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GaDOE 11 th Annual Title Programs Conference June 18 – 20, 2013. R ethinking N&D Teaching Practices: A Fresh Approach to Teaching Multiple Courses in the Same Neglected & Delinquent Classroom. Presented By: . Michelle Nation, Title I Support Specialist

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Gadoe 11 th annual title programs conference june 18 20 2013

GaDOE

11th Annual Title Programs Conference

June 18 – 20, 2013

Rethinking N&D Teaching Practices: A Fresh Approach to Teaching Multiple Courses in the Same Neglected & Delinquent Classroom

Presented By:

Michelle Nation, Title I Support Specialist

Federal Programs Department

Troup County Schools

Celeste McLaughlin, Education Program Specialist

Title I, Part D Neglected & Delinquent Programs

Georgia Department of Education


Agenda

Agenda

  • Overview of Title I, Part D and Title I, Part A Neglected Set-Aside

  • Senate Bill 115

  • Overview of Teaching Multiple Courses in Same Classroom

  • Student Centered Learning

  • Organization & Planning

  • Ideas & Lessons

  • Questions


Gadoe 11 th annual title programs conference june 18 20 2013

Overview of title I, Part d & Title I, Part A, Neglected Set-Aside

Neglected, Delinquent and At-Risk Youth Education Program


Gadoe 11 th annual title programs conference june 18 20 2013

Overview of title I, Part d & Title I, Part A, Neglected Set-Aside

Neglected and Delinquent Children defined:

  • Neglected = Children and youth who are in need of care due to abandonment, neglect, or death of their parents or guardians.

  • Delinquent= Children who have been adjudicated to be delinquent or in need of supervision.


Gadoe 11 th annual title programs conference june 18 20 2013

Overview of title I, Part d & Title I, Part A, Neglected Set-Aside

Grantees and Population

  • Title I, Part A

    • Provides financial assistance to LEAs and schools with high numbers or high percentages of poor children to help ensure that all children meet challenging state academic standards

    • US ED determines the LEA Title I, Part A neglected set-aside amount based on the neglected child count derived from the N&D Annual Survey

  • Title I, Part D

    • Subpart 1 - Provides financial assistance to educational programs for youth in state-operated facilities or community day programs

    • Subpart 2 - Provides financial assistance to support eligible LEA programs involving collaboration with locally operated correctional facilities


Gadoe 11 th annual title programs conference june 18 20 2013

Overview of title I, Part d & Title I, Part A, Neglected Set-Aside

  • Subpart 1

    • Provides assistance for State Agencies:

      • Georgia Department of Juvenile Justice (DJJ)

      • Georgia Department of Corrections (GDC)

      • Georgia Department of Behavioral Health and Developmental Disabilities (DBHDD)

  • Subpart 2

    • Provides assistance for LEAs:

      • Working in collaboration with local residential correctional facilities (In Georgia, O.C.G.A. 20-2-133(b) facilities MAY be eligible)


Gadoe 11 th annual title programs conference june 18 20 2013

Overview of title I, Part d & Title I, Part A, Neglected Set-Aside

Services for N&D Children

  • In general, the same allowable services provided under Title I, Part A are the same type of services provided to N&D residential facilities and children

  • Resources provided to N&D residential facilities and children should supplement, and not supplant, the “regular” school program

  • Services may include before and after school tutorials, summer school, credit recovery, educational materials and supplies, vocational education, counseling services, and more


Gadoe 11 th annual title programs conference june 18 20 2013

Overview of title I, Part d & Title I, Part A, Neglected Set-Aside

The Title I, Part A, Neglected Set-Aside may be used in local or state RTFs for neglected or delinquent children for any of the following activities:

  • To improve educational services by assisting students in meeting academic challenges

  • Hire additional teachers, para professionals, educational counselors, and other staff members to provide additional instruction in areas of greatest need

  • Train teachers, aides, and other staff members who are actively involved in providing Title I services to neglected and delinquent children

  • Procure needed educational materials and equipment for Title I instruction, including books, computers, audiovisual equipment and supplies, and classroom materials

  • These funds follow the same use of funds as a regular Title I, Part A allocation


Gadoe 11 th annual title programs conference june 18 20 2013

Senate Bill 115

&

Approved RTFs Served Under O.C.G.A 20-2-133(B)


Overview of teaching multiple courses in the same classroom

Overview of teaching Multiple Courses in the Same Classroom


Essential question

ESSENTIAL QUESTION

  • How do I teach multiple courses during the same period in the same classroom?


