectric 2
52=104 (most available)
44= 161 (hardest to
maintain)11= 1
232= 6
222= 4
10+16+1+6+4=
37
Natural Gas 353=15
343= 12
313= 3
333= 9
323= 6
15+12+3+9+6=
45
NuclearEnergy
1-worst (most expensive)
51=5
1 (least available)41= 4
4 (easiest to maintain)
14= 4
4 (most energy produced)34= 12
4 (least pollution)
24= 8
5+4+4+12+8=
33
12
5 4 1 3 2
Decision Making Strategy Teacher Guide
Directions Brainstorm a few topics within your content where you can implement a decision making strategy Select one best one to develop further Refer to the example and the procedure on previous page for further guidance
1 Brainstorm ideas here 2 Set Scenario 3 What is the end product that you want the students to produce
4 List some of the ldquoevaluation criteriardquo and ldquochoicesrdquo that might be considered in this project Evaluation
Criteria
Choices
TotalPoints
13
Instructional Strategies Cubing Activity
14
GRASPPowto
on
Choice BoardsGlogst
er
Cubing Tubric
Thinglink
Tiered LessonPrezi
Decision
MakingWideo
GamesPadlet
Introduction 3-4 different activities of different levels of complexity and difficulty but with a common goal or end result For example different groups of students may be working on science experiments of different levels of difficulty but all with the purpose of learning about the food chain1 Begin by planning the mid-level activity what you might normally plan for your whole class 2 Then add a level of difficulty or complexity to make the same lesson more challenging for higher-level
students 3 Simplify or add resources to the original acitivity to better meet the needs and fill in any learning gaps for
lower-level students
Strategy 1 CUBINGSix commands or questions written on the sides of a cube Students roll the cube and respond Cubes may be used to differentiate by readiness or interestIdeas
-Describe Compare Contrast Apply Predict Imagine - Use with any two or three thingsconceptsideas (people from history current events mathematical formulas elements from the periodic table geometric shapes countries chocolate bars - the possibilities are endless-Who What When Where Why How - Have students come up with questions about a current topic of study Students can exchange questions with others to answer-Sample Cubing Lesson Primary Reading - Concepts of Print
-Create two or three different cubes each with questions at different levels of complexity Assign students to work in small groups and respond (on paper or out loud) to the questions on their assigned cube-Use to determine where each student will start when rotating through multiple activities to randomly create student groups for an assignment
-Minimal Prep Time Version Write the six commandsquestions on the board numbered 1-6 Have the students roll a dice to determine which one to respond to-MaterialsResources Cube Template (PowerPoint) or Cube Template (pdf) -More Ideas Blog Post Ways to Use Cubing
Strategy 2 Driving Question Tubric
What is it The DQ Tubric 20 helps you practice writing Driving Questions by framing initial words person or entity action or challenge and audiencepurposeWhy do we like it The Tubric is a fun hands-on way to practice the often-challenging task of writing a Driving Question for a projectHow can you use it Use the Tubric in professional development or collaborative planning time to help you and your colleagues design effective projects
9
10
Constructing a Performance Task Scenario Using GRASPS (TEACHER GUIDE)
Directions Brainstorm a few GRASP ideas and select one to develop further Consider the following set of stem statements as you construct a scenario for a performance task Pretend that you are explaining the project to YOUR students Refer to the table on the previous page to help you brainstorm possible scenarios Note These are idea starters Resist the urge to fill in all of the blanks
Brainstorm Ideas here
Goal
Your task is__________________________________________________________________________
Your goal is to _______________________________________________________________________
The problem or challenge is____________________________________________________________
The obstacle to overcome is____________________________________________________________
Role
You are____________________________________________________________________________
You have been asked to _______________________________________________________________
Your job is__________________________________________________________________________
Audience
Your clients are ____________________________________________________________________
