Measures of Central Tendency: Mean, Median and Mode
Information Gaps 2014- INTEGRATING THE SCIENCE OF LEARNING AND THE ART OF TEACHING
1. INNOVATIONS IN EDUCATION, INC.
PRESENTS:
Brainstreaming™
Information Gap Activities
That Enhance Understanding And Facilitate Learning
INTEGRATING
THE SCIENCE OF LEARNING
AND
THE ART OF TEACHING
BY
Louis Mangione and Stephanie Detwiler
2. INNOVATIONS IN EDUCATION, INC.
Louis Mangione
Presents:
Innovative Teaching Strategies For All Content Areas
Instruction for Diverse and Inclusive Classroom Populations
Block Scheduling
Differentiated Instruction
Active Learning Strategies
World language and ESL Instruction
To schedule a seminar for your school
or to request information on his additional workshops:
Louis Mangione
P.O. Box 930
Vashon, WA. 98070-0930
(206) 251-3521
(206) 567-4650
email: louis@mangione.com
website: www.louismangione.com
3. That’s for me to know, and for you to find out.
- Mom
5. Information Gaps (continuation)
Classification
A similar process can be used to help students classify information. An
identity is assigned to each student, and a number of groups or a number of
members of each group is designated. Group titles or names of categories,
however, are not identified. Students must interact with one another to
determine possible categories and then physically organize themselves into
corresponding groups.
Example: Students in a mathematics class are given equations to create a
variety of slopes and are challenged to organize themselves into a specified
number of categories based on the graphs (drawn on paper or formed by
positioning their arms to represent the slope) of their assigned equations.
Group results would be shared with the class as stimulus for a discussion of
common features of equations resulting in various slopes.
Other applications: Classifying plants, animals, food groups, planets,
elements, historical figures or events, works of art or literature, pieces of
music, parts of speech, stocks and other investments, diseases, rules of
play, verb conjugations, etc.
Sequencing
Another extension of this type of activity requires students to
organize themselves into groups and then put themselves into a logical
order within that group.
Example: Each of 30 English students is given a different paragraph from
one of six 5-paragraph essays. Students must read their paragraphs,
summarize the content, and interact with other students in an attempt to
find the four other paragraphs that complete their essays. Once they have
identified the members of their essay group, they must interact with one
another to determine the order in which the paragraphs should appear.
Group results can be presented to the class as stimulus for a discussion on
common traits of opening paragraphs, ideas for transition sentences, use of
concessions, etc.
Other Applications: Steps in a procedure, proofs, literary and historical
events, planets, recipes, balancing a checkbook, writing code,