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

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

Costas Level of Thinking

Marzano’s Effective Strategies

Multiple Intelligence

Historical Thinking Patterns


Vocabulary Flip Words


  • Costas Level of Thinking

    • Level 2 Classification

  • Marzano’s Effective Strategies

    • Similarities and Differences

    • Generating and Testing Hypotheses

    • Nonlinguistic Representation

Vocabulary


  • 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


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.


Big Idea or question.

Translating Notes

Visualization of notes

Notes


  • Costas Level of Thinking

    • Level 2 – Analyze

    • Level 3 – Interpret

  • Marzano

    • Notetaking & summary

    • Graphic Representation

    • Similarities and differences

Translating Notes


  • 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


What it looks like…


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


  • 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


  • 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 Like

Flip Books.pptx


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.enchantedlearning.com/crafts/Facetemplate.shtml


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…

  • 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


  • 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


  • 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 It


What It Looks Like

student work\Complex Tasks.pptx


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


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


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