High Yield Arts Based Strategies – Working DRAFT – (for discussion only)
Richard Benjamin – July 2018 richardbenjamin7@gmail.com
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Name |
Strategy |
Purpose |
Arts Integration |
Notes |
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Marzano |
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(Nicole Hanson) |
1 – Compare & Contrast |
Learn & document understanding of concepts |
VAK |
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(Richard Benjamin) |
2 - Summarizing |
Sharpen & Document Comprehension |
Drama |
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(Richard Benjamin) |
2 - Summarizing |
Create meaning through narrative |
Drama |
From A Whole New Mind by Daniel Pink A_Whole_New_Mind |
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(Donna McCullough) |
3 – Reinforcing Effort (& Providing Recognition) |
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3 – (Reinforcing Effort &) Providing Recognition |
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Schlechty - WOW |
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4 – Homework & Practice |
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(Nicole & Susan Hanson) |
5 – Non-Linguistic Representations |
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Dance |
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Draw Me a Picture |
5 – Non-Linguistic Representations |
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Visual Arts |
Marzano – Building Background Knowledge |
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6 – Cooperative Learning |
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Drama |
Schlechty WOW |
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Teaching the Rubrics |
7 – Setting Objectives (& Providing Feedback) |
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Saving teacher time |
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Master Class for Students (Susan Stauder) |
7 – (Setting Objectives &) Providing Feedback |
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Peer Assessments |
7 – (Setting Objectives &) Providing Feedback |
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8 - Generating & Testing Hypotheses |
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Inquiry Starts With You |
9 – Questions, (Cues & Advance Organizers) |
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Look Around |
9 – (Questions) Cues (& Advance Organizers) |
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Big Picture |
9 – (Questions, Cues &) Advance Organizers |
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Artful Thinking
Palette – Project Zero (AEMDD Project) |
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Research/ArtThink.htm |
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What Makes You Say That |
Reasoning |
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Claim /Support/Question |
Reasoning |
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Perceive /Know/Care About |
Perspective taking |
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I See /I think/ I Wonder |
Questioning & Investigating |
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Think / Puzzle /Explore |
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Creative Questions |
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Elaboration Game |
Observing & Describing |
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Beginning /Middle/End |
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Listening: Ten Times Two |
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Looking: Ten Times Two |
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Colors, Shapes, Lines |
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Headlines |
Comparing & Connecting |
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Connect / Extend / Challenge |
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Creative Comparisons |
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Visible Thinking
Routines – Project Zero |
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edu/vt/
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Connect Extend Challenge |
Understanding Routines |
A routine for connecting new ideas to prior knowledge |
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Explanation Game |
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A routine for exploring causal understanding |
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Headlines - |
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A routine for capturing essence |
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Question Starts |
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A routine for creating thought-provoking questions |
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Think Pair Share |
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A routine for active reasoning and explanation |
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Think Puzzle Explore |
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A routine that sets the stage for deeper inquiry |
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3-2-1 Bridge |
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A routine for activating prior knowledge and making connections |
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Colour, Symbol, Image |
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A routine for distilling the essence of ideas non-verbally |
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Generate, Sort, Connect, Elaborate |
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A routine for organizing one's understanding of a topic through concept mapping |
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Peel the Fruit |
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A map for tracking and guiding understanding |
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Circle of Viewpoints |
Fairness Routines |
A routine for exploring diverse perspectives |
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Here Now There Then |
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A routine for considering presentist attitudes and judgments |
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Making it fair, Now Then Later |
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A routine for finding actions |
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Reporter’s Notebook |
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A routine for separating fact and feeling |
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Tug of War |
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A routine for exploring the complexity of dilemmas |
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Claim Support Question |
Truth Routines |
A routine for clarifying truth claims |
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Hot Spots |
