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Avraham Roos

on 9 January 2018

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Transcript of Cubing

Made into Prezi by A. Roos
Analysis - breaking down into parts, forms identifying motives or causes, making inferences, finding evidence to support generalizations; 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
Application - to situations that are new, unfamiliar, or have a new slant; apply rules, 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
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
1. Number the list of tasks to be completed. Roll the die to select the item on the list to complete. (= ThinkDots)
2. Write each task on a tongue depressor and let students select one.
Variations on Cubing
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.
Helpful Hints (continued)
Design the task cards to look basically the same among all of the groups.
Use the cubing technique sparingly, so that the novelty does not wear off.
Coordinate cubing activities with other teachers if you are in a team-teaching situation.
Helpful Hints:
3. To differentiate learning by student learning profile (visual, auditory, kinesthetic; multiple intelligences)

4. To add an element of novelty to classroom instruction
Why We Use Cubes

1. To differentiate learning by readiness (familiarity with content or skill level)

2. To differentiate learning by interest
Why Do We Use Cubes?
Describe It
. Look at the subject closely, perhaps with your physical senses as well as your mind.

Compare It.
What is it similar to? What is it different from?

Associate It.
What does it make you think of? What comes to your mind when you think of it? People? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject.
Examples of Cubing Statements
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.
What Is Cubing? (continued)
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?
Barbara Ewing Cockroft, M.Ed. NBCT, presenter


Evaluation - evaluate according to some 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
Synthesis - combining elements into a pattern not clearly there before, ability to put parts together to form a new whole

Process Words: make, plan, adapt, invent, create, develop, translate, design, initiate, generate, make up, 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
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
Helpful Tools
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.
Variations (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.
Helpful Hints (continued)
Step 4. Make sure the students understand the verbs and directions for each task.
Offer choices!
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.
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 with your short and long-term goals?
Getting Started (continued)
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?
Getting Started
Analyze It.
Tell how it is made. What are its traits and attributes?

Apply It.
Tell what you can do with it. How can it be used?

Argue For or Against It.
Take a stance. Use any kind of reasoning you want: logical, silly, anywhere in between.
Examples of Cubing Statements (continued)
In its most sophisticated form, it is a technique that helps students think at different levels of Bloom’s taxonomy.
What Is Cubing? (continued)

“Be not afraid of going slowly. Be only afraid of standing still.” -Bertie Kingore
Step 5. Students complete the tasks according to the directions.
Allow sufficient time.
Ask one or two students from each group to share their group’s findings/project/task with the class.
Getting Started (continued)
4. Analysis
How many elements are present?

5. Synthesis
Combining: Change to a new scenario.

6. Evaluation
Rating: Rank solutions in priority order.
1. Knowledge
Recall: What is this about?

Understanding: Why did this happen?

3. Application
Transfer: Use the information to predict.
Cubing Tied to Bloom’s Taxonomy
For a blank template of a cube, visit: http://www.cdeducation.org/ocea/handouts/39%20-%20Differentiation%20Strategy%20101-%20Cubing%20a%20Lesson/
Social Studies Level 1
Examples of cubes and
Differentiation in the Mixed Ability Classroom
Welcome to Part 3
Differentiation of Product
Recap of Parts 1 & 2
Differentiation of Content, Process and Product
Differentiation through Readiness, Interest, Profile

Action Research
Classroom Management
Flexible Grouping
Learning Centers
Student Motivation
Learner Contracts
Peer Instruction
Anchor Activities

Tiered Activities
Turn Taking Skills
Multiple Intelligences
Complex Instruction
Entry points
Modeling (Vigotsky)
Power of Choice
Team Based Planning
Bloom's Taxonomy
Full transcript