Using the Standards to Transform and Strengthen Students’ Skills Toni Theisen Loveland High School Thompson School District Loveland, CO

“ Do not confine your children to your own learning, for they were born in another time.” -Hebrew Proverb A Thought…

“The teacher, if indeed wise, does not bid you to enter the house of her/his wisdom, but leads you to the threshold of you own mind.” – Kahlil Gibran-Lebanese poet, ( ) Another Thought…

Essential Question: How do teachers vary instruction and assessment in order to be responsive to the needs of all students?

Goal: Students who can function in real-world situations that are authentic, predictable, unpredictable and vital.

REACHINGREACHING Higher Levels of Performance

How do we make learning both compelling and challenging for our 21st century students?

What does a 21st century learner need?  Rigor  Relevance  Personalization  Connections  Collaboration  Choice  Relationships  Rigor  Relevance  Personalization  Connections  Collaboration  Choice  Relationships

Activities

Circumlocution Exercise  Partner A looks at overhead and tries to explain the word without using it. (No hand movements)  Partner B doesn’t look at overhead, listens and tries to guess the word.  Second round reverse roles.  Partner A looks at overhead and tries to explain the word without using it. (No hand movements)  Partner B doesn’t look at overhead, listens and tries to guess the word.  Second round reverse roles.

Circumlocution Exercise First round- 3 different words- remember-- NO HAND MOVEMENTS!!!!!!!  1.whale  2. boundary  3. irony First round- 3 different words- remember-- NO HAND MOVEMENTS!!!!!!!  1.whale  2. boundary  3. irony

Circumlocution Exercise Second round- 3 different words- remember-- NO HAND MOVEMENTS!!!!!!!  1. technology  2. awesome  3. scroll Second round- 3 different words- remember-- NO HAND MOVEMENTS!!!!!!!  1. technology  2. awesome  3. scroll

Create Categories  melon  artichoke  corn  peach  coffee  mango-guava  chocolate  tomato  yams  cherry garcia  café au lait  onions  butter pecan  zucchini  chamomile  melon  artichoke  corn  peach  coffee  mango-guava  chocolate  tomato  yams  cherry garcia  café au lait  onions  butter pecan  zucchini  chamomile  rocky road  fava  peas  latté  bubble gum  tea  squash  expresso  avocado  mocha steamer  vanilla  strawberry swirl  beets  cabbage  double expresso latté

Find a student with the answer game

Vocabulary review team game

ART START

Human Graph Report

Grocery Shopping Math

“Gut” guessers

Historical Resumé Choose an historical figure. Now imagine that this person has a resumé. Name___________________________ Address__________________________ City and Country___________________ Education:________________________ Skills____________________________ Accomplishments__________________ Honors, Awards, Recognition________ _________________________________

The Tree of Life

Self-reflection logs and checklists

 Critical and Creative Thinking Higher-level thinking skills

Bloom’s Taxonomy  Evaluation  Synthesis  Analysis  Application  Comprehension  Knowledge  Evaluation  Synthesis  Analysis  Application  Comprehension  Knowledge Higher Lower

Question Activities  What type of question is it?  Apply questioning techniques to content topic.  A little creativity and fun….  What type of question is it?  Apply questioning techniques to content topic.  A little creativity and fun….

Student-generated questions and answers

Read the following article.  Chef cooks £ 2,000 Valentine pizza A chef has flown from Scotland to Italy to create the world's most expensive pizza for a St Valentine's Day meal. Award-winning Glasgow restaurateur Domenico Crolla will prepare the £2,150 (3,000-euro) feast for lawyer Maurizio Morelli and his wife Sabrina in Rome. Mr Morelli, a gastro-expert, bought the pizza during a charity auction. The treat named the Pizza Royale 007 is topped with edible gold, lobster marinated in the finest cognac and champagne-soaked caviar. Other toppings on the organic base, spread with a sunblush tomato sauce, include Scottish smoked salmon and medallions of venison. Mr. Crolla said: "This is the perfect romantic Valentine's gift. "We Italians are experts at amore and I think this pizza will show that the way to a woman's heart is definitely through her stomach." The pizza was created to raise funds for The Fred Hollows Foundation, which aims to prevent curable blindness in developing countries. The title for world's most expensive pizza was previously held by a £100 white truffle, mushroom and fontina cheese pizza at Gordon Ramsay's Maze restaurant in London.  Story from BBC NEWS:   Chef cooks £ 2,000 Valentine pizza A chef has flown from Scotland to Italy to create the world's most expensive pizza for a St Valentine's Day meal. Award-winning Glasgow restaurateur Domenico Crolla will prepare the £2,150 (3,000-euro) feast for lawyer Maurizio Morelli and his wife Sabrina in Rome. Mr Morelli, a gastro-expert, bought the pizza during a charity auction. The treat named the Pizza Royale 007 is topped with edible gold, lobster marinated in the finest cognac and champagne-soaked caviar. Other toppings on the organic base, spread with a sunblush tomato sauce, include Scottish smoked salmon and medallions of venison. Mr. Crolla said: "This is the perfect romantic Valentine's gift. "We Italians are experts at amore and I think this pizza will show that the way to a woman's heart is definitely through her stomach." The pizza was created to raise funds for The Fred Hollows Foundation, which aims to prevent curable blindness in developing countries. The title for world's most expensive pizza was previously held by a £100 white truffle, mushroom and fontina cheese pizza at Gordon Ramsay's Maze restaurant in London.  Story from BBC NEWS: 

Create questions in the chart below. Answer your own questions. Question wordQuestionResponse Who? What? When? Where? Why? How? What if? ? (If?)

