DEVELOPING A POSITIVE CONTEXT FOR LEARNING What we know about our Brains that we can apply to all...

DEVELOPING A POSITIVE CONTEXT FOR LEARNING

What we know about our Brains that we can apply to all classrooms to make sure all students learn?

Differentiating Instruction includes WHAT???

Self-regulatin

g techniques

Social-Emotional Clim

ate

readiness

interestsCurriculum CompactingFlexible grouping

Scaffolding

Targeting instruction vs.Remediation vs

Re-teaching

Agendas, Activators, Summarizers

The disenfranchisedELL Students

Students with Specific Learning Difficulties

Writer’s Worksh

opPoverty’s Impact on Learning

Universal Design for Learning

DO NOW DO NOW: Read a new teacher’s idea of a perfect classroom, then, after the article, begin to imagine what you think would be an ideal for learning.

Draw, sketch, describe, label in the space provided in the handout.

You will be asked to share this later in the class. If you have Internet access, you can look at the physical space of these classrooms:

Mostly K-3 classrooms

http://www.theschoolsupplyaddict.com/room-setup.html

Grade 4:

http://fancyfreein4th.blogspot.ch/2012/08/hoot-hoot-my-2012-classroom-reveal.html

MS/HS: See next slide

COPYRIGHT 2008 RIBAS ASSOCIATES

http://www.theschoolsupplyaddict.com/room-setup.html



WHAT ABOUT THE SPATIAL ARRANGEMENT?SPACE AND PROXIMITYROBERT MARZANO (2007 P. 121) THE ART AND SCIENCE OF TEACHING GB82

“Set up your room so you are never more than four steps away from any student in your room”.


AGENDA

I. Introductions: Goals for the Day, Agenda, Norms, Your Priorities

II. Big Picture: Universal Design for Learning and the Gradual Release of Responsibility (Self-Monitoring…)

Your classroom: “toolbox” and your action plan The Student’s Perspective: Video A Teacher’s Perspective: Room tour

III.CognitionIV.Social Emotional Climate and Group WorkV. Motivation and MindsetVI.Putting it all together in your classroom

CLASS NORMS

1. Attention signal: raised hand means partner or group work is stopping. You may put up one finger to indicate you need one more minute.

2. Please put phones on vibrate. If you have an emergency call please take the call in the hall.

3. Side conversations distract auditory learners. Please avoid them.

Thank you.

INTRODUCTIONS WITH THE ESSENTIAL QUESTION—THE IMPORTANCE OF INQUIRY

What are YOUR Essential Questions about this workshop about creating a positive cognitive context or using brain-based methodology?

Think-Write-Pair-Share then Pair-Square

COPYRIGHT 2008 RIBAS ASSOCIATES 8

VIDEO: “HOW YOU(TH) LEARN”

Great 8: Eight Brain-Based Perspectives1. Feel Good: Social, Emotional, Academic2. Connected to Real Life3. Active Application of Information4. Challenging (Zone of Proximal Development)5. Coaching/Time for Learning6. Use it or Lose It7. Reflection, Metacognitive Awareness8. Plan next steps

https://www.youtube.com/watch?list=PL0134792CEB4EF46D&index=5&v=p_BskcXTqpM&app=desktop














UNIVERSAL DESIGN FOR LEARNING HTTP:/ /MISSCRYSTAL-SENIORINTERNSHIPEXPERIENCE.WIKISPACES.COM/MY+IDEAL+CLASSROOM+ENVIRONMENT

UNIVERSAL DESIGN FOR LEARNINGUDL AT A GLANCE HTTP://WWW.UDLCENTER.ORG/ABOUTUDL/WHATISUDL/CONCEPTOFUDL

BRAIN-BASED RESEARCH Principle Level Research

The research basis for the general principles of UDL is also grounded in modern neuroscience. The three basic principles are built upon the knowledge that our learnin brains are composed of three different networks :

•Recognition (representation) Content (What is learned)•Strategic (action/expression) (How the content is learned)•Affective (engagement) (The social-emotional environment; motivation; engagement

The Guidelines align these three networks with the three principles (recognition to representation, strategic to action and expression, and affective to engagement). This empirical base in neuroscience provides a solid foundation for understanding how the learning brain intersects with effective instruction. This alignment is further extended and clarified by the guidelines and checkpoints.

