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Pathways 1-3 S Baum & HJNicols
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Pathways Model Explorations Bridging Understanding Authentic Problems Talent Development
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Explorations Learning Environment Learning Experiences Student Strengths Wow! Building must be their strength!
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Bridging Scaffolding Steps 1.__________________ 2.__________________ 3.__________________ 4.__________________ 5.__________________ Bridging Initiating Activity Target Performance
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Bridging Using students strengths to bridge to literacy and numeracy skills Employing instructional strategies that tap different intelligences Personal intelligences – Moral dilemmas Drama -- Emotional carpool and character interviews
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Let’s Make You Think
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Engaging in thinking Moral Dilemmas Socratic Seminars Futures Hilda Taba techniques Thinking routines – Look, think, wonder
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Understanding Pathway Aesthetic Graph Narrative Experiential Entry Points Big Ideas Facts & Skills Performances Mural Speech
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Differentiation Points Within a Unit Entry Points or Teaching Activities Resources: print materials, internet, art and music, film, artifacts, interviews, observation, demonstrations, multi-media Exit Points or Performances of Understanding Final Assessment
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What is understanding? 1.Representing ideas using more than one symbol system. 2.Applying ideas to new situations 3.Making connections of abstract ideas across disciplines. 4.Making analogies or metaphors of abstract understandings.
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Gardner’s Entry Points ENTRY POINT DESCRIPTION NUMERICAL/ MATHEMATIC (Connects to Logical/Mathematical intelligence) Describing the quantitative aspects or perspective of topic such as the amount of money lost during the stock market crash of 1929 to introduce a unit on the Great Depression. EXPERIENTIAL (Connects with bodily-kinesthetic, perhaps personal and spatial intelligences as well) Hands-on activities like performances or experiments,ie. introducing a unit on molecular bonding with a movement exercise or experiment.
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Gardner’s Entry Points ENTRY POINT DESCRIPTION NARRATIVE (Aligned to linguistic intelligence) Presenting a story to introduce a unit. AESTHETIC (Associated with spatial and perhaps naturalist intelligences) Using works of art to analyze some aspect of the topic to be studied.
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It all began with Genetics First there was an XX & XY
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Then there was a Mom & a Dad.
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And some of us got to be girls!
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And then we learned about sex-linked recessive genetic transmission of Hemophilia.
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Distance, rate, and time D= rt Ask questions about what you observe about the relationships between and among variables? See, Think, Wonder Experiment do explore wonderments and build understanding of relationships
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DISCIPLINARY PERSPECTIVES Creating understanding by using a multi-disciplinary representations of a concept or perspectives: For example, How would an artist represent an understanding of the concept?
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WRITERS communicate with words (poetry, stories, editorials, speeches, scripts, song lyrics).
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ARTISTS use visual images to communicate ideas (paintings, sketches, photography, film, cartoons).
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ENGINEERS make models to explain or design how things work (architectural models, working models, prototypes, & three- dimensional models).
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PERFORMING ARTISTS communicate feelings and ideas through (skits, monologues, choreographed pieces including dance & music).
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MATHEMATICIANS AND ECONOMISTS Express ideas using mathematical representations (formulas, tables, charts, graphs, timelines).
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SOCIAL ACTIVISTS focus on bringing about awareness of social problems and creating change through action- oriented events (public services, letter writing campaigns, legislation, speeches, demonstrations, media events, and effective use of the arts).
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HISTORIANS recreate the past through documenting and analyzing primary sources and communicate their findings using appropriate related products. ( story telling, photo essays, artifacts, video documentaries, interviews, timelines, historical essays).
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http://www.xtranormal.com/watch/6400659/ 40 http://www.xtranormal.com/watch/6400659/
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http:/mesakids.ed.voicethread.com/?#q.b8941 05.i4764926 41
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http://animoto.com/play/n33GGqJBS0waB6S2hxbYJ w?utm_content=challenger 42
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www.glogster.com http://www.glogster.com/mirzie/t o-kill-a-mockingbird/g- 6km0h8jhnr9dptu773mlta0
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