The target audience is _______________________________________________________________
You need to convince ________________________________________________________________
Situation
The context you find yourself in is_______________________________________________________
The challenge involves dealing with _____________________________________________________
Product Performance and Purpose
You will create a _______________________________________ in order to______________________
You need to develop ____________________________________so that _________________________
Standards and Criteria for Success Your performance needs to
____________________________________________________________________________________
Your work will be judged by _____________________________________________________________
Your product must meet the following standard (quality) ______________________________________
Successful results will __________________________________________________________________Adapted From Wiggins Grant and Jay McTighe Understanding by Design Professional Development Workbook Alexandria VA Association for Supervision and Curriculum Development 2004
11
Instructional Strategies Authentic Learning- Decision Making Matrix
When to Use a Decision Matrix When a list of options must be narrowed to one choice When the decision must be made on the basis of several criteria After the list of options has been reduced to a manageable number by list reduction
Decision Matrix Procedure
1 Brainstorm the evaluation criteria appropriate to the situation Narrow it down to 5 criteria Write it in the ldquoevaluation criteriardquo heading in the matrix (Ex cost availability sustainability etc)
2 Assign a number to each criterion based on how important that criterion is to the situation For example is ldquohow much energy is producedrdquo more important or ldquohow much it costsrdquo more important to you Give a 5 to the one that you think is the most important
3 List the type of choices you would like to evaluate under ldquochoicesrdquo (Ex Coal hydroelectric gas etc) 4 Research and determine how each choice compares to each other on each criterion Since there are 4
choices here the choice with the BEST scenario will receive a 4 and the least ideal scenario will receive a 1 For example if coal power-plants are the CHEAPEST to build they will receive a 4 (best scenario) and nuclear power-plant will receive a 1 for being MOST EXPENSIVE to build
5 Multiply the number of each best-worst scenarios by the number you have given to each criterion For example Coal will get ldquo20rdquo under cost because it was the cheapest and the criterion ldquocostrdquo bares ldquo5 pointsrdquo as its weight
6 Add the numbers across and come up with total points for each choice The highest number is the choice you will select to present
Decision Matrix ExampleEvaluation
Criteria
Choices
Cost Availability of Resource
Sustainability Produced Energy
Pollution TotalPoints
Coal
4-best (cheapest)54= 20
2
42= 8
2
12= 2
1
31= 3
1 (most pollution)
21= 2
20+8+2+3+2=
35Hydroelectric 2
52=104 (most available)
44= 161 (hardest to
maintain)11= 1
232= 6
222= 4
10+16+1+6+4=
37
Natural Gas 353=15
343= 12
313= 3
333= 9
323= 6
15+12+3+9+6=
45
NuclearEnergy
1-worst (most expensive)
51=5
1 (least available)41= 4
4 (easiest to maintain)
14= 4
4 (most energy produced)34= 12
4 (least pollution)
24= 8
5+4+4+12+8=
33
12
5 4 1 3 2
Decision Making Strategy Teacher Guide
Directions Brainstorm a few topics within your content where you can implement a decision making strategy Select one best one to develop further Refer to the example and the procedure on previous page for further guidance
1 Brainstorm ideas here 2 Set Scenario 3 What is the end product that you want the students to produce
4 List some of the ldquoevaluation criteriardquo and ldquochoicesrdquo that might be considered in this project Evaluation
Criteria
Choices
TotalPoints
13
Instructional Strategies Cubing Activity
14
GRASPPowto
on
Choice BoardsGlogst
er
Cubing Tubric
Thinglink
Tiered LessonPrezi
Decision
MakingWideo
GamesPadlet
10
Constructing a Performance Task Scenario Using GRASPS (TEACHER GUIDE)
Directions Brainstorm a few GRASP ideas and select one to develop further Consider the following set of stem statements as you construct a scenario for a performance task Pretend that you are explaining the project to YOUR students Refer to the table on the previous page to help you brainstorm possible scenarios Note These are idea starters Resist the urge to fill in all of the blanks
Brainstorm Ideas here
Goal
Your task is__________________________________________________________________________
