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Web-Based Ideas to Enhance Your Unit

Jing
e-printable Calendars

Blurb **
Brain Pop Clay Yourself Comics Dipity **

GoAnimate
GoQRMe ** LitTrips Illuminations WordSift **

Prezi **
MindMeister ** EduTeacher Animaps ** Animoto

21 Things*****
Edufy GameClassroom

Graphic Organizers

Involvement & Engagement Strategies

T & T (in the blue section) KWLstudent writes what they know, what they want to know, what they learned about topic Write a SummaryStudents summarize whats been covered in class Think-Write-Share

Yes/No Cardsevery student has a set of cardsone with word YES and the other with word NO (or back to back)

Involvement Cont
Reaching for the TopHave students raise one arm straight up; use the opposite hand up the extended arm as a gauge for a number scale 1-5 (1 being the shoulder, 3 the elbow, and 5 the fingers of the extended arm)
Wraparounds1) Participants for circle; 2) each student takes a turn telling [a] something theyll use from the lesson; [b] something theyll remember; [c] significant AHA! Red/Yellow/Green Lightcan be used as a pre-assessment and then do it again at end of unitEvery student puts his/her name on a post-it note and then places the post-it on the stop light according to color choice.
Red = I dont know anything about this Yellow = Ive heard of this or know a little Green = I know a lot and can explain it to others

Involvement Still Cont

Take-a-Standevery student responds to show agreement (or lack thereof) with an answer to a question or could be like the I Want to Be a Millionaire game where you poll the audience and student take a stand by a particular response choice
Continuumstudents either stand or use post-it with name on it along a continuum related to content. Can also use with vocabulary where small groups work together to create a continuum (linear array) of words CornersEach student moves to a corner of the room representing a teacher-determined alternative. Students discuss within corners, then listen to a paraphrase ideas from other corners Three-Step InterviewStudents interview each other in pairs, first one way, then the other. Students each share with the group information they learned in the interview (reactions to learning, conclusions)

Blooms On Prezi

BLOOMS

Create Choice Charts (using each of the levels of Blooms) Example: Unit Topic-- 5 Senses
Label the body parts that use the 5 senses on the picture provided. Classify each of the provided materials according to which sense would be used. Describe how our senses help us to make sense of our world. Imagine you were missing the sense of sight. Write what you think life would be like without it! Illustrate each of the 5 senses being used. Make a Judgment on which of the 5 senses is most important and give reasons why.

Multiple Intelligences
Centers that correspond to your Unit Topic:
If Topic is plants:
Reading center with books about plants Math center with problems using plant information Art center using plant parts, etc to create Working Together center where they have to take care of plants or do plant puzzles Music Center where they create songs and use plants to make musical instruments Personal Work center with independent worksheets and journal Building center or Tactile center with different plants they can manipulate, sort, etc. Science center using technology researching different plants

Create Choice Charts with 8 or 9 choices (each one using one of the intelligences)

Ideas Continued
Task RotationFour tasks centered around a topic (one in in each learning style: sensing-thinking, sensing-feeling, intuitive-feeling, intuitive-thinking) in which students can either choose a task or complete all tasks in a specified order. Depending on the activity, ALL Multiple Intelligences can be covered in the tasks!
Use your computer to construct a database for your animal. (Sensing-Thinking) (SynthesisBlooms) (Logical, Spatial, Verbal, Intrapersonal, Body) Develop a plan that will help preserve your animal and help others understand the role your animal plays in our world. (Intuitive-Thinking) (Analysis/Synthesis/EvaluationBlooms) (Naturalist, Verbal, Spatial, Existentialist, Interpersonal, Intrapersonal) Write a friendly letter explaining why you love your animal. (Sensing-Feeling) (ComprehensionBlooms) (Verbal, Intrapersonal, Interpersonal, Body) Create a myth in the form of a song or story to explain an important trait or behavior of your animal. (Intuitive-Feeling) (Synthesis/ComprehensionBlooms) (Musical, Verbal, Logical, Spatial, Interpersonal, Naturalist)

M.I. Still Continued

COPECollect, Organize, Picture, and Elaborate (Verbal, Logical, Spatial, Body, Musical) Minds EyeIdentify Keywords use to formulate main ideas and to collect evidence to support them (Verbal, Logical, Spatial) Etch a SketchUse of symbols and drawings to represent new learning and key ideas (Verbal, Spatial, Interpersonal, Intrapersonal) JigsawLearning teams break up into expert teams where students research specific subtopics and then report back to their learning team to present their expertise (Visual, Logical, Spatial, Interpersonal) Reciprocal LearningStudents work in pairs (one is the doer and the other is the guide. Guide provides the doer clues, encouragement, and feedback to ensure successful outcome. (Verbal, Interpersonal, Intrapersonal) I Teach, You TeachBreak Class into groups of 3. One person is the teacher for each group. The teachers meet with the main teacher, who introduces a new topic while the other students practice material previously taught. The teachers then return to their groups of 3 and teach them the new material. The groups of 3 are then given a task to complete to asses mastery of topic. (Verbal, Logical, Spatial, Interpersonal, Intrapersonal) MysteryStudents are introduced to a question that puzzles and teases, along with clues needed to explain the mystery. They then organize and interpret clues to build an explanation. (Verbal, Logical)