Preface: Purpose of strategies Our strategies serve two purposes for middle school students: a) Homebase: talents, strengths, surveys b) Subject areas These learning experiences are also more beneficial for the grade levels we are teaching (middle school) as students are engaged when they move around the room and are able to use their bodies.
Assignment 2: Differentiated Strategy Handbook for Middle School Teachers
Activity
Kind of Differentiation
Based on:
Readiness, learner profile, or interest
Who will this benefit?
Creating Choices
Process
Learner profile
Everybody
Bridging Activity
Process
Learner profile
Visual, spatial and kinesthetic
A Grouping Strategy
Process
Environment
Interest
Learner profile
Everybody
A Tiered Lesson
Product
Readiness
Everybody as each student plays at their own level
Choice Board
Product
Readiness
Kinesthetic, spatial, visual
Interest center design
Content
Product
Interest
Learner profile
Everybody
A. Strength Based Options/ Creating Choices
n Middle School
Grade Level: 5 Content Area: Physical Education Topic: Sportsmanship Learning Goal: (Student Outcome)
To show an understanding of sportsmanship and that it occurs before, during and after a game. Choices: Writing
Interview 3 people about ways to show sportsmanship. Drawing
A poster to promote sportsmanship. Building
Using IT, show a series of people showing sportsmanship. i.e. make a video, powerpoint, photo display, etc. Acting
Show what sportsmanship is using a 3 to 5 minute sketch. Reflections or insights gained from simulation
B. Bridging Lesson: Whole Number Place Value Initiating Activity
Display prizes around the room to ‘hook’
In the room have a number line on the whiteboard at the front of the class- Label one end Zero and the other end Billion.
Use number tiles and place-value cards:
Each student pulls a number and a place-value card out of a bag and positions themselves in the appropriate place on the number line.
We will only use 7 or 8 students at one time, game will be repeated until all students have had an opportunity to play
At the end the students will be able to spend that number at the auction…whoever has the most money gets to choose the prize they enjoy the most out of the bin
Scaffolding activity
Students will be broken up into groups and given an index card with 3 numbers on it…
Group of 3 give them 3 numbers
Greatest number they can make within their group. After a couple of minutes stop and each group say their number properly.
Group of 3 then join another group so there are 6 of them.
Greatest number they can make within their group. After a couple of minutes stop and each group say their number properly.
Join another group of six, so there are 12 total in your group.
Make the greatest number within your group. Destination Performance (ability to verbalize numbers to one-billion) Who can be the BIGGEST Billionaire? Supplies:
Strip for each student with 0,000,000,000
number tiles (0-9 per group)
Place value cards for each group
Students choose one card out of a box with a place-value as well as one number tile.
i.e. Picked out a hundred-thousands card, and a tile with 3= 300,000
Student places a 3 in the hundred-thousands position on their place- value strip
Once they have placed the number, they must correctly say the number aloud to their group
Repeat until all place value positions are filled
Each student has to read their number aloud to find out WHO is the BIGGEST Billionaire!!
Interest Grouping - Multicultural Games Description: Students are grouped according to their nationality or their association to a particular country or region from having lived there. They will teach the other students in the class a game, dance or activity which is native to their chosen country or region. Purpose: As we an international school we have a wide range of nationalities represented in the student body. The purpose of this unit is to give the students an opportunity to showcase something from their culture in conjunction with their fellow countrymen. There are so many different games, dances and activities around the world that this is a great way to experience a few of these things that we might not otherwise have time for in PE. Process: Hook the kids by watching videos (which can easily be found on YouTube) of a variety of games, dances and activities from around the world. For this hook it makes sense to show videos about games from parts of the world not represented in the class so that kids from those countries won't have their idea taken before even getting started.
Students research and prepare a fact book and lesson plan about their chosen activity.
Students deliver a short lesson (no more than 20 minutes including playing time) showing the rest of the group their game and sharing the history of the game.
Lessons will be video recorded to make a promotional video to show the rest of the grade or the grade below (who will be doing this project next year) their game. Videos will be uploaded to YouTube for viewing by others. Environment: IT Lab to view and make videos.
Any PE facility can be used by the students to teach their lesson and play their game.
Readiness Tiering - Badminton
Description: This grouping strategy fits towards the end of our badminton unit. Students have been learning and developing their badminton skills through various drills and games. At the end of the unit there will be a team competition to have students apply the skills they have been learning in a game situation and it will decide the class badminton champions.
Purpose: Our grouping strategy ensures that even the least skilled badminton player has the same impact on their teams' success as the most skilled player. It also helps ensure that games will be evenly matched and one-sided matches will be minimized.