It s not easy but compared to the past

It’s not easy,but compared to the past…

Image Sources: http://www.museumsyndicate.com/images/3/28044.jpg, http://www.rootsweb.ancestry.com/~innwigs/ImageArchive/JacksonTownship/JacksonTwpPorterCoIndiana-OneRoomSchool-SmallerVersion-TC.jpg


Smorgasbord

SMORGASBORD


Activating strategy

ACTIVATING STRATEGY

  • Choose a course

  • Relate the object you are assigned to the course you selected


Share

SHARE


I love flash cards

I LOVE FLASH CARDS!

  • Making them—Students and/or Teachers

  • Study Tools

  • Matching, Memory

  • All Kinds of Games

  • Research Tools

  • Questions for the Teacher/Students

  • Yes/No or Red/Green (Formative Assessment)

  • Test Questions

  • Tickets out the Door

  • Make your own using Tables in Word


Even more great flash card ideas

EVEN MORE GREAT FLASH CARD IDEAS

  • Index Cards: The King of Study Aids: http://www.holmdel.k12.nj.us/schools/satz/eng_dept/Study%20Skills/How%20to%20Study/Study%20Skills/index_cards.htm

  • Flashcard Machine: http://www.flashcardmachine.com/about/

  • Quizlet: http://quizlet.com/


Taking it home

Taking It Home

  • Newsletters

  • Emails

  • Workshops

  • One-on-Ones

  • PL Sessions in Varying Lengths


Gadoe 11 th annual title programs conference june 18 20 2013

Student centered learning

  • Elements & Principles of Student Centered Learning

  • Centers/ Stations

  • Simulations

  • Presentations


Gadoe 11 th annual title programs conference june 18 20 2013

http://www.clarity-innovations.com/about/blog/sburt/visually-representing-student-centered-classrooms


Gadoe 11 th annual title programs conference june 18 20 2013

http://www.clarity-innovations.com/about/blog/sburt/visually-representing-student-centered-classrooms


Move towards more student centered learning scl

Move Towards More—Student-Centered Learning (SCL)

  • Facilitate: Involve students in learning activities in class—presentations, question and answer, discussion or other activities

  • Motivate: Give motivation and spirit to students that will build confidence. Place students at the center of learning, not teachers or the curriculum

  • Inspire: Act as a student assistant and as a friend who can provide inspiration to students

Source:

http://vaniuno.wordpress.com/2010/10/16/teacher-as-facilitator-motivator-and-inspiration/


Scl 7 elements

SCL: 7 Elements

  • “Active rather than passive learning;

  • An emphasis on deep learning and understanding;

  • Increased responsibility and accountability on the part of the student;

  • An increased sense of autonomy in the learner;


Scl 7 elements1

SCL: 7 Elements

  • An interdependence between teacher and learner;

  • Mutual respect within the learner-teacher relationship; and

  • A reflexive approach to the teaching and learning process on the part of both teacher and learner.”

Source: Lea, S. J., D. Stephenson, and J. Troy (2003). Higher Education Students’ Attitudes to Student Centred Learning: Beyond ‘educational bulimia’. Studiesin Higher Education28(3), 321-334. As found in http://download.ei-ie.org/SiteDirectory/hersc/Documents/2010%20T4SCL%20Stakeholders%20Forum%20Leuven%20-%20Student-Centred%20Learning%20Toolkit.pdf


Scl 9 principles

SCL: 9 Principles

  • SCL requires an ongoing reflexive process.

  • SCL does not have a “one-size-fits-all” solution.

  • Students have different learning styles.

  • Students have different needs and interests.

  • Choice is central to effective learning in SCL.


Scl 9 principles1

SCL: 9 Principles

  • Students have different experiences and background knowledge.

  • Students should have control over their learning. (courses, curricula, evaluation)

  • SCL is about enabling, not telling.

  • Learning needs cooperation between students and staff.

Source: http://download.ei-ie.org/SiteDirectory/hersc/Documents/2010%20T4SCL%20Stakeholders%20Forum%20Leuven%20-%20Student-Centred%20Learning%20Toolkit.pdf (pp. 3-4)


Lorene morrow i don t know you tell me

Lorene Morrow: “I don’t know. You tell me.”

David Tumlin: “Did you read it?”


