cubing 2power point
TRANSCRIPT
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DIFFERENTIATED STRATEGY 101:
CUBING A
LESSON
Barbara Ewing Cockroft, M.Ed. NBCT, presenter
Visit: http://www.cdeducation.org/ocea/handouts/39%20-%20Differentiation%20Strategy%20101-%20Cubing%20a%20Lesson/
For more activities and lessons using cubing
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Be not afraid of going slowly. Be only
afraid of standing still.-Bertie Kingore
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What Is Cubing?
A technique that helps students
consider a subject from six
points of view
Different commands or tasks
appear on each side of a cube
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What Is Cubing?(continued)
Cubes may vary with commandsor tasks appropriate to the level of
readiness of the group.Cubes may also be constructed
with tasks relating to different
areas of intelligence, such asverbal/linguistic orbodily/kinesthetic.
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What Is Cubing?(continued)
In its most sophisticated form,
it is a technique that helps
students think at differentlevels of Blooms taxonomy.
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Cubing Tied to Blooms Taxonomy
1. KnowledgeRecall: What is this about?
2.ComprehensionUnderstanding: Why did thishappen?
3. ApplicationTransfer: Use the information to predict.
4. AnalysisHow many elements are present?
5. SynthesisCombining:Change to a newscenario.
6. EvaluationRating: Rank solutions in
priority order.
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Examples of Cubing Statements
Describe It. Look at the subject closely,perhaps with your physical senses as wellas your mind.
Compare It. What is it similar to? What isit different from?
Associate It. What does it make you thinkof? What comes to your mind when youthink of it? People? Places? Things?Feelings? Let your mind go and see what
feelings you have for the subject.
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Examples of Cubing Statements(continued)
Analyze It. Tell how it is made.What are its traits and attributes?
Apply It. Tell what you can do withit. How can it be used?
Argue For or Against It. Take a
stance. Use any kind of reasoningyou want: logical, silly, anywherein between.
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Why Do We Use Cubes?
To differentiate learning by readiness
(familiarity with content or skilllevel)
To differentiate learning by interest
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Why We Use Cubes
To differentiate learning by
student learning profile (visual,
auditory, kinesthetic; multipleintelligences)
To add an element of novelty to
classroom instruction
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Getting Started
Step 1. Identify the general concepts,
skills and content, aligned with the state
standards, that will be the focus of the
activity as it pertains to different
learners.
What do you want your students to
know, understand, and be able to do?
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Getting Started (continued)
Step 2. Provide extended opportunities,
materials, and learning situations that
are appropriate for a wide range of
readiness, interests, and learning
styles.
Does what you are teaching align withyour short and long-term goals?
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Getting Started, continued
Step 3. Pre-assess student
readiness, interest, or learning
style!Group students according to their
readiness, with different colored cubes
or task cards that match students level
of understanding and ability level.
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Getting Started (continued)
Step 4. Make sure the students
understand the verbs and directions
for each task.Offer choices!
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Getting Started (continued)
Step 5. Students complete the tasksaccording to the directions.
Allow sufficient time.
Ask one or two students from eachgroup to share their groups
findings/project/task with the class.
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Helpful Hints:
Design the task cards to lookbasically the same among all ofthe groups.
Use the cubing techniquesparingly, so that the novelty does
not wear off.Coordinate cubing activities with
other teachers if you are in a team-
teaching situation.
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Helpful Hints (continued)
Use colored paper to indicate
various interests or learning styles
(not readiness-based grouping).Students begin by sitting with
other students using cubes of the
same color.
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Helpful Hints (continued)
If the first roll is an activity that the
student does not want to do, a
second roll is allowed.After students have worked on
their activity individually, have
them come together in groups to
synthesize.
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Variations on Cubing
1. Number the list of tasks to be
completed. Roll the die to select the
item on the list to complete.
2. Write each task on a tongue
depressor and let students select one.
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Variations (continued)
3. Incorporate learning styles in the cubed
activity, such as visual/spatial;
bodily/kinesthetic, etc.
4. Design a cube for reading nonfiction (Who?
What? When? Where? Why? How?);
especially powerful in content areas.
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Helpful Tools
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Knowledge
Knowledge-factual answers,recognition, testing recall
Process Words: who, how why, what, tell,know, where, name, label, omit, when, list,define, select, choose, specify, match,
record, identify, numerate, describe,recount, memorize, recall
Products/Outcomes: list, definition,
recitation, lecture, worksheet, chart, facts
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Comprehension
Comprehension-translating,interpreting, extrapolating
Process Words: cite, tell, infer, report, show,explain, identify, locate, discuss, classify,describe, indicate, translate, recognize,summarize, paraphrase
Products/Outcomes: summary, discussion,explanation, report, review, puzzle, game,lesson
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Application
Application-to situations that are new,unfamiliar, or have a new slant; applyrules, laws methods, theories
Process Words: use, solve, select, teach,show, collect, relate, explain, transfer, exhibit,predict, informs, practice, classify, compute,illustrate, determine, produce, establish,develop, simulate, experiment, demonstrate,
discover, dramatize
Products/Outcomes: map, model, diagram,illustration, interview, experiment, drawing,collection, chart, timeline, mobile
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Analysis
Analysis- breaking down into parts, formsidentifying motives or causes, makinginferences, finding evidence to supportgeneralizations; clarifying, concluding
Process Words: probe, survey, dissect, outline,contrast, identify, compare, examine, discover,organize, correlate, illustrate, prioritize, combine,
separate, diagram, differentiate, distinguish,categorize, investigate, subdivide
Products/Outcomes: graph, diagram, survey,questionnaire, plan, research paper, outline,attributes, goals/objectives, chart, mind map
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Synthesis
Synthesis -combining elements into apattern not clearly there before, abilityto put parts together to form a new
wholeProcess Words: make, plan, adapt, invent, create,develop, translate, design, initiate, generate, makeup, compose, propose, predict, integrate,
originate, rearrange, assemble, collaborate,categorize, hypothesize, formulate, incorporate
Products/Outcomes: song, play, newspaper, film,mural, story, advertisement, poem, invention,
formula, solution, art product
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Evaluation
Evaluation- evaluate according tosome set of criteria and state why;ability to judge value for purpose;
judging the value of something
Process Words: rate, judge, revise, choose, critique,defend, justify, decide, assess, contrast, support,
compare, criticize, support, validate, determine,recommend, appraise, conclude, interpret
Products/Outcomes: panel, discussion, judgment,evaluation, opinion, editorial, verdict, rating scale,
debate, court trial, ranking
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Examples (refer to this website:http://www.cdeducation.org/ocea/handouts/39%20-%20Differentiation%20Strategy%20101-%20Cubing%20a%20Lesson/
Grade 3 Chrysanthemumby Kevin Henkestask card
Grades 6-8 Task cards to correspond to The
Outsiders(easy and difficult readinesslevels)
Grades 6-8 Revising cube (easy and difficultreadiness levels)
Grade 10 Stereotyping (English or SocialStudies)
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Social Studies Level 1
For a blank template of a cube, visit: http://www.cdeducation.org/ocea/handouts/39%20-%20Differentiation%20Strategy%20101-%20Cubing%20a%20Lesson
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