Process: Students are split into teams by the teacher - giving each team a variety of skill levels based on observations of ability from the drills and games.
Students have a mini round-robin tournament within their team to determine their ranking in the team. Players are ranked 1 to 5 in their own team.
During the tournament when Team 1 faces Team 2 (for example) players of corresponding ranks play each other and the outcome of the game is decided by whichever team wins the most (3 or more out of 5) of the individual matches.
Team 1
vs
Team 2
#1 - Dave
#1 - Jason
#2 - Jillian
#2 - Tara
#3 - Wayne
#3 - Wayne
#4 - Melodee
#4 - Dr. Baum
#5 - Hank
#5 - Mt. Rainier
Environment: All games will be played in the gymnasium where the students have been learning their skills.
Unit Planning Sheet- Entry Points Example #1
Subject: Math Grade level: 5 Topic: Geometry Learning goals: What should students know? (facts, events, dates)
number patterns, order of operations, geometric patterns
M.M3.1 precisely describe, name, classify, identify and understand relationships among types of two- and three-dimensional objects using their defining properties
M.M3.3 draw geometric objects with specified properties
M.M3.10 use ordered pairs of numbers to name, locate, and plot points in all four quadrants of a coordinate grid What big ideas should they understand?
Patterns help to define order in the world;
Patterns allow for transfer and replication;
Differentiation Points
ENTRY POINTS
ACTIVITY
EXPERENTIAL
Students will act as bridge engineers working for the city of Makati to build a bridge over the Pasig river. Students are designing a model of a bridge to win the contract rights for their company. They will create it out of straws.
They must include at least 3 geometric shapes in their bridge which spans over a 40cm gap. The bridge that can hold the heaviest load will win the contract.
SOCIAL
AESTHETIC
In groups, the students are to use their own body as well as their group members, to create as many shapes as they can. Take photos of each shape.
MATHEMATICAL
Shape Scavenger Hunt- In groups of 3-4 with a camera in hand, students will attempt to find and photograph as many geometric shapes as possible. The students can go anywhere on campus to find the shapes within 25 minutes.
In their groups they create a slideshow with the photos and identifying the different shapes.
Unit Planning Sheet- Entry Points Example #2Subject /Grade Level: Physical Education Grades 5/6
Topic: Movement (Gymnastics/Dance/Climbing)
Learning Goals: What should students know?
Basic climbing holds and belaying
Traditional gymnastics moves
Basic rhythm and timing in movement to music
What big ideas should they understand?
Balance is important in movement
Movement is fun!
What should they be able to do?
Demonstrate balance in climbing, gymnastics or dance
Entry Points:
Aesthetic
Show a video of expert gymnasts and dancers in action and using balance - Circe du Soleil video would work well here.
Experiential
Have students wall traverse while holding a tennis ball in each hand to focus their balance on their legs and feet (most important in climbing).
Social
Work on pyramid building in small teams. Plenty of different pyramids can be found in Ready To Use PE Activities for Grade 5/6 book by Landy and Landy.
Choice Board for Unit Assessment Task
Gymnastics
Create and perform a short gymnastics routine using traditional skills and balances either individually or in a small group. You may use only the gym floor as equipment Performance needs to be mapped out before it is performed.
Create and perform a short gymnastics routine using traditional skills and balances either individually or in a small group. Your performance must include at least 2 small pieces of equipment which must be incorporated into the performance.
Performance needs to be mapped out before it is performed.
Create a video that can be shown to the class of different balances used in gymnastics and how to perform them. You may work individually or as a group.
Dance
Design and teach a short dance to your peers which allows them to demonstrate different levels of balance i.e. 1 point, 2 point, 3 point, high, mid, low, etc.
You may work individually or as a group.
Research and learn a short traditional dance (Folk, Square, Line, etc) that you can perform for the class or teach to the class.
You may work individually or as a group.
Perform a complex dance of your own creation. Thought must be given to music genre and how your dance fits with the music.
You may work individually or as a group.
Climbing
Design a traverse (along rather than up the wall) route on the climbing wall for your peers. Include obstacles to challenge their holds and balance. You must also be able to demonstrate how to be a spotter for a climber doing a traverse.
Demonstrate how to balance while ascending a difficult top rope wall climb. You must also be able to demonstrate how to belay for another climber who is climbing the same route.
Perform a simple wall climb while blindfolded and describe how you are finding and using holds and moving up the wall while you go. You must also be able to demonstrate how to belay for another climber who is climbing the same route.
Organizing Interest Development Centers Worksheet
Content Area: VariousGrade Range:Middle SchoolTopic:World cup Football
General Exploratory Activities
(Check all that apply. Star the most likely after reviewing resources.) Visiting Speaker * Enrichment Cluster Demonstration Discussion/Debate Film/Filmstrip/Slides * Tape/ Videotape * Television * Computer Software * Internet Sources * Newspaper/Magazine Articles * Interest Development Center * Display* Field Trip/Museum Program Other
Related Curricular Materials - see below
Visitations/Speakers
Name: Dave Birchenall Head coach ISM varsity soccer team Phone # ISM
Email: **birchenalld@ismanila.org**
Books: – football books, player biographies, atlas, country books who have hosted the cup, science books relevant to the physics of football, weather, Economy
Specific Exploratory Activities: see task cards
Magazines/Journals: FIFA journal, Shoot magazine
Computer Software:Lap top - open with live feed of matches / results etc
Audio-Visuals:Old matches, any football games, sports movies, music from host countries, world cup music, chants, national anthems, a world cup ball, football kits, the draw
Display Items Flags – host flag, world cup flag other countries flags
Maps – host country, world cup
Other: paints, papers, task cards
TASK CARD Example #1 Interest Center Title : Soccer World Cup
1) You are a reporter covering the World Cup in South Africa. Your home country has just scored the winning goal in the final of the World Cup 2010!
You have the opportunity to report on this historical event in the format you would prefer:
Podcast
Magazine/newspaper article
Interview
2) Choose your favorite player in the World Cup to write a biography about.
Ideas of items to include:
Player statistics (refer to the statistics on the website given in the center)
History of the player
Teams they have played for
Where they were born?
Interests
Where they currently live
Family
3) Write a poem (your choice of style, for example: haiku, descriptive, ballad, sonnet, etc...)
Topic Ideas:
Players
Favorite teams
Atmosphere
Community
TASK CARD Example #2 Football (Soccer) World Cup The World Cup is the biggest sporting event in the world. More people play soccer than any other sport worldwide and there will be more people watching and cheering during the World Cup than for any other single sporting event.
Using the draw showing which teams are in each pool for game play and Microsoft Excel, your task is to design a spreadsheet for predicting results. You will also need to visit the FIFA website (fifa.com) to see how teams advance and who they play beyond the first round.
You will need to find out which teams play each other in round 1, how results are calculated after games are finished and how a team's performance in round 1 impacts who they will play in round 2 and further on down the line to the Final.
Your spreadsheet will need to include all the games in each round and should reflect the teams that are actually playing in this World Cup. Include formulas in your spreadsheet that calculate the points for each team in their group and automatically advance the teams who finish first and second in each group.
Interest Center Title : Soccer World Cup TRAVEL AGENCY Two different clients who need to fly from the main airport in the capital city of their countries to Johannesburg for the Opening games of the Soccer World Cup on 11 June 2010 have approached you. Both clients want to attend the matches in which their national teams will play in the various South African cities as well as the semi-final and final games. One client however is traveling on a tight budget, while the other client expects first class travel arrangements throughout.
Your task as the travel agent Your task is to compile a cost effective travel plan for each of your clients that suit their pockets. Base your plan on the assumption that the teams will win all the games.
Your resources In your centre you will find the following resources to aid you in compiling your travel plans for your clients.
a. Atlases
b. A sheet with a list of the host cities
c. A colour chart of the match schedules (dates, cities and stadiums)
d.Laptop/2 class computers with internet access
Everyone seems to get confused describing the different characteristics of polygons. Let's clear up the confusion and clarify the terms associated with polygons!
Webquest #2
How to Shoot a Free-Throw
Students will learn and demonstrate the proper technique of shooting a free - throw. Students will use the acronym BEEF. Introduction
Using this activity, students will learn the acronym BEEF to help bring success to their free-throw shot.
B - Balance
E - Eyes on basket
E - Elbow at 90 degrees
F - Follow through
This is a technique for shooting that is used by many teachers and coaches around the world, including us at ISM. This webquest puts the onus on the student to take ownership of his or her learning. I would also use this as a tool for the student to become an expert and then teach this technique to the rest of the class.
Group Members
Dave AllenTara Collins
Wayne Hamaguchi
Jason Juteau
Jillian Markham
Melodee Peters
Assignment 1
Preface: Purpose of strategies
Our strategies serve two purposes for middle school students:
a) Homebase: talents, strengths, surveys
b) Subject areas
These learning experiences are also more beneficial for the grade levels we are teaching (middle school) as students are engaged when they move around the room and are able to use their bodies.
Assignment 2: Differentiated Strategy Handbook for Middle School Teachers
Readiness, learner profile, or interest
Environment
Learner profile
Product
Learner profile
A. Strength Based Options/ Creating Choices
nMiddle School
Grade Level: 5
Content Area: Physical Education
Topic: Sportsmanship
Learning Goal: (Student Outcome)
To show an understanding of sportsmanship and that it occurs before, during and after a game.
Choices:
Writing
Interview 3 people about ways to show sportsmanship.
Drawing
A poster to promote sportsmanship.
Building
Using IT, show a series of people showing sportsmanship. i.e. make a video, powerpoint, photo display, etc.
Acting
Show what sportsmanship is using a 3 to 5 minute sketch.
Reflections or insights gained from simulation
B. Bridging Lesson: Whole Number Place Value
Initiating Activity
Scaffolding activity
Students will be broken up into groups and given an index card with 3 numbers on it…
- Group of 3 give them 3 numbers
Greatest number they can make within their group. After a couple of minutes stop and each group say their number properly.- Group of 3 then join another group so there are 6 of them.
Greatest number they can make within their group. After a couple of minutes stop and each group say their number properly.- Join another group of six, so there are 12 total in your group.
Make the greatest number within your group.Destination Performance (ability to verbalize numbers to one-billion)
Who can be the BIGGEST Billionaire?
Supplies:
- Strip for each student with 0,000,000,000
- number tiles (0-9 per group)
- Place value cards for each group
Students choose one card out of a box with a place-value as well as one number tile.Interest Grouping - Multicultural Games
Description:
Students are grouped according to their nationality or their association to a particular country or region from having lived there. They will teach the other students in the class a game, dance or activity which is native to their chosen country or region.
Purpose:
As we an international school we have a wide range of nationalities represented in the student body. The purpose of this unit is to give the students an opportunity to showcase something from their culture in conjunction with their fellow countrymen. There are so many different games, dances and activities around the world that this is a great way to experience a few of these things that we might not otherwise have time for in PE.
Process:
Hook the kids by watching videos (which can easily be found on YouTube) of a variety of games, dances and activities from around the world. For this hook it makes sense to show videos about games from parts of the world not represented in the class so that kids from those countries won't have their idea taken before even getting started.
Students research and prepare a fact book and lesson plan about their chosen activity.
Students deliver a short lesson (no more than 20 minutes including playing time) showing the rest of the group their game and sharing the history of the game.
Lessons will be video recorded to make a promotional video to show the rest of the grade or the grade below (who will be doing this project next year) their game. Videos will be uploaded to YouTube for viewing by others.
Environment:
IT Lab to view and make videos.
Any PE facility can be used by the students to teach their lesson and play their game.
Readiness Tiering - Badminton
Description:
This grouping strategy fits towards the end of our badminton unit. Students have been learning and developing their badminton skills through various drills and games. At the end of the unit there will be a team competition to have students apply the skills they have been learning in a game situation and it will decide the class badminton champions.
Purpose:
Our grouping strategy ensures that even the least skilled badminton player has the same impact on their teams' success as the most skilled player. It also helps ensure that games will be evenly matched and one-sided matches will be minimized.
Process:
Students are split into teams by the teacher - giving each team a variety of skill levels based on observations of ability from the drills and games.
Students have a mini round-robin tournament within their team to determine their ranking in the team. Players are ranked 1 to 5 in their own team.
During the tournament when Team 1 faces Team 2 (for example) players of corresponding ranks play each other and the outcome of the game is decided by whichever team wins the most (3 or more out of 5) of the individual matches.
Environment:
All games will be played in the gymnasium where the students have been learning their skills.
Unit Planning Sheet- Entry Points Example #1
Subject: Math
Grade level: 5
Topic: Geometry
Learning goals:
What should students know? (facts, events, dates)
- number patterns, order of operations, geometric patterns
M.M3.1 precisely describe, name, classify, identify and understand relationships among types of two- and three-dimensional objects using their defining properties M.M3.3 draw geometric objects with specified properties
M.M3.10 use ordered pairs of numbers to name, locate, and plot points in all four quadrants of a coordinate grid
What big ideas should they understand?
Differentiation Points
They must include at least 3 geometric shapes in their bridge which spans over a 40cm gap. The bridge that can hold the heaviest load will win the contract.
AESTHETIC
In their groups they create a slideshow with the photos and identifying the different shapes.
Physical Education Grades 5/6
Topic:
Movement (Gymnastics/Dance/Climbing)
Learning Goals:
What should students know?
What big ideas should they understand?
- Balance is important in movement
- Movement is fun!
What should they be able to do?- Demonstrate balance in climbing, gymnastics or dance
Entry Points:Choice Board for Unit Assessment Task
Performance needs to be mapped out before it is performed.
You may work individually or as a group.
You may work individually or as a group.
You may work individually or as a group.
Organizing Interest Development Centers Worksheet
Content Area: Various Grade Range: Middle School Topic: World cup Football(Check all that apply. Star the most likely after reviewing resources.)
Visiting Speaker *
Enrichment Cluster
Demonstration
Discussion/Debate
Film/Filmstrip/Slides *
Tape/ Videotape *
Television *
Computer Software *
Internet Sources *
Newspaper/Magazine Articles *
Interest Development Center *
Display*
Field Trip/Museum Program
Other
Name: Dave Birchenall Head coach ISM varsity soccer team Phone # ISM
Email: **birchenalld@ismanila.org**
Maps – host country, world cup
TASK CARD Example #1
Interest Center Title : Soccer World Cup
1) You are a reporter covering the World Cup in South Africa. Your home country has just scored the winning goal in the final of the World Cup 2010!
You have the opportunity to report on this historical event in the format you would prefer:
- Podcast
- Magazine/newspaper article
- Interview
2) Choose your favorite player in the World Cup to write a biography about.Ideas of items to include:
3) Write a poem (your choice of style, for example: haiku, descriptive, ballad, sonnet, etc...)
Topic Ideas:
TASK CARD Example #2
Football (Soccer) World Cup
The World Cup is the biggest sporting event in the world. More people play soccer than any other sport worldwide and there will be more people watching and cheering during the World Cup than for any other single sporting event.
Using the draw showing which teams are in each pool for game play and Microsoft Excel, your task is to design a spreadsheet for predicting results. You will also need to visit the FIFA website (fifa.com) to see how teams advance and who they play beyond the first round.
You will need to find out which teams play each other in round 1, how results are calculated after games are finished and how a team's performance in round 1 impacts who they will play in round 2 and further on down the line to the Final.
Your spreadsheet will need to include all the games in each round and should reflect the teams that are actually playing in this World Cup. Include formulas in your spreadsheet that calculate the points for each team in their group and automatically advance the teams who finish first and second in each group.
TASK CARD Example #3
Interest Center Title : Soccer World Cup
TRAVEL AGENCY
Two different clients who need to fly from the main airport in the capital city of their countries to Johannesburg for the Opening games of the Soccer World Cup on 11 June 2010 have approached you. Both clients want to attend the matches in which their national teams will play in the various South African cities as well as the semi-final and final games. One client however is traveling on a tight budget, while the other client expects first class travel arrangements throughout.
Your task as the travel agent
Your task is to compile a cost effective travel plan for each of your clients that suit their pockets. Base your plan on the assumption that the teams will win all the games.
Your resources
In your centre you will find the following resources to aid you in compiling your travel plans for your clients.
a. Atlases
b. A sheet with a list of the host cities
c. A colour chart of the match schedules (dates, cities and stadiums)
d.Laptop/2 class computers with internet access
¨ Online Travel Agencies that provide cost estimateshttp://www.expedia.com http://www.thomascook.com
¨ Online distance mapshttp://www.exploresouthafrica.net/2010soccerworldcup/travelling_distance.htm
¨ Online airlines that fly from most major cities to JohannesburgOR Tambo International Airport with online booking facilitieshttp://www.skyscanner.net/flights-to/jnb/airlines-that-fly-to-johannesburg-or-tambo-airport.html
¨ South African airlines with online booking facilitieshttp://www.southafrica.info/travel/advice/flights.htm
¨ FIFA book your trip page (http://www.fifa.com/worldcup/destination/cities/index.htm
Assignment Three- Webquest
Webquest #1
Math- Grade 5/6- Polygons: http://questgarden.com/103/58/3/100518144926/index.htm
Introduction
Everyone seems to get confused describing the different characteristics of polygons. Let's clear up the confusion and clarify the terms associated with polygons!
Webquest #2
How to Shoot a Free-Throw
Students will learn and demonstrate the proper technique of shooting a free - throw. Students will use the acronym BEEF.
Introduction
Using this activity, students will learn the acronym BEEF to help bring success to their free-throw shot.
B - Balance
E - Eyes on basket
E - Elbow at 90 degrees
F - Follow through
Watch the video demonstration.
http://www.youtube.com/watch?v=A77dU2CmEWo
For additional information and tips, look at the following website.
http://www.wikihow.com/Shoot-a-Free-Throw
This is a technique for shooting that is used by many teachers and coaches around the world, including us at ISM. This webquest puts the onus on the student to take ownership of his or her learning. I would also use this as a tool for the student to become an expert and then teach this technique to the rest of the class.