http://www.mensaforkids.org/
http://www.giftedguru.com/
http://www.giftedguru.com/
Fairy Tale Unit
(modify for your grade level)
Knowledge - Identify the author, illustrator, character (antagonist, protagonist), setting, plot (problem, climax, solution), main idea
Comprehension -Convert story into picture cards to be able to summarize your story with a member of another group. (Jigsaw)
Application - Choose an example of figurative language from your fairy tale and illustrate or dramatize the phrase found with a partner in your group.
Analysis - Categorize the deeds by determining good vs. evil. Record data found on a bar graph and include text evidence for your reasoning.
Synthesis - Create a character to retell the story from their point of view. Include an illustration and a summary of your character’s description.
Evaluation - Predict another ending from another character’s view.
Indian Creek - The plan is to add several choices in each category.
Lori Roberts
(modify for your grade level)
Knowledge - Identify the author, illustrator, character (antagonist, protagonist), setting, plot (problem, climax, solution), main idea
Comprehension -Convert story into picture cards to be able to summarize your story with a member of another group. (Jigsaw)
Application - Choose an example of figurative language from your fairy tale and illustrate or dramatize the phrase found with a partner in your group.
Analysis - Categorize the deeds by determining good vs. evil. Record data found on a bar graph and include text evidence for your reasoning.
Synthesis - Create a character to retell the story from their point of view. Include an illustration and a summary of your character’s description.
Evaluation - Predict another ending from another character’s view.
Indian Creek - The plan is to add several choices in each category.
Lori Roberts
We need to get this guy to come to our school for PD
Website: ErvinEducationalConsulting.com
Scott Ervin- Set the bar high even if they have an IEP, just use more interventions and they have to have consequences. Be Calm, Strict and loving. Use Love and logic is a way of interacting with children.
Skill #1 Neutralizing Arguing
Following these easy steps!
4th - death- Say, I respect you too much to argue.
I know
Thanks for sharing
Probably so
Nice try
That’s an option
3) Do not attempt to think!
4) If they continue, Make an appointment to continue the conversation- not during class.
Love and logic skills:
Neutralizing argument
Delaying consequences
Utilizing Empathy
Kids exhibits behaviors that works for them. They will learn:
If I argue long enough, I might get my way
If I don’t get my way, arguing is still a good way to get an entertaining angered adult
If I can control adults, I must be more powerful than adults
Since, I am more powerful than adults I don’t have to listen to them
Being nasty is the best way to get what I want
The love and logic response test
Did my response maintain my own dignity and self concept as well as the dignity and self concept of the student?
Did my response put the problem squarely on the shoulders of the student?
[email protected]
Facebook: ask the kid whisperer
Melissa Brown
Website: ErvinEducationalConsulting.com
Scott Ervin- Set the bar high even if they have an IEP, just use more interventions and they have to have consequences. Be Calm, Strict and loving. Use Love and logic is a way of interacting with children.
Skill #1 Neutralizing Arguing
Following these easy steps!
- Go brain dead - everything shuts off. Do not argue back!
- Use your one-liner:
4th - death- Say, I respect you too much to argue.
I know
Thanks for sharing
Probably so
Nice try
That’s an option
3) Do not attempt to think!
4) If they continue, Make an appointment to continue the conversation- not during class.
Love and logic skills:
Neutralizing argument
Delaying consequences
Utilizing Empathy
Kids exhibits behaviors that works for them. They will learn:
If I argue long enough, I might get my way
If I don’t get my way, arguing is still a good way to get an entertaining angered adult
If I can control adults, I must be more powerful than adults
Since, I am more powerful than adults I don’t have to listen to them
Being nasty is the best way to get what I want
The love and logic response test
Did my response maintain my own dignity and self concept as well as the dignity and self concept of the student?
Did my response put the problem squarely on the shoulders of the student?
[email protected]
Facebook: ask the kid whisperer
Melissa Brown
copy_of_around_the_world_in_80_days__1_.pdf | |
File Size: | 383 kb |
File Type: |
The button below is an article on the introduction to creative thinking by Robert Harris.
Prufrock Press is thrilled to announce the release of Organic Creativity in the Classroom
organic_creativity_sample.pdf | |
File Size: | 2101 kb |
File Type: |
Click on the button below for an article entitled, Developing Creativity in Gifted Children: The Central Importance of Motivation and Classroom Climate by Beth A. Hennessey
The following button is an article about the traits of creativity - Bloom's highest level of thinking.
The following button contains an article on the five hallmarks of a creative project. Melinda Kolk looks at structuring student projects to demand creativity.
Below is a lesson plan entitled: The Use of "Substitution" As A Creative Thinking Tool
lesson_plan_the_use_of_substitution_as_a_creative_thinking_tool.pdf | |
File Size: | 169 kb |
File Type: |
Click on the button to view an article on Educational Leadership entitled, "One to Grow On/ Fairy Dust and Grit
Developing creativity in the classroom
Nurturing creativity helps students build powerful thinking skills and resiliency essential for today’s world.
Nurturing creativity helps students build powerful thinking skills and resiliency essential for today’s world.