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Cubing!

Cubing!. By: Beth Stephens, Michael McCartney, Julie Marquardt and Lauren Aufdembrink. What is Cubing?. ◊ Cubing is a technique that helps students consider a subject from six points of view. ◊ Different commands or tasks appear on each side of a cube. What is Cubing? (continued).

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Cubing!

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  1. Cubing! By: Beth Stephens, Michael McCartney, Julie Marquardt and Lauren Aufdembrink

  2. What is Cubing? ◊ Cubing is a technique that helps students consider a subject from six points of view. ◊ Different commands or tasks appear on each side of a cube.

  3. What is Cubing? (continued) ◊ Cubes may vary with commands or tasks appropriate to the level of readiness of the group. ◊ Cubes may also be constructed with tasks relating to different areas of intelligence, such as verbal/linguistic or bodily/kinesthetic.

  4. What is Cubing? (continued) ◊ In a more sophisticated form, this is a technique that helps students think at different levels of Bloom’s taxonomy.

  5. Cubing Tied to Bloom’s Taxonomy 1. Knowledge Recall: What is this about? 2. Comprehension Understanding: Why did this happen? 3. Application Transfer: Use the information to predict. 4. Analysis How many elements are present? 5. Synthesis Combining: Change to a new scenario. 6. Evaluation Rating: Rank solutions in priority order.

  6. Why Do We Use Cubes? ◊ To differentiate learning by readiness (familiarity with content or skill level) ◊ To differentiate learning by interest

  7. Why Do We Use Cubes? ◊ To differentiate learning by student learning profile (visual, auditory, kinesthetic; multiple intelligences) ◊ To add an element of novelty to classroom instruction

  8. How To Use Cubing ◊ Students can work alone, in pairs, or in small groups with the appropriate cube. ◊ When the children roll the cube , they are able to roll the cube up to 2-4 times depending on the teacher and the extent of the assignment.

  9. Variations on Cubing • 1. Numberthe list of tasks to be completed. Roll the die to select the item on the list to complete. • 2. Writeeach task on a tongue depressor and let students select one.

  10. Variations (continued) • 3. Incorporatelearning 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.

  11. Examples! Onomatopoeia

  12. Examples! Fractions

  13. Works Cited 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 http://daretodifferentiate.wikispaces.com/file/view/nagc_cubing__think_dots.pdf

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