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Applying Standards-Based Constructivism: Elementary by Pat Flynn, Don Mesibov, Paul Vermette

By Pat Flynn, Don Mesibov, Paul Vermette

This ebook presents lecturers with useful methods of making classes that may have interaction scholars and support them advance own accountability for his or her personal studying.

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2). 3. Tubman are based on the following learning standards. Social Studies Standard 1. Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. ¨ Know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it. ¨ Identify individuals who have helped to strengthen democracy in the United States and throughout the world.

This is not to suggest anything to the contrary. ) This is also higher-level thinking—evaluation. In short, open every class with some kind of exploratory activity; it can be brief, or it can lead into a lecture if that is your inclination. End every class with some kind of student reflection (written or verbal); it needn’t require more than five minutes of class time. See Chapter 4 for more on this. As you can see from the clouds example, an easy way to open the door to students’ minds is to pair students and challenge them with a question that will focus them on the concept or topic you are about to address.

The Components of the Two-Step 33 ¨ Design a diorama or windsock based on Farmer Boy, by Laura Ingalls Wilder. In- clude title, author, names of three characters, and three characteristics of each character. ¨ Design and write copy for a movie poster, and you decide who is in the starring role. These are brief examples of authentic tasks from discovery phases. Students would be given criteria to address and a rubric that would assess their performance meeting the teacher’s learning objectives. Students would be supported by planned interventions (which can be thought of as a form of scaffolding), and the teacher would offer spontaneous interventions as needed.

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