Transcript oh calculus, oh calculus!

Visual
Ribbon
Technique
Visual
Velcro
Technique
Generating Nonlinguistic
Representations
•Increases student achievement by 27%
•Research says that knowledge is stored in two
forms: linguistic (in ways associated with words)
and nonlinguistic (mental pictures or even physical
sensations like smell, touch, kinesthetic
association or sound)
•The more we can use nonlinguistic
representations while learning, the better we can
think about and recall our knowledge
Graphic Organizers
• Such as flashcards, flow charts,
cycles, matrices, and trees can be
used to facilitate critical thinking by
helping to organize and prioritize
relevant information. They also
allow that information to be
reformatted to accommodate
different learning styles.
ADHD Workshop
Evanston, Wyoming
Summer 2005
Mind Map Guidelines
• Start in the center of the paper with an
image or symbol.
• Make the branches closest to the center
thicker, and make the attached branches
farther from the center thinner.
• Each line must be connected, starting from
the central image.
• Organize like things together on connected
branches.
• Use at least 3 colors.
• Use colors as your own special code to
show people, topics, themes or dates,
to make the Mind Map more
beautiful.
• Include symbols and pictures
whenever possible.
• Develop your own personal style of
Mind Mapping. Your Mind Maps
should be unique.
Using Inspiration® to create a simple graphic organizer
Dictated Geometry
Musical
Activity
Math Lyrics
Math Lyrics
Write the lyrics to a song or rap in
order to symbolize your
understanding of a math concept
you have learned.
Perform your creative effort to the
class and teach it to them so can
use the powerful effects of music
to remember the content.
OH CALCULUS, OH CALCULUS!
(To: ''Oh. Christmas Tree")
Oh. Calculus; Oh, Calculus,
How tough are both your branches.
Oh, Calculus; Oh, Calculus,
To pass, what are my chances?
Derivatives I cannot take.
At integrals my fingers shake.
Oh, Calculus; Oh, Calculus,
How tough are both your branches.
Oh, Calculus; Oh, Calculus,
Your theorems I can't master.
Oh, Calculus; Oh, Calculus,
My proofs are a disaster.
You pull a trick out of the air.
Or find a reason, God knows
where.
Oh, Calculus; Oh, Calculus,
Your theorems I can't master.
Oh, Calculus; Oh, Calculus,
Your problems do distress me.
Oh, Calculus; Oh, Calculus,
Related rates depress me.
I walk toward lampposts in my
sleep, And running water makes
me weep.
Oh, Calculus; Oh, Calculus,
Your problems do distress me.
Oh, Calculus; Oh, Calculus,
My limit I am reaching.
Oh, Calculus; Oh, Calculus,
For mercy I'm beseeching.
My grades do not approach a B,
Thev're just an epsilon from D.
Oh, Calculus; Oh, Calculus,
My limit I am reaching.
FILL THE BOARDS WITH
DIFFERENTIALS
(To: "Deck the Halls")
Fill the boards with differentials,
FA-LA-LA-LA-LA LA-LA-LA-LA,
Note that dus are essential,
FA-LA-LA-LA-LA LA-LA-LA-LA,
Cs are constants here before us,
FA-LA-LA LA-LA-LA LA-LA-LA,
Integration cannot floor us,
FA-LA-LA-LA-LA LA-LA-LA-LA.
Quizzes always make us queasy,
FA-LA-LA-LA-LA LA-LA-LA-LA,
Max and mins are never easy,
FA-LA-LA-LA-LA LA-LA-LA-LA,
Conic volumes we can measure,
FA-LA-LA LA-LA-LA LA-LA-LA,
Nines and tens we'll always
treasure,
FA-LA-LA-LA-LA LA-LA-LA-LA.
Tactile
Grapho
Grapho
10x+11=11
Grapho
10x+11=11
Grapho
7x+3=80
Remote
Control Math
Remote Control Math
-5x-6=9
Tactile
Back
Geometry
Brain and Movement
Brain learns best when it is
involved in movement!
Motor Cortex
Basal
Ganglia
Cerebellum
Movement
Movement is
strongly correlated
with increased brain
mass, mood
regulation, new cell
growth, and
cognition
“Movement boosts brain power”
“Movement boosts brain power”
“Exercise boosts brain power”
Source: Colcombe, S and Kramer, AF (2003)
Fitness effects on the cognitive function of older adults: a meta-analytic study
Psych Sci 14: 125 - 130
Role Play
Bill of Rights
Math
Clusters
Square Root
√81
Square Roots
√49
Exponents
1
Exponents
0
Print is not flexible: One size fits all
© CAST, Inc.