Your goal is to _______________________________________________________________________
The problem or challenge is____________________________________________________________
The obstacle to overcome is____________________________________________________________
Role
You are____________________________________________________________________________
You have been asked to _______________________________________________________________
Your job is__________________________________________________________________________
Audience
Your clients are ____________________________________________________________________
The target audience is _______________________________________________________________
You need to convince ________________________________________________________________
Situation
The context you find yourself in is_______________________________________________________
The challenge involves dealing with _____________________________________________________
Product Performance and Purpose
You will create a _______________________________________ in order to______________________
You need to develop ____________________________________so that _________________________
Standards and Criteria for Success Your performance needs to
____________________________________________________________________________________
Your work will be judged by _____________________________________________________________
Your product must meet the following standard (quality) ______________________________________
Successful results will __________________________________________________________________Adapted From Wiggins Grant and Jay McTighe Understanding by Design Professional Development Workbook Alexandria VA Association for Supervision and Curriculum Development 2004
11
Instructional Strategies Authentic Learning- Decision Making Matrix
When to Use a Decision Matrix When a list of options must be narrowed to one choice When the decision must be made on the basis of several criteria After the list of options has been reduced to a manageable number by list reduction
Decision Matrix Procedure
1 Brainstorm the evaluation criteria appropriate to the situation Narrow it down to 5 criteria Write it in the ldquoevaluation criteriardquo heading in the matrix (Ex cost availability sustainability etc)
2 Assign a number to each criterion based on how important that criterion is to the situation For example is ldquohow much energy is producedrdquo more important or ldquohow much it costsrdquo more important to you Give a 5 to the one that you think is the most important
3 List the type of choices you would like to evaluate under ldquochoicesrdquo (Ex Coal hydroelectric gas etc) 4 Research and determine how each choice compares to each other on each criterion Since there are 4
choices here the choice with the BEST scenario will receive a 4 and the least ideal scenario will receive a 1 For example if coal power-plants are the CHEAPEST to build they will receive a 4 (best scenario) and nuclear power-plant will receive a 1 for being MOST EXPENSIVE to build
5 Multiply the number of each best-worst scenarios by the number you have given to each criterion For example Coal will get ldquo20rdquo under cost because it was the cheapest and the criterion ldquocostrdquo bares ldquo5 pointsrdquo as its weight
6 Add the numbers across and come up with total points for each choice The highest number is the choice you will select to present
Decision Matrix ExampleEvaluation
Criteria
Choices
Cost Availability of Resource
Sustainability Produced Energy
Pollution TotalPoints
Coal
4-best (cheapest)54= 20
2
42= 8
2
12= 2
1
31= 3
1 (most pollution)
21= 2
20+8+2+3+2=
35Hydroelectric 2
52=104 (most available)
44= 161 (hardest to
maintain)11= 1
232= 6
222= 4
10+16+1+6+4=
37
Natural Gas 353=15
343= 12
313= 3
333= 9
323= 6
15+12+3+9+6=
45
NuclearEnergy
1-worst (most expensive)
51=5
1 (least available)41= 4
4 (easiest to maintain)
14= 4
4 (most energy produced)34= 12
4 (least pollution)
24= 8
5+4+4+12+8=
33
12
5 4 1 3 2
Decision Making Strategy Teacher Guide
Directions Brainstorm a few topics within your content where you can implement a decision making strategy Select one best one to develop further Refer to the example and the procedure on previous page for further guidance
1 Brainstorm ideas here 2 Set Scenario 3 What is the end product that you want the students to produce
4 List some of the ldquoevaluation criteriardquo and ldquochoicesrdquo that might be considered in this project Evaluation
Criteria
Choices
TotalPoints
13