Gadoe 11 th annual title programs conference june 18 20 2013

Want to Know More about SCL? Here’s a Good Starting Place: http://download.ei-ie.org/SiteDirectory/hersc/Documents/2010%20T4SCL%20Stakeholders%20Forum%20Leuven%20-%20Student-Centred%20Learning%20Toolkit.pdf


Centers stations

CENTERS / STATIONS


Centers stations1

CENTERS / STATIONS

  • Have “supplies and materials that work well together and give students the tools to complete activities and mini-projects”

  • “What types of learning centers are appropriate? Classroom size, students’ interest, and grade level will help you determine your decision”


Examples of centers

EXAMPLES OF CENTERS

  • Reading / Writing / ABC / Spelling

  • Art / Illustration / Visual Expression

  • Science / Experiment

  • Music / Poetry / Listening / Biography

  • Math / Numbers

  • Invention / Build-It, Paint It / Puzzles / Blocks

  • Performance / Storytelling / Drama

  • Science / Water / Weather

  • Social Studies / Map and Chart


Another take on centers

ANOTHER TAKE ON CENTERS

  • Enrichment Centers

  • Skill Centers

  • Interest and Exploratory Centers


Parts of a center

PARTS OF A CENTER

  • Sequence of Activities

  • Number of Centers

  • Assignment

  • Duration of Centers

  • Management System

  • Time

  • Help!

  • Assessment

  • Title

  • Furniture

  • Storage

  • Space

  • Materials

  • Location

  • Responsibility

  • Learning Alternatives

  • Instructions

http://www.teachervision.fen.com/learning-center/new-teacher/48462.html?for_printing=1&detoured=1


Tips on centers

TIPS ON CENTERS

  • Rules, Guidelines, Expectations

  • Gradually Introduce Centers

  • Timers

  • Traffic Boards

  • Checklists, Paper/Pencil Tasks, Other Methods of Accountability

  • Have Mandatory and Optional Activities/Assignments at Centers

http://www.proteacher.org/c/330_managing_student_centers.html


Middle school centers

MIDDLE SCHOOL CENTERS

  • Set ground rules for center usage

  • Include cooperative activities

  • Select high-interest tasks

  • Leave space around the centers

  • Organize materials carefully

  • Compose clear instructions


Want more information about centers

Want More Information about Centers?

  • Concept to Classroom: http://www.thirteen.org/edonline/concept2class/mi/implementation_sub1.html

  • TeacherVision: http://www.teachervision.fen.com/learning-center/new-teacher/48462.html?for_printing=1&detoured=1

  • Middle School Centers: http://www.ehow.com/how_6607771_set-centers-middle-school-classroom.html


Simulations

SIMULATIONS


Simulations1

SIMULATIONS

  • Allow students “to experiment with real-world activities”

  • “Simulation activities can give students a ‘safety net’ while they are learning”

  • Role-Playing

  • Debating

  • Simulation Software


Role playing 3 aspects

ROLE-PLAYING: 3 ASPECTS

  • Briefing—establishing the situation

  • Drama or Role-Play

  • Debriefing—follow up discussion

Source: http://otis.coe.uky.edu/ccsso/cssapmodules/sbp/sbp/Role%20PlaySimulation.html


Role playing considerations

ROLE-PLAYING CONSIDERATIONS

  • Know your students and what they can handle

  • Goals, rules, assignments, expectations in advance

  • Approximate reality as much as possible

  • Let students know how they will be evaluated in advance

Source: http://otis.coe.uky.edu/ccsso/cssapmodules/sbp/sbp/Role%20PlaySimulation.html


Setting up a debate in the classroom

SETTING UP A DEBATE IN THE CLASSROOM

  • Set a clear topic and assign contrasting viewpoint

  • Give students time to research and prepare

  • Opportunities to cross-examine, judge

  • Essay, assessment, other types of follow-up

Source: http://www.guardian.co.uk/teacher-network/2011/oct/20/debate-activities-classroom-resources


Simulation software considerations

SIMULATION SOFTWARE CONSIDERATIONS

  • It must be an appropriate game

  • The game needs to embody the learning objectives

  • Non-gamers need structure and support

Source: http://siia.net/index.php?option=com_docman&task=doc_view&gid=610&tmpl=component&format=raw&Itemid=59


Simulations on the web

SIMULATIONS ON THE WEB

  • Net Frog: http://frog.edschool.virginia.edu/Frog2/

  • Shedd Aquarium: http://sea.sheddaquarium.org/sea/interactive_module.asp?id=20#

  • Learner.org for Students: http://www.learner.org/students/

  • Thinkport: http://www.thinkport.org/Classroom/trips.tp

  • Bitesize: http://www.bbc.co.uk/bitesize/ks2/

  • eduweb: http://www.eduweb.com/old_news.html

  • Mission US: A Revolutionary Way to Learn History: http://www.mission-us.org/

  • Gizmos: http://www.explorelearning.com/

  • The Stock Market Game: http://www.smg2000.org/


Simulations a note about assessment

SIMULATIONS: A NOTE ABOUT ASSESSMENT

  • “If assessing learning based on game outcomes, depending on the game design, game results may or may not indicate that significant learning has occurred. (For example, even if a student ‘loses’ in a simulation, it might not mean that s/he did not learn; and alternatively, a student who faired well may have learned alternative strategies unrelated to intended learning objectives.”

