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Excerpted from: Begin With the Brain: Orchestrating the Learner-Centered Classroom – 2nd ed.
© Martha Kaufeldt, Scotts Valley, CA
Rotation Schedule from Monarch Community School
Sea Group # 1
Student 1
Student 2
Student 3
Student 4
Earth Group # 1
Student 1
Student 2
Student 3
Student 4
Sky Group # 1
Student 1
Student 2
Student 3
Student 4
Sea Group # 2
Student 5
Student 6
Student 7
Student 8
Earth Group # 2
Student 5
Student 6
Student 7
Student 8
Sky Group # 2
Student 5
Student 6
Student 7
Student 8
Center Choice Boards Schedule students for three or four center rotations, then allow them to choose their last one. Display the assignments for centers on a board with labeled clothespins, tongue depressors, or 3-by-5-inch cards in pockets. As students arrive in the morning, they check the Center Board, determine where they will begin that day, and select something they may do. They take their name stick or card and place it at the sign for the center they would like as their free choice. Limit the number of students in each choice center; the first four, for example, get to be in that center. If you have students who are chronically late, they may be motivated to get to class early or on time because that may be the only way to get into the centers they want. If tardiness is not their fault, be sure to let them occasionally choose on the day before. Some centers might always be available in your classroom: computers, art, drawing, listening. You can also create seasonal or special-project centers. I rotate certain materials every couple of weeks. I put Legos away for a month or so; when I brought them back out, they were a hit all over again. You can put away puzzles, games, manipulatives, dress-up trunks, even certain books for a while, then reintroduce them. By rotating items, you keep children from doing the same things every day and encourage them to try new things.
Monday
Computer Station
Spelling and Vocabulary
Choice Centers
Writing Workshop
Guided Reading Ms. K
A 10:05 –10:35 Sea 2 Earth 2 Sea 1 Earth 1 Sky 1 and 2
B 10:40 –11:10 Earth 2 Sky 2 Earth 1 Sky 1 Sea 1 and 2
C 11:15-11:45 Sky 2 Sea 2 Sky 1 Sea 1 Earth 1 and 2
Wednesday
Computer Station
Spelling and Vocabulary
Choice Centers
Writing Workshop
Guided Reading Ms. K
A 10:05-10:35 Earth 1 Sky 1 Earth 2 Sky 2 Sea 1 and 2
B 10:40-11:10 Sea 1 Earth 1 Sea 2 Earth 2 Sky 1 and 2
C 11:15-11:45 Sky 1 Sea 1 Sky 2 Sea 2 Earth 1 and 2
RAFT Role • Audience • Format • Topic
What Is It? RAFT is an engaging, rigorous strategy developed by Holston & Santa (1985) to encourage writing across the curriculum. Instead of writing a traditional essay explaining a learned concept, students demonstrate their understanding in a specific, nontraditional format. This technique encourages creative thinking and motivates students to reflect in unusual ways about concepts they have read about.
RAFT Is an Acronym
R Role: What is the writer’s role? (e.g., reporter, observer, eyewitness, object, number)
A Audience: Who will read the writing? (e.g., teacher, students, parents, editor, community members)
F Format: What is the best way to present this writing? (e.g., article, report, letter, poem, advertisement, e-mail)
T Topic: Who or what is the subject of this writing? (e.g., scientist, prehistoric cave dweller, literary character, chemical element, physical object)
The RAFT strategy makes each student process information, rather than merely writing answers to questions. Students are more motivated to undertake a writing assignment because it addresses a variety of learning preferences. This writing-to-learn strategy engages students in explaining what they know about a topic and elaborating on the topic in a fun way.
How to Use It 1. Think about concepts or processes that you want students to learn. Consider how writing in a fun way
can enhance students’ understanding of a topic.
2. Brainstorm roles students can assume in their writing. (Think about literary or historical figures.)
3. Decide the audience, format for writing, and the best topic.
4. Assign the same role to all students—or let them choose.
5. Have students assemble a “correspondence booklet” containing several letter exchanges to add a layer of complexity.
R—Role A—Audience F—Format T—Topic Plant Sun Thank-‐you note For the sunshine
Lungs Cigarette company Complaint letter Effects of smoking
Water droplet Students Travel guide Water cycle
Waldo Reader Directions How to find me
Pioneer woman Mother (East coast) Letter Trip conditions
(RAFT, page 1 of 1)
© Martha Kaufeldt, Scotts Valley, CA Begin With the Brain
Excerptedfrom
:ThinkBIG,StartSmall:HowtoDifferentiateInstructioninaBrain-FriendlyClassroom,Gregory&Kaufeldt,SolutionTree,2012
Name:_______________________________________________
© 2015 Martha Kaufeldt, Scotts Valley, CA
The Scientific Method S.T.E.A.M. Work
Question
Ask
“I wonder…”
Hypothesis
Predict (Guess)
“I think…”
Experiment
Plan & Do
“I will test it by..”
Observation
Watch &
Record Data
“I see…”
Conclusion
Now you know!
“I discovered…”
Multiple Intelligences
From “Teachers, Change Your Bait! Brain-Compatible Differentiated Instruction,” by Martha Kaufeldt, © 2005 Crown House Publishing.
Change Your Bait! Eight Great Strategies to HOOK Every Learner –
The Multiple Intelligences Presenter: Martha Kaufeldt As described by Howard Gardner, a leading researcher at Harvard on the understanding of the
multiple intelligences (MI), an “intelligence” is the ability to solve problems or create meaningful products in a particular setting. Gardner and his team have identified at least eight ways that we learn and know about reality that are common to all cultures, and he believes there may be more. Each of us has unique strengths based on our genetics and our environment. Each person is “smart” in his or her own way. By discovering and building on those strengths we can help students use their intelligences to enhance their understanding of new concepts. The eight intelligences Gardner identified are the most common or preferred processing and problem-solving abilities:
• Verbal-Linguistic “Word Smart” • Logical-Mathematical “Logic Smart”
• Visual-Spatial “Picture Smart”
• Bodily-Kinesthetic “Body Smart” • Musical-Rhythmic “Music Smart”
• Naturalist “Nature Smart” • Interpersonal “People Smart”
• Intrapersonal “Self Smart”
Students may grasp new concepts more easily if they have opportunities to process the
information in a way that makes sense to them - and comes more easily to them. The following list contains some indicators to help teachers and parents determine at a glance some of the students most developed intelligences.
Verbal-Linguistic = “Word Smart”
A love of language and words Enjoys reading and writing Good at word games & puzzles Uses metaphors and colorful language
Logical-Mathematical = “Logic Smart”
Creates logical patterns Good at strategy games like chess –often
competitive Enjoys numbers and calculations Uses lists and step-by-step approach
Interpersonal = “People Smart”
Great communicator Enjoys working with and
helping others. Very social and has a lot of
friends. Can read other’s intentions,
moods and feelings. Intrapersonal = “Self Smart”
Process and problem-solves best while alone Takes time for reflection and contemplation Not very social – independent Has strong intuitive sense
Multiple Intelligences
From “Teachers, Change Your Bait! Brain-Compatible Differentiated Instruction,” by Martha Kaufeldt, © 2005 Crown House Publishing.
Visual-Spatial =“Picture Smart”
Can transform images easily to another medium such as drawing, sculpture, construction
Vivid imagination and visualization skills-creates “mental movies”
Interested in color, arrangement, texture, balance, design
Likes pictures, video, computers, TV Bodily-Kinesthetic = “Body Smart”
Prefers to learn by doing! Likes to use the whole body to
process Often very athletic and likes
sports Often a performer, dancer or actor Likes to construct and de-
construct
Musical-Rhythmic = “Music Smart”
Easily recognizes tones and rhythms.
Often sings, hums or taps when working and processing
Know the words to many songs Sensitive to environmental sounds Might play an instrument or sing
Naturalist = “Nature Smart”
Sensitivity and connection to the natural world
Notices seasonal and other environmental changes
Recognizes patterns in nature Works best outdoors or near a
window. Likes to have plants and
animals around
EIGHT GREAT STRATEGIES: Word Smart: R.A.F.T. & Books of Correspondence Number - Logic Smart: T-Charts and Timelines Picture Smart: Graphic Organizers & Illustrations Body Smart: Tableaux (Living Dioramas) & Four Corners Nature Smart: Nature Metaphors and Safari’s Music-Rhythmic Smart: Chants, Raps, and Songs Self Smart: Mental Movies and Exit Cards People Smart: Process Partners and Discussion Do
©2017,MarthaKaufeldt,ScottsValley,CA www.beginwiththebrain.com
IntegratingPLAYOpportunitiesintheClassroomz PlaytoLearnContent&Strategies
• Puppets:StudentsuseHandPuppetstoread-aloud,teachaskilltotheclass,summarizeapassagefromliterature,orexplainthecomputationofamathproblem.Nopuppets–noproblem!Drawafaceonyourclosedfistandmakeitcomealive!
• Mud-Sand-WaterPlay:Oftenfoundinearlychildhoodclassroomsandplaygrounds,createopportunitiesforolderchildrentoexploretheelementstoo.“RiverCutters”(GEMSUnitonErosion),Oobleck(1.5-2cupsCornstarch+1cupWater),BuildmodelsofClepsydras&Shadoofs.http://www.history.com/shows/ancient-discoveries/articles/build-your-own-with-the-ancient-hobbyist
• Microscopes,Magnifiers&Batteries:Keepaboxofhandlenses,magnifiers,andinexpensivemicroscopesavailabletoexamineanythingintheclassroomorcollectedfromoutdoors:paper,hair,leaves,fingerprints,fabric,rocks,fruit,etc.Organizeaboxofbatteries,wires,clips,andsmalllightbulbsforstudentstoexperimentwith
circuits.• Tableaux:(tableauvivant)Studentsinbitsofcostumesandwithpropsareposedtoreplicateascenefromliteratureorhistory.Throughoutthedurationofthedisplay,theparticipantsdonotspeakormove.Add:Atasignal(“Action”)thescenecomestolife.
• Jeopardy(TVGameShows)UseTVgameshowformatstoreviewfactsandstudyfortests.Studentscreatethequestionsandanswers.TemplatesforaPowerPointJeopardy-stylegamefoundonline:http://teach.fcps.net/trt10/PowerPoint.htm
• PhoneticPunctuation:OriginatedbyentertainerVictorBorge,createsoundeffectsandhand-gesturesforpunctuationmarks.Readpassagesaloudandhavestudentsdemonstratethepunctuation!http://www.youtube.com/watch?v=lF4qii8S3gw
• DollarWords:Giveeachletterofthealphabetanumericvalue:a=1,b=2,c=3,d=4…Computethe“value”ofwordsbyaddinguptheletters.Keepalook-outfor“dollar”words:botanist,flurry,motors,or:http://www.balmoralsoftware.com/dollar.htm
• L-Game:AsimplestrategygamedesignedbycreativityguruEdwarddeBono.Thefivepiecesareeasilymadebystudentsandcanbeplayedanytime.http://www.edwdebono.com/lgame.htm
• Pick-up-Stix:Agameofphysicalprecisionandmentalskill.Abundleof'sticks,'approximately6-8incheslong,areheldinaloosebunchandreleasedonatabletop,fallinginrandomdisarray.Eachplayer,inturn,mustremoveastickfromthepilewithoutdisturbingtheremainingones.Steadyhands,strategicmaneuvers,andpatiencearekeystosuccess.Learncause&effect,sequencing,andstrategy.
• Role-Play:Studentsassumetherolesofliteraturecharacters,historicalfigures,famouspeopleorinventedrolesandcollaborativelycreatescenesorskits.Participantsdeterminetheactionsoftheircharactersbasedontheirunderstandingoftheintentions,personalities,andactions.
Name:_______________________________________________
©2015MarthaKaufeldt,ScottsValley,CA
The Scientific Method
Question
Ask
“I wonder…”
Hypothesis
Predict (Guess)
“I think…”
Experiment
Plan & Do
“I will test it by..”
Observation
Watch &
Record Data
“I see…”
Conclusion
Now you know!
“I discovered…”
