Differentiated Geometry

1. Differentiated Geometry University of New England Sharon Olson EDU 610

2. Styles Implementing Learning Sharon Olson EDU 610 (GoogleImage.com)

3. Differentiation What it is NOT What it IS • Separate instruction • Chaotic classrooms • Homogeneous groups • Teacher focused • One post-unit assessment • Individualized instruction • Purposeful student activity • Flexible groups • Student focused • Various ongoing assessments Sharon Olson EDU 610 (Tomlinson, 2012, p. 2-5)

4. Why is Differentiation In a Classroom Important? Sharon Olson EDU 610

5. Because Sharon Olson EDU 610

6. This is worth repeating! • No two children are alike. • No two children learn in the identical way. • An enriched environment for one student is not • necessarily enriched for another. • In the classroom we should teach children to • think for themselves. • Marian Diamond Sharon Olson EDU 610 (Shaw, 2011)

7. Everyone Multiple Intelligences Learning Styles has their own set of and Sharon Olson EDU 610

8. Multiple Intelligence: The capacity to do something useful in the society in which we live. The abilityto respond successfully to new situations The capacityto learn from past experiences Dr. Howard Gardner Frames of Mind and Multiple Intelligences: The Theory in Practice Sharon Olson EDU 610

9. Multiple Intelligence What is strength? YOUR Sharon Olson EDU 610

10. Multiple Intelligence HOW TO ENGAGE THESE LEARNERS INTELLIGENCE FACTOR DESCRIPTION • Sensitive to language, meanings, and the relationship of words • Vocabulary activities, grammar, poetry, essays and plays Sharon Olson EDU 610 (Shelton, 2012)

11. Multiple Intelligence HOW TO ENGAGE THESE LEARNERS INTELLIGENCE FACTOR DESCRIPTION • Graphs, charts, color codes, guided imagery, pictures, posters, mind maps • Keen observer, able to think in three dimensions. Likes to use metaphors Sharon Olson EDU 610 (Shelton, 2012)

12. Multiple Intelligence HOW TO ENGAGE THESE LEARNERS INTELLIGENCE FACTOR DESCRIPTION Critical thinking activities, breaking tasks into smaller parts and reassembling them Abstract thinking, counting, organizing; prefers logical structures Sharon Olson EDU 610 (Shelton, 2012)

13. Multiple Intelligence HOW TO ENGAGE THESE LEARNERS INTELLIGENCE FACTOR DESCRIPTION Good body control and fine motor skills; often active and animated Needs "hands-on" activities, like, games, skits, plays and manipulatives Sharon Olson EDU 610 (Shelton, 2012)

14. Multiple Intelligence HOW TO ENGAGE THESE LEARNERS INTELLIGENCE FACTOR DESCRIPTION Sensitive to rhythm, pitch, intonation. Can remember tunes and rhythms easily Likes poems, plays, jazz chants, rap music, songs, and musically guided imagery Sharon Olson EDU 610 (Shelton, 2012)

15. Multiple Intelligence HOW TO ENGAGE THESE LEARNERS INTELLIGENCE FACTOR DESCRIPTION Sensitive to others’ moods, feelings, and motivations; outgoing and interactive Likes to talk with people, enjoys discussion groups, good at verbal problem solving Sharon Olson EDU 610 (Shelton, 2012)

16. Multiple Intelligence HOW TO ENGAGE THESE LEARNERS INTELLIGENCE FACTOR DESCRIPTION Has a sense of self, able to understand and access one’s own feelings Likes poetry, meditation, guided imagery, journal writing, story telling Sharon Olson EDU 610 (Shelton, 2012)

17. Multiple Intelligence HOW TO ENGAGE THESE LEARNERS INTELLIGENCE FACTOR DESCRIPTION Sensitive to nature and environment; loves to be outdoors Likes to work in the garden, study habitats, go hiking, walk outside Sharon Olson EDU 610 (Shelton, 2012)

18. Students Multiple Intelligence Factors Learning Styles with similar can have very different Sharon Olson EDU 610 (Prashing, 2005 p. 9)

19. Learning Styles HOW TO ENGAGE THESE LEARNERS LEARNING STYLE DESCRIPTION Sharon Olson EDU 610

20. Learning Styles HOW TO ENGAGE THESE LEARNERS LEARNING STYLE DESCRIPTION • Enjoy using tools or active lessons • Can remember procedures after having done them (movement) Creative, out-of-seat activities. Encourage students to take their own notes and use computers Sharon Olson EDU 610 (White, 2009)

21. Learning Styles HOW TO ENGAGE THESE LEARNERS LEARNING STYLE DESCRIPTION • Minimize noise/distractions, • summarize lessons, • write down key words • Enjoys class discussions, Remembers oral instructions, what they say and hear Sharon Olson EDU 610 (White, 2009)

22. Learning Styles HOW TO ENGAGE THESE LEARNERS LEARNING STYLE DESCRIPTION • Enjoys visual projects and presentations • Can remember diagrams, charts and maps • Interesting visuals, organized presentations, notes, readable handouts Sharon Olson EDU 610 (White, 2009)