Instructional Strategies Cubing Activity
14
GRASPPowto
on
Choice BoardsGlogst
er
Cubing Tubric
Thinglink
Tiered LessonPrezi
Decision
MakingWideo
GamesPadlet
Constructing a Performance Task Scenario Using GRASPS (TEACHER GUIDE)
Directions Brainstorm a few GRASP ideas and select one to develop further Consider the following set of stem statements as you construct a scenario for a performance task Pretend that you are explaining the project to YOUR students Refer to the table on the previous page to help you brainstorm possible scenarios Note These are idea starters Resist the urge to fill in all of the blanks
Brainstorm Ideas here
Goal
Your task is__________________________________________________________________________
Your goal is to _______________________________________________________________________
The problem or challenge is____________________________________________________________
The obstacle to overcome is____________________________________________________________
Role
You are____________________________________________________________________________
You have been asked to _______________________________________________________________
Your job is__________________________________________________________________________
Audience
Your clients are ____________________________________________________________________
The target audience is _______________________________________________________________
You need to convince ________________________________________________________________
Situation
The context you find yourself in is_______________________________________________________
The challenge involves dealing with _____________________________________________________
Product Performance and Purpose
You will create a _______________________________________ in order to______________________
You need to develop ____________________________________so that _________________________
Standards and Criteria for Success Your performance needs to
____________________________________________________________________________________
Your work will be judged by _____________________________________________________________
Your product must meet the following standard (quality) ______________________________________
Successful results will __________________________________________________________________Adapted From Wiggins Grant and Jay McTighe Understanding by Design Professional Development Workbook Alexandria VA Association for Supervision and Curriculum Development 2004
11
Instructional Strategies Authentic Learning- Decision Making Matrix
When to Use a Decision Matrix When a list of options must be narrowed to one choice When the decision must be made on the basis of several criteria After the list of options has been reduced to a manageable number by list reduction
Decision Matrix Procedure
1 Brainstorm the evaluation criteria appropriate to the situation Narrow it down to 5 criteria Write it in the ldquoevaluation criteriardquo heading in the matrix (Ex cost availability sustainability etc)
2 Assign a number to each criterion based on how important that criterion is to the situation For example is ldquohow much energy is producedrdquo more important or ldquohow much it costsrdquo more important to you Give a 5 to the one that you think is the most important
3 List the type of choices you would like to evaluate under ldquochoicesrdquo (Ex Coal hydroelectric gas etc) 4 Research and determine how each choice compares to each other on each criterion Since there are 4
choices here the choice with the BEST scenario will receive a 4 and the least ideal scenario will receive a 1 For example if coal power-plants are the CHEAPEST to build they will receive a 4 (best scenario) and nuclear power-plant will receive a 1 for being MOST EXPENSIVE to build
5 Multiply the number of each best-worst scenarios by the number you have given to each criterion For example Coal will get ldquo20rdquo under cost because it was the cheapest and the criterion ldquocostrdquo bares ldquo5 pointsrdquo as its weight
6 Add the numbers across and come up with total points for each choice The highest number is the choice you will select to present
Decision Matrix ExampleEvaluation
Criteria
Choices
Cost Availability of Resource
Sustainability Produced Energy
Pollution TotalPoints
Coal
4-best (cheapest)54= 20
2
42= 8
2
12= 2
1
31= 3
1 (most pollution)
21= 2
20+8+2+3+2=
35Hydroelectric 2
52=104 (most available)
44= 161 (hardest to
maintain)11= 1
232= 6
222= 4
10+16+1+6+4=
37
Natural Gas 353=15
343= 12
313= 3
333= 9
323= 6
15+12+3+9+6=
45
NuclearEnergy
