Flipping through history
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Flipping Through History. CLMS Darlene Pope February 28, 2010 Sacramento, CA. Topics. Academic /Historical Language Translating Notes Enhancing the Basic Flip Book Complex tasks Helpful Hint…number the pages of your handouts…front side only 1-11. Increasing Rigor .

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Flipping Through History

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Flipping through history

Flipping Through History

CLMS

Darlene Pope

February 28, 2010

Sacramento, CA


Topics

Topics

Academic /Historical Language

Translating Notes

Enhancing the Basic Flip Book

Complex tasks

Helpful Hint…number the pages of your handouts…front side only 1-11


Increasing rigor

Increasing Rigor

Costas Level of Thinking

Marzano’s Effective Strategies

Multiple Intelligence

Historical Thinking Patterns


Vocabulary flip words

Vocabulary Flip Words


Vocabulary

  • Costas Level of Thinking

    • Level 2 Classification

  • Marzano’s Effective Strategies

    • Similarities and Differences

    • Generating and Testing Hypotheses

    • Nonlinguistic Representation

Vocabulary


Vocabulary1

  • Multiple Intelligence

    • Verbal Linguistic

    • Visual Spatial

    • Mathematical Logical

    • Bodily Kinesthetic

  • Historical Thinking Patterns

    • Will vary with topic and sophistication of the students.

    • ESP (Economic Social Political)

    • GRAPES (based on CA state standards for 6 & 7 especially)

Vocabulary


What it looks like

What It Looks Like


How to do it

How to Do It

Make a matchbook foldable.

Put the word on the small flap

Put a visual of the word on the front cover

Put the definition on the lower part of the inside.

Optional-put another component (Frayer model) on the upper part of the inside cover.


Translating notes

Big Idea or question.

Translating Notes

Visualization of notes

Notes


Translating notes1

  • Costas Level of Thinking

    • Level 2 – Analyze

    • Level 3 – Interpret

  • Marzano

    • Notetaking & summary

    • Graphic Representation

    • Similarities and differences

Translating Notes


Translating notes2

  • Multiple Intelligence

    • Verbal Linguistic

    • Visual Spatial

    • Bodily Kinesthetic

    • Mathematical Logical

    • Intrapersonal

      *Interpersonal if students then switch papers translate back into words.

  • Historical Thinking Pattern

    • Will vary with task

Translating Notes


Flipping through history

What it looks like…


How to do it1

How to Do It

  • Fold a piece of lined paper in half the long way.

  • Take notes on the left side of the page as you would for Cornell Notes.

  • Write relevant questions/comments/important terms on the right side of the page.

  • Fold the page so the note column covers the question column and you see half of the blank side of the page.

  • Translate the important ideas of the notes into a visual representation so that all key points are included.

  • Use a scissors to cut each section with a visual to form a flap for each visual.


The non traditional flip book

The Non-traditional Flip Book


Flip books

  • Costas Level of Thinking

    • Level 1 – Identify

    • Level 2 – Analyze, categorize, compare, organize, sequence

    • Level 3 – Interpret, imagine, evaluate, invent

  • Marzano

    • Nonlinguistic representation

    • Similarities and differences

    • Graphic Organizer

Flip Books


Flip books1

  • Multiple Intelligence

    • Verbal Linguistic

    • Visual Spatial

    • Bodily Kinesthetic

    • Mathematical Logical

  • Historical Thinking Pattern

    • Categorization

    • Bias-perspective

    • Cause & Effect

    • Compare & Contrast

    • Change across time.

Flip Books


What it looks like1

What It Looks Like

Flip Books.pptx


Variations

Variations

  • Sections

    • 3 branches of government

    • Steps to a war/revolution

    • Compare components among different cultures

      • Geography

      • Religion

      • Art

      • Political

      • Economic

      • Social

  • Historical Perspective

  • Levels of Importance

  • Shapes

    • Of a country

  • Electronic Sources


Http www readwritethink org files resources interactives flipbook

http://www.readwritethink.org/files/resources/interactives/flipbook/


Http www enchantedlearning com crafts facetemplate shtml

http://www.enchantedlearning.com/crafts/Facetemplate.shtml


How to do it2

How to Do It

  • Basic Hints

  • Decide on the # of pages you want in the flip book

    • Divide that # by two-this is how many pieces of paper you will need

  • Stagger the sheets

  • Fold sheets to make one more stagger in the middle

    • If you use colored paper these middle pages will be the same color…be sure there are 2!

    • Staple at the top

  • If cut the pages into columns-do not cut the cover or back page

    • Book tends to fall apart if you do.


Consider

Consider…

  • Adding a written component to organizational flip books

    • Rank the steps to the Civil War.

    • Justify – Describe why you chose your top three steps.


Complextasks

ComplexTasks


Complex tasks

  • Costas Level of Thinking

    • Level 2 – Apply, compare/contrast, analyze, sequence, categorize, justify

    • Level 3 – Evaluate, judge, generalize, synthesize, interpret, speculate

  • Marzano

    • Summary

    • Graphic organizer

    • Nonlinguistic representation

    • Similarities and differences

    • Generating and testing hypotheses

    • Cooperative learning

Complex Tasks


Complex tasks1

  • Multiple Intelligence

    • Verbal Linguistic

    • Visual Spatial

    • Mathematical Logical

    • Intrapersonal

    • Interpersonal

  • Historical Thinking Pattern

    • Cause & effect

    • Compare & contrast

    • Change across time

    • Chronological thinking

    • Categorization

    • Historical perspective

Complex Tasks


How to do it3

How to Do It


What it looks like2

What It Looks Like

student work\Complex Tasks.pptx


Increasing access the importance of scaffolding

Increasing Access…the importance of scaffolding

  • Complex tasks need careful scaffolding

  • When teaching a thinking pattern…use information the students are already familiar with

    • Prior knowledge

    • Personal experiences of students

    • Review content previously studied

  • Imbed a scaffolding progression

  • Create Graphic Organizers that can then be cut and pasted onto the flip book.

  • Make an electronic version of your graphic organizer that can be downloaded by students and completed on their computer.

  • Consider grading content mastery not compliance…

    • Deadlines


Sample scaffolding progression

Sample Scaffolding Progression


Flipping through history

Powerpoint and handouts are available at www.strategicteaching.wordpress.com


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