Types of Writing  Descriptive  Expository  Narrative  Argumentative or Persuasive  Descriptive  Expository  Narrative  Argumentative or Persuasive

R.A.F.T. writing (provides purpose for writing) R-role of the writer A-audience F-format T-topic (+strong verb)

R.A.F.T. Assignment French 2--Traveling in France

R.A.F.T.

What is Rigor? oRigor involves higher-level thinking by students involving the transformation of information and ideas. oThis transformation occurs when students combine facts and ideas and synthesize, hypothesize or arrive at some conclusion or interpretation. oManipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning. oIn helping students become producers of knowledge, the teacher’s main task is to create activities or environments that allow them opportunities to engage in higher-level thinking. oRigor involves higher-level thinking by students involving the transformation of information and ideas. oThis transformation occurs when students combine facts and ideas and synthesize, hypothesize or arrive at some conclusion or interpretation. oManipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning. oIn helping students become producers of knowledge, the teacher’s main task is to create activities or environments that allow them opportunities to engage in higher-level thinking.

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N AB DC Rigor/Relevance Framework Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Knowledge 1 1 Knowledge in one discipline 2 Apply knowledge in one discipline 5 Apply knowledge to real-world unpredictable situations 4 Apply knowledge to real-world predictable situations 3 Apply knowledge across disciplines

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherWork Teacher/Student Roles StudentThinkStudent Think & Work StudentWork High Low

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Activities Projects Problems

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N AB DC Rigor/Relevance Framework Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Knowledge 1 1 Knowledge in one discipline 2 Apply knowledge in one discipline 5 Apply knowledge to real-world unpredictable situations 4 Apply knowledge to real-world predictable situations 3 Apply knowledge across disciplines

Quadrant A Read a paragraph from a tourist brochure and plot on the map the 10 most popular cities in France to visit.

Quadrant B Choose six cities that you like and plan and design a two week trip. Include details of things to visit, hotels and restaurants and plot your trip on a map.

Quadrant C Do research on cities and regions of France according to types of activities and weather you prefer. Create a 10 slide powerpoint to share your trip.

Quadrant D There is a group of 15 people of various ages and preferences. Plan the best two-week trip for this group considering and negotiating these preferences. Create a marketing brochure to inform and persuade them.

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N AB DC Rigor/Relevance Framework Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Knowledge 1 1 Knowledge in one discipline 2 Apply knowledge in one discipline 5 Apply knowledge to real-world unpredictable situations 4 Apply knowledge to real-world predictable situations 3 Apply knowledge across disciplines

Food and Nutrition Knowledge Taxonomy 1.Label food by nutritional groups 2.Explain nutritional value of foods 3.Use nutrition guidelines in planning meals 4.Examine success in achieving nutrition goals 5.Develop personal nutrition goals 6.Evaluate results of personal eating habits over time Knowledge Taxonomy 1.Label food by nutritional groups 2.Explain nutritional value of foods 3.Use nutrition guidelines in planning meals 4.Examine success in achieving nutrition goals 5.Develop personal nutrition goals 6.Evaluate results of personal eating habits over time Application Model 1.Label food by nutrition groups 2.Rank foods by nutritional value 3.Make cost comparison of foods considering nutritional value 4.Develop nutritional plan for a health problem affected by food 5.Devise a sound nutritional plan for a group of 3 year-olds who are “picky” eaters

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Teacher Work Teacher/Student Roles Student Think Student Think & Work Student Work

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N AB DC Rigor/Relevance Framework Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Knowledge 1 1 Knowledge in one discipline 2 Apply knowledge in one discipline 5 Apply knowledge to real-world unpredictable situations 4 Apply knowledge to real-world predictable situations 3 Apply knowledge across disciplines

What does a 21st century learner want and need?

What does a 21st century learner need?  Relevance  Personalization  Connections  Collaboration  Choice  Digital perspective  Relevance  Personalization  Connections  Collaboration  Choice  Digital perspective

Mark Prensky  Digital Immigrant  Digital Native  Digital Immigrant  Digital Native

Podcasts, blogs, videocasts

The real voyage of discovery lies not in seeking new landscapes, but in having new eyes. -Marcel Proust-

What new eyes are you seeking?

A Final Thought "No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure." - Emma Goldman

Toni Theisen Loveland High School Thompson School District Loveland, CO lhsfrenchclasses.wikispaces.com Toni Theisen Loveland High School Thompson School District Loveland, CO lhsfrenchclasses.wikispaces.com