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A routine noticing truth occassions |
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Stop Look Listen |
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A routine for clarifying claims and seeking sources |
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True For Who |
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A routine for considering viewpoints on truth |
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Tug for Truth |
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A routine for exploring tensions of truth |
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Red Light, Yellow Light |
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A routine focusing students on signs of puzzles of truth |
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Creative Hunt |
Creativity Routines |
A routine for looking at parts, purposes and audiences |
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Creative Questions |
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A routine for generating and transforming questions |
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Does it Fit? |
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A routine for thinking creatively about options |
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Options Diamond |
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Exploring the tensions of decision making routine |
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Options Explosion |
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A routine for creative decision making |
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Step Inside: Perceive, Know, Care About |
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A routine for getting inside perspectives |
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Bernstein Arts
Based Skills & Strategies ABSS |
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From website?? |
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Works In Progress – ST: CTTA |
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Concept Attainment |
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Bruner – Concept Attainment |
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KWL |
Inspires curiosity |
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CEP VI – p22 Intellectual Character |
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Brainstorming |
Supports open-mindedness |
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CEP VI – p22 Intellectual Character |
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Idea Webs |
Help to connect thoughts and diagram the thinking process |
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CEP VI – p22 Intellectual Character |
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Claim-Support-Question CSQ |
Develops skepticism |
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CEP VI – p22 Intellectual Character |
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Leaderless Discussion |
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CEP VI – p22 Intellectual Character |
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Socratic Seminar |
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CEP VI – p22 Intellectual Character |
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Power Writing Players (Richard Benjamin) |
6 – Traits Writing Process & Rubrics |
A strategy for avoiding ‘Formulaic’ Writing |
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Thinker’s Theater (Richard Benjamin) |
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A Strategy for integrating critical thinking and cooperative learning |
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Broadway Biographers (Richard
Benjamin) |
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A strategy for integrating history and charactger |
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Future Scenarios Stage Managers (Richard Benjamin) |
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A strategy for developing and evaluating futures scenarios |
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(Nicole Hanson) |
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REFERENCES
1 – Initial Strategies:
- Marzano –
What Works in the Classroom?
Building Background Knowledge
2 – Arts Integration
- Bernstein Artful Learning – how to get ST: CTTA participants to website?
- Perpich
3 – Related
-
- Schlechty – Working On The Work
- Character Education Partnership – Sourcebook
- CEP VI – p22 Intellectual Character
- Also Levels of Academic Functioning Rubric p 29
- Artful Thinking – Project Zero
http://www.pz.harvard.edu/tc/index.cfm
- Visible Thinking – Project Zero
Author: (Nicole Hanson)
*Skill/Arts Discipline: •
music • visual arts • dance • theater • media
arts • literary arts• other
Theater – performance, media arts
– poetry, dance – representational movement
*Level: pre-k • elementary • middle
school • high school • all
*About the Strategy:
● Description: I Am A Bee is a skit with two or more
people, depicting
Important
similarities & differences
● Reference / Research Source: Marzano – Classroom Instruction That
Works: Research-Based Strategies for Increasing Student Achievement, and
Paul Fleischman – Joyful Noise: Poems for Two Voices
● v i s u a l –
physical representation of the process of comparing and contrasting
●
a u d i t o
r y – speaking in role
●
k i n e s t
h e t i c – Using the body to portray or represent relationships & concepts
*Instructional Steps
● objective: Students create a skit to demonstrate
similarities and differences of two key things or concepts
● materials: hand-made, improvised prompts
● procedure:
- Ask teachers to identify the most
difficult and most important things to teach - -
- MODEL,
with two interesting, difficult, important concepts
- Break
group into pairs perhaps three, or more, if the concept involved requires it
- Ask either a group of teachers, or a group
of students, in pairs, to work together
for a few minutes and identify the similarities and differences relevant to
their assigned topic to teach, then to arrange them on a sheet in the manner of
the Flieshman poem, with similarities on the same line, to be spoken at the
same time, and differences on different lines, to be spoken separately
*Curricular Connections:
language
arts
math
science
social
studies
character
formation / traits
HOTS
critical thinking / problem solving
arts:
• music • visual arts • dance • theater • media
arts • literary arts• other
second
language
*Mutiple Intelligences Target:
●verbal•linguistic
●visual•spatial
●bodily•kinesthetic
●interpersonal
●intrapersonal
●musical
●creative
*Accommodations:
●learning
style (specific factor?)
●challenge
/ gifted - try this with Cajun music and Zydeco music –
World Music by Nidel
●simplify
/ learning disabled (specific factor?)
●simplify
/ attention deficit disorder (specific factor?)