Technology
What are you doing digitally in
your everyday life?
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Paying for gas
•
Getting directions
•
Buying plane tickets
•
Getting cash
Finding a movie
•
Renting a movie
•
Finding a zip code
Finding a phone number•
Getting the weather
•
Getting a recipe
Taking a picture
Sending a card
Sending a message
Finding out about a topic
Paying bills
Buying a book or music
Listening to music
What about technology in your
teaching life?
vegiemince's photostream
Technology Integration
Framework
McAnear, A. (February 2008). School-wide technology
integration. Learning and Leading with Technology, p. 5.
Check for Understanding
Thumbs up?
Thumbs down?
Thumbs sideways?
THUMBS UP
I am all over this!
THUMBS SIDEWAYS
Life is OK right now!
THUMBS DOWN
Would you speak my language please?
Technology
Do the Math http://teacher.scholastic.com/products/dothemath/
• Destination Math
http://www.hmlt.hmco.com/DM.php
• Fastt Math
http://www.tomsnyder.com/fasttmath/index.html
• Momentum Math
http://www.momentummath.com/
• Math Steps
http://www.eduplace.com/math/mathsteps/
• Moving with Math
http://www.movingwithmath.com/
Technology
• Accelerated Math
http://www.renlearn.com/am/
• Camelot Learning Math Intervention
http://www.camelotlearning.com/
• Breakaway Math Intervention
http://www.optionspublishing.com/643.htm
• Mclass Math
http://www.wirelessgeneration.com/solutions/mclass-math.html
• Carnegie Learning, Inc. http://www.carnegielearning.com/
• The Key Elements to Algebra Success
http://algebrakeyelements.com/
• Mastery Learning Systems
http://www.masterylearningsystems.com/
Use Technology:
Computers and accessible digital
materials provide access to the
curriculum:
• Assistive technology (text to speech;
speech to text, screen magnification,
etc.)
• On-line dictionaries and help features
• Create course website with guided
notes, course content, YouTube videos,
audio files
Digital Technology is flexible text
Visual display
Visual display
Auditory display
UDL and Digital Media
UDL and Digital Media
Embedded learning
supports
What’s better about Universal Design for
Learning?
• UDL recognizes the reality of diversity
• UDL is built right from the start
– It is more efficient than individual solutions
– It benefits more students and teachers
– It supports access for all students to the General Education
Curriculum as required by NCLB and IDEA
Research
Jumping off the Page: Content Area Curriculum for
the Internet Age
70 11th graders – 17 on IEPs
Students who are not in IEPs,
(regular education and honors programs)
provided as many suggestions as those who were
identified with special needs.
http://www.readingonline.org/articles/art_index.asp?HREF=/articles/pisha/ind
ex.html
Universal Design for Learning (UDL)
Universal Design in Architecture
– Eliminate barriers in environment
Universal Design for Learning
– Eliminate barriers in curriculum
Moving UD Toward
Learning:
Universal Design for
Learning
BCHS UDL/RTI Initiatives
Tier 3
Targeted students participate in learning that is in
addition to Tier 1 and 2:
UDL principles strengthen
Tier 3 Interventions
UDL
Tier 2
Targeted students participate in learning that is in
addition to Tier 1:
UDL
UDL principles strengthen
Tier 2 Interventions
Tier 1
All Students participate in general education learning based on the Core Content
Standards and Program of Studies that includes the following:
UDL principles strengthen
Core Curriculum
UDL
Alterable Variables to Intensify
Instruction
• Program Emphasis
• Grouping
• Time
• Process
Initial Understandings...
Student abilities are on a continuum and
vary by...
– subject matter
– experience
– instructional pedagogy and strategy
– level and type of engagement
Traditional notions of content, instruction,
and assessment may limit a child’s ability
Relating UD to education…
• Universal Design for Learning (UDL) focuses
on proactively planning and designing…
– To provide access to learning (moves beyond
simply providing physical access)
– For the continuum of abilities
• UDL Focal Points:
– Curriculum
– Instruction
– Assessment