1-worst (most expensive)
51=5
1 (least available)41= 4
4 (easiest to maintain)
14= 4
4 (most energy produced)34= 12
4 (least pollution)
24= 8
5+4+4+12+8=
33
12
5 4 1 3 2
Decision Making Strategy Teacher Guide
Directions Brainstorm a few topics within your content where you can implement a decision making strategy Select one best one to develop further Refer to the example and the procedure on previous page for further guidance
1 Brainstorm ideas here 2 Set Scenario 3 What is the end product that you want the students to produce
4 List some of the ldquoevaluation criteriardquo and ldquochoicesrdquo that might be considered in this project Evaluation
Criteria
Choices
TotalPoints
13
Instructional Strategies Cubing Activity
14
GRASPPowto
on
Choice BoardsGlogst
er
Cubing Tubric
Thinglink
Tiered LessonPrezi
Decision
MakingWideo
GamesPadlet
Instructional Strategies Authentic Learning- Decision Making Matrix
When to Use a Decision Matrix When a list of options must be narrowed to one choice When the decision must be made on the basis of several criteria After the list of options has been reduced to a manageable number by list reduction
Decision Matrix Procedure
1 Brainstorm the evaluation criteria appropriate to the situation Narrow it down to 5 criteria Write it in the ldquoevaluation criteriardquo heading in the matrix (Ex cost availability sustainability etc)
2 Assign a number to each criterion based on how important that criterion is to the situation For example is ldquohow much energy is producedrdquo more important or ldquohow much it costsrdquo more important to you Give a 5 to the one that you think is the most important
3 List the type of choices you would like to evaluate under ldquochoicesrdquo (Ex Coal hydroelectric gas etc) 4 Research and determine how each choice compares to each other on each criterion Since there are 4
choices here the choice with the BEST scenario will receive a 4 and the least ideal scenario will receive a 1 For example if coal power-plants are the CHEAPEST to build they will receive a 4 (best scenario) and nuclear power-plant will receive a 1 for being MOST EXPENSIVE to build
5 Multiply the number of each best-worst scenarios by the number you have given to each criterion For example Coal will get ldquo20rdquo under cost because it was the cheapest and the criterion ldquocostrdquo bares ldquo5 pointsrdquo as its weight
6 Add the numbers across and come up with total points for each choice The highest number is the choice you will select to present
Decision Matrix ExampleEvaluation
Criteria
Choices
Cost Availability of Resource
Sustainability Produced Energy
Pollution TotalPoints
Coal
4-best (cheapest)54= 20
2
42= 8
2
12= 2
1
31= 3
1 (most pollution)
21= 2
20+8+2+3+2=
35Hydroelectric 2
52=104 (most available)
44= 161 (hardest to
maintain)11= 1
232= 6
222= 4
10+16+1+6+4=
37
Natural Gas 353=15
343= 12
313= 3
333= 9
323= 6
15+12+3+9+6=
45
NuclearEnergy
1-worst (most expensive)
51=5
1 (least available)41= 4
4 (easiest to maintain)
14= 4
4 (most energy produced)34= 12
4 (least pollution)
24= 8
5+4+4+12+8=
33
12
5 4 1 3 2
Decision Making Strategy Teacher Guide
Directions Brainstorm a few topics within your content where you can implement a decision making strategy Select one best one to develop further Refer to the example and the procedure on previous page for further guidance
1 Brainstorm ideas here 2 Set Scenario 3 What is the end product that you want the students to produce
4 List some of the ldquoevaluation criteriardquo and ldquochoicesrdquo that might be considered in this project Evaluation
Criteria
Choices
TotalPoints
13
Instructional Strategies Cubing Activity
14
GRASPPowto
on
Choice BoardsGlogst
er
Cubing Tubric
Thinglink
Tiered LessonPrezi
Decision
MakingWideo
GamesPadlet
Decision Making Strategy Teacher Guide
Directions Brainstorm a few topics within your content where you can implement a decision making strategy Select one best one to develop further Refer to the example and the procedure on previous page for further guidance
1 Brainstorm ideas here 2 Set Scenario 3 What is the end product that you want the students to produce
4 List some of the ldquoevaluation criteriardquo and ldquochoicesrdquo that might be considered in this project Evaluation
Criteria
Choices
TotalPoints
13
Instructional Strategies Cubing Activity
14
GRASPPowto
on
Choice BoardsGlogst
er
Cubing Tubric
Thinglink
Tiered LessonPrezi
Decision
MakingWideo
GamesPadlet
Instructional Strategies Cubing Activity
14
GRASPPowto
on
Choice BoardsGlogst
er
Cubing Tubric
Thinglink
Tiered LessonPrezi
Decision
MakingWideo
GamesPadlet
Recommended