●second language
*Adaptations:
*Resources & Materials:
Author: (Richard Benjamin)
*Skill/Arts Discipline: •
music • visual arts • dance • theater •
media arts • literary arts• other
*Level: pre-k • elementary • middle
school • high school • all Benefits in ELL instruction
*About the Strategy:
● Description: Ss are asked to work in pairs, taking
turns to create an accurate summary of a larger text in 10 words or less –
usually counting on fingers to prove the count.
They go through several revisions to insure all important
features of the text are captured while still meeting the 10
word limit. NO draft can be
shared with the teacher or the class until both members of the pair attest to
the completeness and 10 word brevity of the gist.
● Reference / Research Source:
● v i s u a l -
●
a u d i t o
r y – fosters close accurate listening
●
k i n e s t
h e t i c -
*Instructional Steps
● objective: improved comprehension, skill in re-wording
● materials: none
● procedure: pairs of students, given instructions
and a clear model of the desired 10 word summarizing
*Curricular Connections:
language
arts - comprehension
math
science
social
studies
character
formation / traits
HOTS
critical thinking / problem solving – verbal problem solving
arts:
• music • visual arts • dance • theater
• media arts • literary arts• other
second
language
*Mutiple Intelligences Target:
●verbal•linguistic
- Yes
●visual•spatial
●bodily•kinesthetic
●interpersonal
- Yes
●intrapersonal
●musical
●creative
- Yes
*Accommodations:
●learning
style (specific factor?)
●challenge
/ gifted
●simplify
/ learning disabled (specific factor?)
●simplify
/ attention deficit disorder (specific factor?)
●second language –
provides semi-independent practice, with quick ‘performance assessment’
*Adaptations:
*Resources & Materials:
Author: (Richard Benjamin)
*Skill/Arts Discipline: •
music • visual arts • dance • theater • media
arts • literary arts• other
*Level: pre-k • elementary • middle
school • high school • all
*About the Strategy:
● Description:
● Reference / Research Source: A Whole New Mind by Daniel Pink – Chapter on
“Story”
● v i s u a l -
●
a u d i t o
r y -
●
k i n e s t
h e t i c -
*Instructional Steps
● objective:
● materials:
● procedure:
*Curricular Connections:
language
arts
math
science
social
studies
character
formation / traits
HOTS
critical thinking / problem solving
arts:
• music • visual arts • dance • theater • media
arts • literary arts• other
second
language
*Mutiple Intelligences Target:
●verbal•linguistic
●visual•spatial
●bodily•kinesthetic
●interpersonal
●intrapersonal
●musical
●creative
*Accommodations:
●learning
style (specific factor?)
●challenge
/ gifted
●simplify
/ learning disabled (specific factor?)
●simplify
/ attention deficit disorder (specific factor?)
●second language
*Adaptations:
*Resources & Materials:
Author: (Nicole & Susan
Hanson)
*Skill/Arts Discipline: •
music • visual arts • dance • theater • media
arts • literary arts• other
*Level: pre-k • elementary • middle
school • high school • all
*About the Strategy:
● Description:
● Reference / Research Source:
● v i s u a l -
●
a u d i t o
r y -
●
k i n e s t
h e t i c -
*Instructional Steps
● objective:
● materials:
● procedure:
*Curricular Connections:
language
arts
math
science
social
studies
character
formation / traits
HOTS
critical thinking / problem solving
arts:
• music • visual arts • dance • theater • media
arts • literary arts• other
second
language
*Mutiple Intelligences Target:
●verbal•linguistic
●visual•spatial
●bodily•kinesthetic
●interpersonal
●intrapersonal
●musical
●creative
*Accommodations:
●learning
style (specific factor?)
●challenge
/ gifted
●simplify
/ learning disabled (specific factor?)
●simplify
/ attention deficit disorder (specific factor?)