23. Implementing Learning Styles in Geometry Sharon Olson EDU 610 GoogleImage.com

24. GeometryAssessment 3D 2D Sharon Olson EDU 610 GoogleImage.com

25. 2D Requirements • The student will be able to calculate the area and perimeter of 12 - 2D shapes. There must be AT LEAST 2 each of: • Circles • Quadrilaterals • Right Triangles 3D 2D Sharon Olson EDU 610

26. 3D Requirements • The student will be able to calculate the surface area and volume of 12 - 3D shapes. There must be AT LEAST 2 each of: • Cylinders • Rectangular prisms • Triangular prisms 3D Sharon Olson EDU 610

27. Composite Requirements • The student will be able to calculate: • The surface area of a “doughnut” Sharon Olson EDU 610

28. Composite Requirements • The student will be able to calculate: • The surface area of a rectangle with 3 cutouts One Circle One Rectangle One Triangle Sharon Olson EDU 610

29. Additional Notes • The dimension of your project base is 16” X 20”. It’s height is up to you. • No 3D dimension may match a corresponding 2D dimension • Shapes may be similar but not congruent • π = 3.14 . . 3D 2D Sharon Olson EDU 610

30. Project Idea • A Geometric Fountain Sharon Olson EDU 610 GoogleImage.com

31. Project Idea • A Geometric Fountain • Please • DO NOT • add water! Sharon Olson EDU 610

32. Project Idea • A Geometric Sculpture Sharon Olson EDU 610 GoogleImage.com

33. Project Idea • Design A Park Sharon Olson EDU 610 GoogleImage.com

34. Project Idea • Design A Park • You may draw your parkin • from the top view, • evaluate the cylinders • and prisms as • 2D • BUT • 3D Sharon Olson EDU 610

35. Project Idea • Your APPROVED Idea ? • You may submit your original idea in writing for approval Sharon Olson EDU 610

36. Other Project Ideas • If you want to make • any of the required • shapes • you may. • evaluate those shapes as 2D • 2D • 3D • BUT Sharon Olson EDU 610

37. Other Project Ideas The required 2D and 3D shapes DO NOT need to be connected, touching or joined to each other Sharon Olson EDU 610

38. Other Project Ideas • If you want to combine a park • with sculptures or fountains • you may form groups of two or three students by permission. • All of your paperwork • must be done separately. • BUT Sharon Olson EDU 610

39. Student Handouts Sharon Olson EDU 610 autism-essentials.com

40. Student Handouts Choose what you want to view by clicking on the picture Click ENTER to continue with the slide show The actual handouts can be retrieved from my webpage Reference Lists References Project Description Calculation Sheet Rubric Sharon Olson EDU 610

41. Student Handouts Choose what you want to view by clicking on the picture Click ENTER to continue with the slide show The actual handouts can be retrieved from my webpage Reference Lists References Project Description Calculation Sheet Rubric Sharon Olson EDU 610

42. BACK Project Description NEXT Press ENTER 4 times to view all 4 pages Your decision MUST be made by Sharon Olson EDU 610

43. BACK Calculation Sheet NEXT Press ENTER 4 times to view all 4 pages Calculations Sheet On your 8½” X 11” sketch, label all of the shapes as listed below. I have entered the REQUIRED shapes. You need to fill out the spaces with what you have chosen. If you are supplying shapes for extra credit, enter them at the end of the list and label them X1, X2, X3 etc. On a SEPARATE sheet of lined paper, show All of your work. Label each problem number to match the same number as the appropriate shape. Please keep everything in numerical order. Remember, shapes are SIMILAR, but not CONGRUENT. Definition of similar shapes __________________________________________ Definition of congruent shapes _______________________________________ Sharon Olson EDU 610

44. BACK Rubric NEXT • 3D Project ~ Construction – the final product • ­­­_____ All required figures are accounted for and labeled with their correct • number corresponding to your calculations page • _____ Precise lines were cut out neatly • _____ Neat construction Press ENTER 4 times to view both rolling pages • 3D Project ~ Construction – the final product • ­­­_____ All required figures are accounted for and labeled with their correct • number corresponding to your calculations page • _____ Precise lines were cut out neatly • _____ Neat construction B) 90 possible points Score 200 points Sharon Olson EDU 610

45. BACK References NEXT Prashing, B. (Autumn 2005), Learning styles vs.. multiple intelligences (MI). www.teachingexpertise.com, (9), 8-9. Retrieved from http://www.creativelearningcentre.com/downloads/LS vs. MI TEX9_p8_9.pdf Shaw, P. (2011, November 16). Enhance learning with technology. Retrieved from http://members.shaw.ca/priscillatheroux/priscilla _theroux.htm Shelton, L., Havenridge, P. & Beckerman, C. (2012, March 8). Multiple intelligence for adult literacy and education. Retrieved from http://www.literacyworks.org/mi/home.html Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. (2 ed.). Alexandria, VA: Association for Supervision & Curriculum Development. White, J., & , (2009). Learning style inventory . Informally published manuscript, DOE Technology Training Center, University of Georgia College of Education, Athens, Georgia. Retrieved from http://ttc.coe.uga.edu/surveys/index.html Sharon Olson EDU 610

46. BACK Images In order of Appearance: Sharon Olson EDU 610 http://www.condenasistore.com/-sp/l-know-you-re-as-excited-as-I-am-about-today-s-lesson-Cartoon-Prints i8639923 .htmGoogleImages.com