Source: http://www.cte.cornell.edu/documents/cte/CTE%20Using%20Games%20and%20Simulations.pdf


Want more information about simulations

Want More Information About Simulations?

  • Concept to Classroom: http://www.thirteen.org/edonline/concept2class/mi/implementation_sub1.html

  • Strategies in the Social Studies Classroom: http://otis.coe.uky.edu/ccsso/cssapmodules/sbp/sbp/Role%20PlaySimulation.html

  • Instructional Strategies Online: http://olc.spsd.sk.ca/de/pd/instr/strats/simul/simlist.html

  • Learning Simulations Add to Classroom Lessons: http://www.teachers.net/gazette/MAY03/sorenson.html

  • Interactive Websites, Games, and Activities: http://eduscapes.com/tap/topic86.htm


Want more information about simulations1

Want More Information About Simulations?

  • Using Games and Simulations for Teaching: http://www.cte.cornell.edu/documents/cte/CTE%20Using%20Games%20and%20Simulations.pdf

  • Best Practices for Using Games and Simulations in the Classroom: http://siia.net/index.php?option=com_docman&task=doc_view&gid=610&tmpl=component&format=raw&Itemid=59

  • How to Bring Debating Activities into the Classroom: http://www.guardian.co.uk/teacher-network/2011/oct/20/debate-activities-classroom-resources

  • Classroom Debates: http://www.niu.edu/facdev/resources/guide/strategies/classroom_debates.pdf


Presentations

PRESENTATIONS

  • “To perform a successful presentation the student must understand the subject matter, the psychology of the planned audience, different presentation strategies, and how to organize the information in the most efficient and effective manner Presentation formats range from simply talking in front of the class to designing complex interactive computer-based information systems to be delivered through the Internet”

Source: http://www.thirteen.org/edonline/concept2class/mi/implementation_sub1.html


Student presentations

STUDENT PRESENTATIONS

  • Write

  • Make/Invent/Design/Draw

  • Figure Out/Analyze

  • Perform/Present

Source: http://www.thirteen.org/edonline/concept2class/mi/implementation_sub1.html


Want more information about presentations

Want More Information About Presentations?

  • Concept to Classroom: http://www.thirteen.org/edonline/concept2class/mi/implementation_sub1.html

  • Teaching Strategies: Presentations: http://www.learner.org/workshops/tml/workshop4/teaching3.html


Organization planning

ORGANIZATION & pLANNING


Classroom set up tips

CLASSROOM SET-UP TIPS

  • Make your crowded classroom feel bigger by:

    • Use tables instead of desks

    • Use chair pockets for storage

    • Make inexpensive cubbies using removable hooks and plastic milk crates

    • Leave one wall completely blank. Your students are as overwhelmed by all the bodies in the room as you are

    • Outline the borders of chalkboards and whiteboards with twinkle lights. When the class gets too noisy, turn off the main lights, and turn on the twinkling lights. The students will quiet down

    • Use area rugs. They cut down noise and define tight spaces

    • Think of your room in levels. Use the space above the students as well as under their desks

    • Declutter and simplify

Source: https://www.nea.org/tools/51504.htm


Successful strategies

SUCCESSFUL STRATEGIES

Tips and Tricks for Daily Classroom Instruction: http://intc.education.illinois.edu/successfulstrategies

  • Assessment

  • Classroom Management

  • Classroom Set-up

  • Instructional Activities

  • Meeting Diverse Student Needs

  • Parents and Community

  • Professional Life

  • Working with Other Adults


A few general tips

A FEW GENERAL TIPS

  • Empower children to work independently where appropriate

    • Use colored folders

    • Lists of things to be done

  • Set guidelines to avoid interruptions.

