Not-So-Extreme Lesson Makeover! (Responses)
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TimestampFirst nameLast nameLesson topic
Brief overview of the lessons "purposes"
What sections of TRUDACOT are you using?
Why did you choose the TRUDACOT section(s) that you did?
What are the elements of your makeover? (what did you change???)
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6/17/2015 13:34:35RoniDunnRocks
Identify three groups of rocks.
A, D, E, G, H
I needed integration to correct their identification of the rock groups. I chose personalization to get the students to chose their own rocks to identify. More student centered learning was the focus of Agency. Collaboration for small groups to come to one goal. I wanted to include technology as a tool and then to show a final produce.
The use of technology with one or multiple devices.
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6/17/2015 13:39:14MargareteSmith
Persecution in the Church
-History of persecution in the early church
-How it affected the church
-Recognizing that modern persecution exists
-Christian response to modern persecution
C, D
To make the lesson more relevant and creative for the students.
Student hw assignment is to research an example of Christian persecution from the last 20 years. Write a brief synopsis.

Have a class discussion on student findings.

Students are then to choose one or more examples to create a major project presentation on modern persecution and our response to it (given 4 suggestions). *Rubric will be provided*

Tech options for presentations- share with world, url, videos, etc.

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6/17/2015 13:39:25RoniDunnRocks
Identify three groups of rocks.
A, D, E, G, H
I needed integration to correct their identification of the rock groups. I chose personalization to get the students to chose their own rocks to identify. More student centered learning was the focus of Agency. Collaboration for small groups to come to one goal. I wanted to include technology as a tool and then to show a final produce.
The use of technology with one or multiple devices.
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6/17/2015 13:57:28PattyThomasWebsite Credibility
-Discuss what you use the internet for.
-History of internet, parts of website, etc.
-Why do you use the internet, frequent websites used by class
-Website purposes presentation
-Certain websites fit our needs
-Criteria for credible websites
-Activity: 2 websites are explored as a class. Credible VS Not Credible
Then students individually analyze other websites for credibility.
D, E
Personalization- Many of the standards are skill specific.

Agency- Individual activity was teacher-driven.

-Added HW assignment before to see what websites the students were frequently using.
-Added in a student-driven discussion after demonstration about what they think a credible website is, and if the sites they frequently use are credible.
-This list of frequently used student websites is integrated into the individual activity.
-Student driven reflection on how this will change the websites that they frequently use.
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6/17/2015 14:00:53JenniferRichardson Cells
Students should be able to identify cells and the two types of cells
C, D
I wanted my students to draw a connection with cells and how they relate to them. I also wanted my students to add a personal touch to cells.
I decided to personalize by having students divide into groups, draw and label a cell. One student will then record the group explaining what the function is of each cell part. I will then create a QR code to go along with the drawing and attach the recording to the QR code.
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6/17/2015 14:08:48WhitneyTerryShapes
Kindergarten students should be able to recognize and identify shapes.
E, G, H
I chose agency so that the students are doing the learning and talking with one another while looking for shapes in magazines with partners.
I chose collaboration because students will be working in groups of 2-3 to make a poster collage of shapes.
I would bring in technology by asking parents to send old camera phones so that each child could take pictures of real life shapes around school or home. Then the students would present their pictures to class.
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6/17/2015 14:24:00BrooklynMcCarley Fossils
9.) Describe how fossils provide evidence of prehistoric plant life.

Example: plant fossils in coal or shale providing evidence of existence of prehistoric ferns
D
I wanted to make an abstract concept concrete.
Definition and images
Bring a real fossil for exploration. Use magnifying glasses, etc.
Small group exploration for why fossils are important
Large group discussion on small group findings
Guide us into how fossils provide evidence of prehistoric eras
Talk about plant & animal fossils
Decide if they want to create a plant/animal fossil OR other option from teacher resource website.
Students act as archaeologists and make a multimedia presentation. (Animoto, ppt, podcast, skit, fossil hunt, etc).
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6/17/2015 14:31:55RussellWalkerGeography Panama
Group presentation on the history, geography, culture, and politics of the country.
C, D
Deeper Thinking to increase the students level of creativity.
Persoonalization allows the students to choose what information that they think is important.
Have the students make web pages.
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