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Learning Menus

Learning Menus. By Michele West. Learning Menus. A type of learning that provides a “menu” of activities-some that all students must do, and some that allow students choices.

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Learning Menus

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  1. Learning Menus By Michele West

  2. Learning Menus A type of learning that provides a “menu” of activities-some that all students must do, and some that allow students choices. A learning menu ensures that each learner focuses on knowledge, understanding and skills designated as essential.

  3. Learning Menus are: • List of assignments, activities, or projects students will work on during a set amount of time (ie, one class period,one week) which they can complete the work. • Used to differentiate for learning styles, interest and readiness. • A choice that students use to meet goals.

  4. The Learning Menu can be used to differentiate for learning styles, interest and readiness. • “Readiness” refers to a student’s grasp of a particular concept or task. • “Interests” teaches the student to make decisions for him or herself and provides motivation to complete tasks. • “Learning Profiles” keep the word balance in mind. Are you creative? Practical? Analytical? Do you like to work in groups? Alone? In pairs? (Auditory, Visual, Kinesthetic and Tactile)

  5. Differentiation Strategy A learning menu offers a main course which all students are required to complete completely. The learning menu offers side dishes which students have to complete a certain number of options. Desserts are optional or enrichment opportunities for students. The learning menu can be a short duration or a long duration.

  6. Kinds of Menus • Menu: Main Dishes, Side Dishes, and Desserts (for younger learners). • Agenda: Imperatives, Negotiables, and Options (for older learners). • Think Tac Toe: Complete a row, column or diagonal line of activities.

  7. Menu Format Typically, a menu will include a main course which students are required to complete in its entirety; “side dishes,” from which students must select a designated number of options and “desserts.” which are optional extension or enrichment tasks.

  8. Menu Goals • Students should know: • Students should understand: • Students should be able to:

  9. Appetizer (Everyone Shares) How is the position of each number important?

  10. Main Course: You must do everything in this section. • Write the steps you will take in deciding how to represent a group of place value blocks. • Draw a picture that represent numbers in many different ways. • Develop patterns using place value and repetition of number patterns.

  11. Side Dishes (You must do at least two of these.) • Define place value, in writing. • With a partner present a dramatization of a number sentence focusing on place value. • You have the information, “ Is 327 made up of 3 tens, 2 hundreds and 7 ones?” • Check whether given answers to the problem have the correct place value and explain why.

  12. Dessert (You may do one or more of these if you like to.) • Create a place value test for your class. • Create 10 place value word problems for your classmates to solve. • Explain how the words such as ones, tens and hundreds related to place value. • Create place value questions such as, “For what place is the number the same?” (tens)

  13. Please follow your curriculum map and design/create a menu. Menu Goals: Students should know: Students should understand: Students should be able to: Analyze, draw conclusions and support conclusions. It’s Make It Take It Time!

  14. Thank You!

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