    • Use a timer

  • You don’t have to use a completely different lesson plan for each course

  • Carve out quiet time

Source: http://www.sonlight.com/multiplekids.html


Gadoe 11 th annual title programs conference june 18 20 2013

Ideas & Lessons learned

  • Sources

  • Sample Book


Dusting off the cobwebs

Dusting off the Cobwebs

  • Cobwebs Revisited

  • Special Ed and Study Strategies

  • No Academic Coaches

  • Lack of Technology

  • Flying by the Seat of My Pants


Ideas lessons learned

Ideas & Lessons Learned

  • Teach the standards

  • It won’t be perfect

  • Cover the high points often

  • Routine is important

  • It’s hard

  • Organization is key

  • Accept help

  • Give credit

  • Think outside the box


Ideas lessons learned1

Ideas & Lessons Learned

  • Notebooks, Portfolios, Projects, Modules, Presentations, Choices

  • Media players with headphones (DVD, audio, etc.)

  • PowerPoint on a loop

  • Pre- & Post- Tests

  • Playdough


Ideas lessons learned2

Ideas &Lessons Learned

  • Autopsies, Item Analysis

  • Learning Focused Strategies: http://troup612resources.troup.k12.ga.us/strategies_resources/strategies_resources.html

  • Academic Book Services and eBay: http://www.fes.follett.com/follett_fes_general/used-textbook-clearance.cfm?pubID=GLOB#GLOB


Ideas lessons learned3

Ideas &Lessons Learned

  • Paint Application


Ideas lessons learned4

Ideas & Lessons Learned

  • Quia: http://www.quia.com/pages/troupscience.html

  • Discovery Puzzle Maker: http://www.discoveryeducation.com/free-puzzlemaker/?CFID=1297006&CFTOKEN=74489156


Ideas lessons learned5

Ideas & Lessons Learned

  • Show differentiation

  • Give direct instruction to all students every day

  • Use sample book and excerpts as a springboard of ideas


Identify needs strengths weaknesses

IDENTIFY NEEDS, STRENGTHS & WEAKNESSES


Sample book

SAMPLE BOOK

  • Memletics Learning Styles Inventory:

    http://www.crs.sk/storage/memletics-learning-styles-inventory.pdf


Sample book1

SAMPLE BOOK

Seven Learning Styles:

  • Visual (spatial)

  • Aural (auditory-musical)

  • Verbal (linguistic)

  • Physical (kinesthetic)

  • Logical (mathematical)

  • Social (interpersonal)

  • Solitary (intrapersonal)

More Info: http://www.learning-styles-online.com/overview/


Sample book2

SAMPLE BOOK

  • Study Strategies Tips such as:

    • Sit in the front when possible

    • Lean forward while listening

    • Study in short bursts

For more tips try Where There’s a Will There’s An A: How to Get Better Grades in College”: http://thepositivepage.com/2012/07/12/you-have-to-go-through-the-chaos-before-you-can-reach-the-calm/


Sample book3

SAMPLE BOOK

  • Tiger Test Tips


Sample book4

SAMPLE BOOK

  • Weekly Lesson Plans Shared with Students:

    • Expectations

    • Organized Chaos

    • Assignments Due at End of Week

Image Source: http://thepositivepage.com/2012/07/12/you-have-to-go-through-the-chaos-before-you-can-reach-the-calm/


Sample book5

SAMPLE BOOK

  • Wednesday, January 10th

    • Essential Question

      • ALL Subjects: Which branch of government is most like a cell nucleus?

    • Activating Strategy (Bell Ringer)

      • Science: Answer in your notes: If I was a cell part, I would be __ because __.

      • Social Studies: Answer in your notes: If I worked in a branch of government, it would be ___ because ___.


Sample book6

SAMPLE BOOK

  • Teaching

    • Science: Cell Theory, Cell Organelles, Diffusion ,Osmosis

      • Worksheet—How Does a Plant Cell Relate to Your School?

      • Diagrams—Label Plant and Animal Cells

    • Social Studies: Principles of Government, Democratic Heritage

      • Graphic Organizer—Separation of Powers

      • Read and Answer—A Government for America


Sample book7

SAMPLE BOOK

  • Summarizing Strategy

    • ALL Subjects: Answer EQ

  • Due (on or before) Tuesday, January 16th:

    • ALL—Signed Syllabus

    • Science—Chart—Phases of Matter

    • Etc…


Sample book8

SAMPLE BOOK

  • Student Accountability


Sample book9

SAMPLE BOOK

  • Newspaper Scavenger Hunt


Sample book10

SAMPLE BOOK

  • Pop Quizzes and Quick Checks

    • Universal solvent

    • Located inside the nucleus of an atom

    • GGG

    • SPEF


Sample book11

SAMPLE BOOK

  • Cross-Curricular Assignments

    Working with Sentences

  • Congress adopted ten amendments to the Constitution.