THE GREAT 8 AND THE UDL 3PROCESSING PARTNER

WHAT ARE THE CONNECTIONS?NOTE OVERLAPS AND MULTIPLE UDL AREAS FOR THE GREAT 8

Brain-Based Research

1. Feel Good: Social, Emotional, Academic

2. Connected to Real Life3. Active Application of Information4. Challenging (Zone of Proximal Dev

elopment)5. Coaching/Time for Learning6. Use it or Lose It7. Reflection, Metacognitive Awarene

ss8. Plan next steps

Universal Design for Learning (for ALL)

The WHAT—Content, RECOGNITION

The HOW—Process, STRATEGIC

The WHY—Engagement, Challenge--AFFECT












TOOLS AND ACTON PLANS PAGES

Tools and Techniques

Tool/Technique

Explanation

How I might use or adapt

Essential Questions

Do Now

Exit Slip

Processing Partners

Anchor Chart

Action Plan(Your priorities)

To Do List Priority LevelFirst, soon, after summer

Comments (dates)

CC8

Exit slip weekly

Rearrange desks

Create Centers

(after summer)

Pilot technology center for math

CONTENT: REPRESENTATION

WHAT IS LEARNED

The Gradual Release of Responsibility (for the learning)

ADDITIONAL UDL RESEARCH BASIS Foundational Research on UDL

UDL draws from a variety of research including the fields of neuroscience, the learning sciences, and cognitive psychology.

It is deeply rooted in concepts such as the Zone of Proximal Development, scaffolding, mentors, and modeling, as well as the foundational works of Piaget; Vygotsky; Bruner, Ross, and Wood; and Bloom, who espoused similar principles for understanding individual differences and the pedagogies required for addressing them.

For example, Vygotsky emphasized one of the key points of UDL curricula—the importance of graduated “scaffolds.” These are important to the novice, but that can be gradually removed as the individual acquires expertise. Scaffolding with graduated release is a practice that is as old as human culture and is relevant to learning in almost any domain, from learning to walk or ride a bike “unaided” to the long apprenticeships of neurosurgery or aircraft flying.

THE GRADUAL RELEASE OF RESPONSIBILITY VYGOTSKY SCAFFOLDING GIVING VOICE TO IDEAS

Optimal model of instruction

4 recursive phasesEach stage is in the next “Zone of Proximal Development”

Gradual verbalizing/articulating of “internal speech” as a concept is learned

Begins with a GOAL of Mastery of some concept

Could be a day’s class, a week’s class, a full unit, even a year’s evolution toward independence

Stud

ents

’

resp

onsibi

lity

incr

ease

s

TUDENDemonstration Guided Practice Coached Practice Independent

Practice

Teacher Models Teacher GuidesTeacher Scaffolds

Learning

Teacher Coaches

TeacherConferences, Guides, Gives

Feedback

StudentsLearn from

teacher

Students gradually try out

Students put ideas into their

own words

Students work on their own

(with guardrails)

Asks questions Develops materials and activities that gradually introduce the students to the concept

Models synthesis Feedback from checklists, rubrics, peer conferences,

teacher conferences

Provides visuals, videos, readings

Models summarizing , paraphrasingLow stakes writing

Group work,Inside/outside circle, Socratic

Seminars

Students share as individuals and/or

as groups.

Models inquiry Models quoting, citing Students begin to

make connections and to analyze and synthesize

ideas.

The ideas begin to become

students’ their own.

Question and answer

Students begin research possibly

Exposure of students to the

“big picture” and “big questions”

Students gradually begin to develop a schema

Teach

er re

lease

s resp

on

sibility

Stu

dents

’ re

sponsi

bili

ty in

crease

s

Demonstration Guided Practice Coached Practice Independent PracticeWith “Guardrails”

Teacher leads

Teacher Guides and Scaffolds Learning

Teacher coaches

Teacher conferences

Student watches Students begin to grapple with the concept

Reading complex textsLow stakes writing

Student begins to find her own words for the concepts

(This step is often skipped.)

Student works independently with “guardrails” in place

Teacher• Lecture• Video• “Hook”• Questioning

Teacher• Creates scaffold,

graphic organizer, activities

Teacher• Guides, gives

feedback as students begin to use the idea independently

Teacher supports students at a distance

• Provides rubrics, exemplars, guides, checklists, feedback, conferences, etc.

