ANSWER THE ESSENTIAL QUESTION AFTER SESSION SIX

After completing the online session five and all of the homework, please return to this post and answer the Essential                         Question for Session Five by posting a COMMENT to this blog entry.

How will you assess all the facets of the cycle or should you?

Things: perception, knowledge, skill, adaptation

Processes:  collaborating, trusting in minds’ eye awareness, 

questioning, judging, tinkering, experimenting, editing, polishing, performing.

ORANGES EXERCISE POST

After completing the Oranges Exercise, post your results for the lists below as a COMMENT.  

You need to list how many post-it notes for

1. the real orange,
2. the picture, and
3. the definition and history. 

Do not forget to add your completed sentence to your post:

The impact of learning with both the 12 o'clock and 6 o'clock experience is _____________  

RAINBOWING 4MATION PLANS

My Rainbowing Comments
Note: you must change your "Viewable By" permissions from "Me" to "Everyone" so that your seminar participants can view and comment on your unit. (You can always change it back.)

Rainbow 1 unit posted by a colleague. Post your rainbow ideas as a comment to this blog post. To “Rainbow” a unit, review the author’s design framework to get the idea of the basics of their design, then review each octant activity (hint: view it in Guidebook page). What you want to do is suggest resources or activities that would enhance or add value to the author’s design. Perhaps you know of a book or video that would enhance one of their octants. Possibly you thought about a different concept or a different connect activity as you were reviewing the design. Post a general comment on their overall lesson plan.

Example:
The Results of Weathering by Gerard Ban (rainbowed by Gary Rouse)

I liked your class about the changes caused by weathering. There are many ways to study this concept and see how things weather, but I will limit my suggestions to the following: In looking at your connect I thought it might also be good to have some students get something really hot and watch it dry out as another type of change caused by weathering. You asked them in perform to talk about what we can do to lessen the effect of weathering, yet this is the only place this new concept is addressed. It might be good to have them see some examples of this first, such as how ditches or the planting of grass can stop soil erosion. 

ANSWER THE ESSENTIAL QUESTION AFTER SESSION FIVE

After completing the online session five and all of the homework, please return to this post and answer the Essential Question for Session Five by posting a COMMENT to this blog entry.

How necessary is the entire learning cycle when we must deal with strong individual needs and preferences?

When the Learner Takes Over the Learning - Tomesha

 

CONCEPT/CONTENT MAPS AFTER SESSION FOUR

 

Share your lesson on the blog by posting a "COMMENT" (Title and Grade level), CONCEPT,  BRIDGE(outcomes imaged) and CONTENT.

Example: (thanks to Jami Covone)

Unit Title - The First Americans and the Land They Found

Grade - Middle School

Concept - Culture
Bridge - Diversity and Adversity
Content - The First Native American

WHEN THE LEARNER TAKES OVER LEARNING

Please post one image on the blog using the "NEW POST" button at the top of the page-because you are posting an image. We would like you to find an image showing "When the learner takes over the Learning." We will use these images in our Quadrant 2 Right (Image or Bridge step). Remember this step represents the outcomes imaged and one outcome of 4MAT instruction is that the learner will reach a place on the cycle when they do take over the learning.