  • Became known as the Bill of Rights.


Sample book12

SAMPLE BOOK

  • Student Interest (Relatable) and Opportunities to Talk

    Class Surveys/Group Work to Learn/ Determine Mean, Median, Mode, Range, Create Graphs, Venn Diagrams

  • What do you think is a good age for a person to be before getting married?

  • What is the most you would pay for a pair of sneakers?


Sample book13

SAMPLE BOOK

  • Calendar Activities

    June 20, 1782: The U.S. Congress approved the Great Seal of the United States

  • Compare/contrast the symbolism of the Great Seal to U.S. currency or the U.S. flag

  • Design a modernized version of the Great Seal

Check out: http://www.history.com/this-day-in-history and http://www.historyorb.com/on-this-day.php


Sample book14

SAMPLE BOOK

  • Journals

  • My big goal for this year is…

  • My favorite smell is…

  • What is a good neighbor?

  • What would you do if you woke up in another country and no one could understand you?

  • What would you do if you saw a friend cheating—report it, confront the friend, do nothing—and why?

  • Should animals be used for medical research?

Check out: http://www.history.com/this-day-in-history and http://www.historyorb.com/on-this-day.php


Sample book15

SAMPLE BOOK

  • Word Parts

  • bi + uni = _____

  • Although bats are insectivorous, baby bats are also lactivorous. What do baby bats’ diets consist of?

  • To unify means to join as ___.

  • 1: mono-, uni-

  • 2: bi-, di-

  • lactis (milk)

  • vor (eat)


Sample book16

SAMPLE BOOK

  • The Language of Science

  • Abiotic = ________

  • Protozoa = _______

  • bio (life)

  • a or an (not)

  • proto (milk)

  • zoo,zoa (animal)


Sample book17

SAMPLE BOOK

  • Frayer Model

    Word Part

    • Definition

    • Picture

    • Example

    • Area of Science


Sample book18

SAMPLE BOOK

  • Top 25

    • Atomic Notes

      • alpha particle

      • atomic number


Sample book19

SAMPLE BOOK

  • Finish the Jokes

    • Teacher: What’s the formula for water?

    • Student: H, I, J, K, L, M, N, O

    • Teacher: That’s not what I taught you.

    • Student: But you said _____.


Sample book20

SAMPLE BOOK

  • Games (Board, Card, PowerPoint)

    • Some Templates:

      • http://people.uncw.edu/ertzbergerj/all.html

      • http://jc-schools.net/tutorials/ppt-games/

      • http://www.internet4classrooms.com/technology_tutorials/powerpoint_game_templates_technology_tutorials.htm


Sample book21

SAMPLE BOOK

  • Projects and Presentations

    • Expectations and Rubrics

    • Lots of Choices

    • Varying Amounts of Work for Individuals, Pairs, Groups


Sample book22

SAMPLE BOOK

  • Projects and Presentations

    • A Few Ideas

      • Diorama

      • Comic Book

      • Children’s Book

      • Rap or Song

      • Collage

      • Top 10 Web Sites

      • Video


Sample book23

SAMPLE BOOK

  • Crossword Puzzles

    • Learning Tools or as Assessment

    • With or Without Answers Provided

    • Repetition


Sample book24

SAMPLE BOOK

  • Cornell Note Taking

Image Source: http://www.docstoc.com/docs/105397510/Cornell-Notes-Template---Get-Now-DOC


Sample book25

SAMPLE BOOK

  • Visual Aids and Mnemonic Devices

    • Element (egg)

    • Compound (cake)

    • Mixture (mud)


Sample book26

SAMPLE BOOK

  • Visual Aids and Mnemonic Devices

    • Platyhelminthes: “Plat” rhymes with “flat”. Platyhelminthes is a group of flatworms.

    • Branches of Government

      • E—Executive Enforces

      • L—Legislative Leads to Laws

      • J—Judicial Judges


Gadoe 11 th annual title programs conference june 18 20 2013

Questions?


Contact information

Contact Information

Celeste McLaughlin

Education Program Specialist

Title I, Part D- Neglected & Delinquent Programs

(404) 656-4148

[email protected]

Michelle Nation

Title I Support Specialist

Federal Programs Department

Troup County Schools

(706) 812-7900 ext. 126

[email protected]


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