Students• Work individually

(often)• Note-taking• Answering questions• Asking questions• Read “schema” starts to take shape

Your example

Students• Individual or group work• Mostly “convergent”

thinking• Collaborative Note-Taking

Schema: becomes more defined

Your example

Students• Try out the ideas

• Socratic Seminar• Debate• Demonstration• Commentary

Your example

Students• Apply to a new

“authentic” situation

Your example

WRITING PROCESSINTRODUCE----—GUIDED PRACTICE—--COACHED PRACTICE—--INDEPENDENT

PRACTICE

Introduce the

narrative

Draft• Step-by-step• Introduction• Body• Conclusion

Revise, Edit Polish,• Rubric• Conference• Peer review

PublishSend

story to web site

21

Anb 274Green Book

Design

Cognitive Context

22copyright 2008 Ribas Associates

CONTEXT FOR LEARNINGSUPPORTING LEARNING

MANY CAN BE A LITERAL PART OF THE CLASSROOM 1. Agenda/Itinerary (gb 40-41)

2. Mastery Objectives (gb 11-13 , 39-40)

3. Activators (gb 43-50)

4. Summarizers (gb 62-68)

5. Connections to previous learning (gb 55-56) (Anchor Charts)

6. Essential Questions (gb 52)

7. Connections to real world/students’ own lives (gb 56-58)

8. Assigning homework at the start of the lesson (gb 42-43)

CREATING A CONTEXT FOR THE NEW LEARNING:NOLET & MCLAUGHLIN (2000) GB356-357

As information is detected through one of the senses, it is held briefly in sensory memory…Sensory memory has an extremely limited capacity. Visual information begins to fade after only one-half of a second and auditory stimuli are held for only about three seconds. Information that has been perceived and recognized is passed on to the working memory…


Information and Skills Taught in a Lesson

O O O O O O O O

O OO O O

O O O

O O O O O

O OO O O

Without Cognitive Context

With Cognitive Context

Information and Skills Taught in a Lesson

O O O O O O O O

O OO O O

O O O

O O O O O

O OO O O

Information and Skills Students Mastered

VIDEO: ROOM TOURS: HS

27copyright 2008 Ribas Associates

GROUP ACTIVITYWHAT DO YOU KNOW ABOUT,

HOW DO YOU USE:1. Agenda/Itinerary (gb 40-41)

2. Mastery Objectives (gb 11-13 , 39-40)

3. Activators (gb 43-50)

4. Summarizers (gb 62-68)

5. Connections to previous learning (gb 55-56) (Anchor Charts)

6. Essential Questions (gb 52)

7. Connections to real world/students’ own lives (gb 56-58)

8. Assigning homework at the start of the lesson (gb 42-43)Each group focus on explaining how their CC8 example aids all students’ leanring. Will share with class.

28

FOR EXAMPLE, WHY USE A “DO NOW?” (ACTIVATOR)1. It is easier to keep kids on task than to

get them on task.

2. Some “do now” activities help create the cognitive context for learning.

3. Teachers can manage the start of class responsibilities without losing instructional time. (2 minutes of instruction, 5 periods a day, 180 days a year equals 30 hours of additional instructional time). For the average high school teacher, this is an increase of six days of instruction for the year.

ACTIVATORS (ERLAUER, 2003, P91) A BRAIN COMPATIBLE CLASSROOM GB 365

“ the first ten minutes of class represents the period during which students are most likely to focus, comprehend and commit to long-term memory the information they are taught”


ERLAUER, L. 2003, PP. 89-90 A BRAIN COMPATIBLE CLASSROOM GB365

“Students tend to be the most alert during the first two hours and last two hours of their day; on the flip side, halfway between the time you wake up and the time you usually go to sleep is your low point in terms of energy and alertness.”


AGENDAS (ITINERARIES) GB 40-41

Keep students focused on learning the concepts rather than wondering “what’s next?”

Tells student with specific learning styles when the part of the lesson most interesting to them will occur

Creates a context that tells the students where each individual piece of learning fits in the big picture of the lesson

Keeps the teacher on scheduleCOPYRIGHT 2008 RIBAS ASSOCIATES

MASTERY OBJECTIVES TNB GB 11, 39

Tells students who are curious, the information and skills they will learn today

Helps students understand the importance of each piece of learning in the context of the entire lesson thereby increasing the likelihood the learning will move into their long term memory

Keeps the teaching focused on those activities that serve to increase student mastery on the information and skills identified as essential and most important


MARZANO, R. ET AL, 2001, CLASSROOM INSTRUCTION THAT WORKS GB367

Pickering and Pollock note that “After four practice sessions, students will reach a competence level of 47.9% of complete mastery. It will take students 20 more practice sessions, about twenty-four times in all, to reach 80% competency”


STUDENT ACHIEVEMENT AND ARTICULATING CLEAR OBJECTIVES

Marzano (The Art and Science of Teaching 2007 p. 11) in a synthesis of 200 studies on the use of mastery objective found that

“The average score (on a particular assignment) when goal setting was employed would be 21 percentile points higher than when goal setting was not employed. “


