1. A. C REATING AN E NVIRONMENT FOR L EARNING ADDITIONAL SAMPLE RESOURCES

2. Pre-assess to determine Learning Profile

4. The Early Elementary Edition

7. 7

9. H ELPING S TUDENTS D EVELOP U NDERSTANDING Assessing for Conceptual Understanding (These are…These are not) Suggestion from Research: Open (begin) with the rigor… …but rather than rigor…scaffold the experience for students to foster rigor with nurturing…

11. If you want a learner to truly understand and own essential knowledge, expand your exploration from ‘what it is’ to also ‘what it is NOT’.

12. ? ? ? ? A = bh Opposite sides equal 1 right angle Right Triangle 4 sides 3 sides 4 right angles A = ½ bh Rectangle One side is the longest

13. O PEN T ASK AND C ONSTRUCTED R ESPONSE page 48

14. O PEN T ASK AND C ONSTRUCTED R ESPONSE

15. pages 35 - 36

16. Helping Students Extend and Apply Knowledge Directions: Rank the symbols (1-4) in order from most (1) like you as a learner to least (4) like you as a learner.

17. Knowing the LearnerStrengthsNeedsExperimentation Risk taking AdventurousIntuitive/InsightfulCreativeSpontaneousGuidelinesBoundariesExpectationsStandardsParameters Help in Focusing AttitudesPreferences Don’t like step-by-step directions React to internal and external rewards Want to improve things for society Stimulus-rich environment Options and alternatives Interesting and exciting learning Learning Style of Beach Balls

18. Knowing the Learner StrengthsNeeds See the big picture Home in on main points Learn from lecture and reading Think in abstract terms and language Analyze theories and information Thorough logical learners Can delay gratification Help in working with others Help in organizing time and bringing closure AttitudesPreferences Don’t like to waste time “pooling ignorance” Don’t like inquiry Vicarious learning Simulations Analytical thinking Expert information Feedback that will improve grades Learning Style of Microscopes

19. Knowing the Learner StrengthsNeeds Precision and accuracy Striving for perfection Practicality Compliance with teacher Sensory responsive Externally motivated Delay gratification Real experiences Concrete examples, not theory Structure Procedures, routines Directions AttitudesPreferences No news is good news Serious about their work Require feedback Precise, useful feedback Recommendations Appreciate privacy Learning Style of Clipboards

20. Knowing the Learner StrengthsNeeds EmpathicIntuitive Subjective, abstract, affective Read between the lines See the gestalt Opportunities to work with others Time for self-reflection To connect with teacher and peers Rationale for learning AttitudesPreferences Internal motivation Self-monitoring toward personal criteria Require rationale for learning Can block out stimuli Subjective versus abstract Personal incentives, encouragement Choice of learning environments Learning Style of Puppies