●second language
*Adaptations:
*Resources & Materials:
Author: (Donna McCullough)
*Skill/Arts Discipline: •
music • visual arts • dance • theater • media
arts • literary arts• other
*Level: pre-k • elementary • middle
school • high school • all
*About the Strategy:
● Description:
● Reference / Research Source:
● v i s u a l -
●
a u d i t o
r y -
●
k i n e s t
h e t i c -
*Instructional Steps
● objective:
● materials:
● procedure:
*Curricular Connections:
language
arts
math
science
social
studies
character
formation / traits
HOTS
critical thinking / problem solving
arts:
• music • visual arts • dance • theater • media
arts • literary arts• other
second
language
*Mutiple Intelligences Target:
●verbal•linguistic
●visual•spatial
●bodily•kinesthetic
●interpersonal
●intrapersonal
●musical
●creative
*Accommodations:
●learning
style (specific factor?)
●challenge
/ gifted
●simplify
/ learning disabled (specific factor?)
●simplify
/ attention deficit disorder (specific factor?)
●second language
*Adaptations:
*Resources & Materials:
Nicole Hanson
(K – 5)
March is our only
“metaphorical” month! So, take advantage
of these ideas to increase thinking skills with all of
your students.
Marzano’s High
Yield Strategies addressed in these lessons:
Glyph
A pictograph / Nonlinguistic Representation
(high yield Marzano strategy)
Materials:
Art
paper
Pencils
Crayons
/ markers
is not in this month, draw a moon.
Nicole Hanson (2007)
Simile Exercise
In like a lion,
out like a lamb
In like a
_____________, out like a _______________.
Examples:
In like a music
note, out like a song.
In like water, out
like ice.
(K, 1) A lion is as angry
as a/an ______________.
A lamb is as gentle as a/an
__________________.
(Identifying
similarities and differences – Marzano high yield strategy)
Use the wording: numerous, unique,
imaginative
Day 1: Think of the numerous, unique and imaginative
uses for an object other than what it is intended to be. Write all of the
students’ ideas on the board. Make them
think! Erase these when finished as to
not use any of these ideas for Day 2.
(Identifying
similarities and differences – Marzano high yield strategy)
Use the wording: numerous, unique,
imaginative
Day 2: Transform the object into
something unique that no one else in the class will come up with. Make the student write 3 ideas their object
could become. Show the teacher. The teacher decides what idea is most
unusual.
Sentence stem: (example)
My spectacular shamrock has become a/an______(adjective)______(noun).
Nicole Hanson (2007)
*Title:
*Skill/Arts Discipline: •
music • visual arts • dance • theater • media
arts • literary arts• other
*Level: pre-k • elementary • middle
school • high school • all
*About the Strategy:
● Description:
● Reference / Research Source:
● v i s u a l -
●
a u d i t o
r y -
●
k i n e s t
h e t i c -
*Instructional Steps
● objective:
● materials:
● procedure:
*Curricular Connections:
language
arts
math
science
social
studies
character
formation / traits
HOTS
critical thinking / problem solving
arts:
• music • visual arts • dance • theater • media
arts • literary arts• other
second
language
*Mutiple Intelligences Target:
●verbal•linguistic
●visual•spatial
●bodily•kinesthetic
●interpersonal
●intrapersonal
●musical
●creative
*Accommodations:
●learning
style (specific factor?)
●challenge
/ gifted
●simplify
/ learning disabled (specific factor?)
●simplify
/ attention deficit disorder (specific factor?)
●second language
*Adaptations:
*Resources & Materials:
*Title:
*Skill/Arts Discipline: •
music • visual arts • dance • theater • media
arts • literary arts• other
*Level: pre-k • elementary • middle
school • high school • all
*About the Strategy:
● Description:
● Reference / Research Source:
● v i s u a l -
●
a u d i t o
r y -
●
k i n e s t
h e t i c -
*Instructional Steps
● objective:
● materials:
● procedure:
*Curricular Connections:
language
arts
math
science
social
studies
character
formation / traits
HOTS
critical thinking / problem solving
arts:
• music • visual arts • dance • theater • media
arts • literary arts• other
second
language
*Mutiple Intelligences Target:
●verbal•linguistic
●visual•spatial
●bodily•kinesthetic
●interpersonal
●intrapersonal
●musical
●creative
*Accommodations:
●learning
style (specific factor?)
●challenge
/ gifted
●simplify
/ learning disabled (specific factor?)
●simplify
/ attention deficit disorder (specific factor?)
●second language
*Adaptations:
*Resources & Materials: