Pathways 1-3

S Baum & HJNicols

Pathways ModelExplorationsBridgingUnderstandingAuthentic ProblemsTalent Development

Explorations

Learning Environment

Learning Experiences

Student Strengths

Wow! Building must be their strength!

BridgingScaffolding Steps

1.__________________

2.__________________

3.__________________

4.__________________

5.__________________

Bridging

Initiating Activity

Target Performance

Bridging

• Using students strengths to bridge to literacy and numeracy skills

• Employing instructional strategies that tap different intelligences

Personal intelligences – Moral dilemmas Drama -- Emotional carpool and character interviews

Let’s Make You Think

Engaging in thinking

• Moral Dilemmas• Socratic Seminars• Futures• Hilda Taba techniques• Thinking routines

– Look, think, wonder

Understanding Pathway

Aesthetic

GraphNarrative

Experiential

Entry Points

Big IdeasFacts & Skills

Performances

Mural

Speech

Differentiation Points Within a Unit

• Entry Points or Teaching Activities• Resources: print materials, internet, art and

music, film, artifacts, interviews, observation, demonstrations, multi-media

• Exit Points or Performances of Understanding• Final Assessment

What is understanding?1. Representing ideas using more than one symbol

system.

2. Applying ideas to new situations

3. Making connections of abstract ideas across disciplines.

4. Making analogies or metaphors of abstract understandings.

Gardner’s Entry Points ENTRY POINT

DESCRIPTION

NUMERICAL/MATHEMATIC(Connects to Logical/Mathematical intelligence)

Describing the quantitative aspects or perspective of topic such as the amount of money lost during the stock market crash of 1929 to introduce a unit on the Great Depression.

EXPERIENTIAL(Connects with bodily-kinesthetic, perhaps personal and spatial intelligences as well)

Hands-on activities like performances or experiments,ie. introducing a unit on molecular bonding with a movement exercise or experiment.

Gardner’s Entry Points ENTRY POINT

DESCRIPTION

NARRATIVE(Aligned to linguistic intelligence)

Presenting a story to introduce a unit.

AESTHETIC(Associated with spatial and perhaps naturalist intelligences)

Using works of art to analyze some aspect of the topic to be studied.

It all began with Genetics

First there was anXX & XY

Then there was a Mom & a Dad.

And some of us got to be girls!

And then we learned about sex-linked recessive

genetic transmission of

Hemophilia.

Distance, rate, and time

• D= rt

• Ask questions about what you observe about the relationships between and among variables?

• See, Think, Wonder

• Experiment do explore wonderments and build understanding of relationships

DISCIPLINARY PERSPECTIVES

Creating understanding by using a multi-disciplinary representations of a concept or perspectives:

For example,How would an artist represent an understanding of the concept?

WRITERS•communicate with words (poetry, stories,

editorials, speeches, scripts, song lyrics).

ARTISTS

•use visual images to communicate ideas (paintings, sketches, photography, film, cartoons).

ENGINEERS• make models to explain or design how things work (architectural models, working models, prototypes, & three- dimensional models).

PERFORMING ARTISTS

communicate feelings and ideas through (skits, monologues, choreographed pieces including dance & music).

MATHEMATICIANS AND ECONOMISTS

Express ideas using mathematical representations

(formulas, tables, charts, graphs, timelines).

SOCIAL ACTIVISTS •focus on bringing about awareness of social problems and creating change through action-oriented events (public services, letter writing campaigns, legislation, speeches, demonstrations, media events, and effective use of the arts).

HISTORIANS•recreate the past through documenting and analyzing primary sources and communicate their findings using appropriate related products. ( story telling, photo essays, artifacts, video documentaries, interviews, timelines, historical essays).

http://www.xtranormal.com/watch/6400659/

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http://www.xtranormal.com/watch/6400659/

http:/mesakids.ed.voicethread.com/?#q.b894105.i4764926

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http://animoto.com/play/n33GGqJBS0waB6S2hxbYJw?utm_content=challenger

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www.glogster.com

http://www.glogster.com/mirzie/to-kill-a-mockingbird/g-6km0h8jhnr9dptu773mlta0