ACTIVATORS GB43-50

Some create a common base of information on the topic which is shared by all the studentsSome inform the teacher about the students’ current knowledge of the topicSome inform the teacher of the students’ confusion and misconceptions about the topicSome inform the teacher about the parts of the topic that may be most interesting to the students


SUMMARIZERS (ERLAUER, L. 2003, P92) A BRAIN COMPATIBLE CLASSROOM

“a second prime period for learning occurs during the final 10-15 minutes of a lesson or class. For this reason, in the Brain-Compatible Classroom, Laura Erlauer recommends utilizing these final 10-15 minutes for reviewing the information taught over the course of the period or lesson. gb365


SUMMARIZER GB62-68

Tell the teacher what the student has learned Tell the teacher what the student believes is important about what he/she has learned “Back end” loads the information into a time in the lesson when the brain is more likely to remember what was learned Puts the learning into a context by helping students to see the “big picture” COPYRIGHT 2008 RIBAS ASSOCIATES

CONNECTING TO REAL WORLD AND/OR STUDENTS’ OWN LIVES GB 56-58

Pick a concept that is taught in the curriculum for which you are responsible. Give an example of how you do (or could) connect this concept to students’ own lives and/or the real world. Be prepared to tell your group/partner.


ESSENTIAL QUESTION EXAMPLES GB 52 Why did mammals thrive and develop while dinosaurs became extinct? How does what we measure influence how we measure? How does how we measure influence what we measure? Is there really a difference between a cultural generalization and a stereotype?

SOUSA, D. (1995) HOW THE BRAIN LEARNS GB364-365

“Studies have found school-age children cannot pay attention to a single subject for spans longer than twenty minutes. After twenty minutes of focus on a particular topic, the brain shifts its attention to something else.”


ERLAUER, L. (2003) P. 85 A BRAIN COMPATIBLE CLASSROOM GB368


She recommends the “20-2-20” rule, meaning that within 20 minutes of a lesson, students explain what they have learned. Within 2 days, students review and apply this new information. And within 20 days, students reflect on what they have learned

THE SOCIAL-EMOTIONAL CONTEXT

Working together; working alone

WORKING TOGETHER: DEVELOPING A POSITIVE SOCIAL-EMOTIONAL ENVIRONMENT WITH GROUPS

SPRENGER, 1999, P74 LEARNING & MEMORY: THE BRAIN IN ACTION GB371


Procedural memory involves the processes that the body does and remembers. …have students move in some way as they learn. This movement creates ‘muscle memory’ that (like the association of pictures and episodes) leads students to associate the content they are learning with their motion at the time the learning is taking place.

45COPYRIGHT 2008 RIBAS ASSOCIATES

Judy Willis (2007) p. 71 The Gully in the Brain-Glitch Theory. Educational Leadership

Recent neuroimaging studies have found increased levels of dopamine in people’s brains during pleasurable and positive experiences…

Dopamine is the neuro- transmitter associated with attention, memory, learning, and executive function…

When students enjoy the lesson or activity in which they are participating, their brain actually releases chemicals that increase their ability to remember the content they are learning.


REASONS TO USE PARTNERS AND GROUPS(DEVELOPING A COGNITIVE CONTEXT FOR

LEARNING)

1. The type of activity should be changed every 20 minutes to keep the brain at optimum learning

2. Adolescents are naturally social; well structured group and partner work increases motivation

3. Businesses cite the ability to work in cooperative groups as essential for success in today’s job market

4. NEASC reports are now indicating the need for more group work in some high schools

5. Increases the teacher’s ability to differentiate instruction

6. Is less physically exhausting for teachers than lecturing

7. In schools with high levels of absenteeism, it enables teachers to “catch up” absent students


ROLE DEFINITION: LEADER GB 93

1. Makes certain the group completes the task

2. Ensures no one person dominates the group discussion

3. Draws out those who are reticent to participate in the group discussion

4. Ensures equitable distribution of the work


ROLE DEFINITION: SCRIBE GB 93 Writes down the important points from the group

discussion

Keeps notes neat enough for the reporter or the teacher to read


ROLE DEFINITION: REPORTER GB 93

Reports out on the group’s discussion from the notes kept by the scribe

Report should be of the group’s conclusions not the reporter’s individual ideas

Report can include agreements as well as disagreements among the group members


ROLE DEFINITION: GOPHER (GO FOR) GB 93

Keeps track of the time

Gets the teacher if the group is stuck

Gets any materials that are needed such as dictionary, book from the library, looks up information on the internet, etc.

Replaces the absent person if the leader, scribe, or reporter is absent on a subsequent day


TOP 10 CONSIDERATIONS FOR EFFECTIVE CLASS GROUPS

GB 92-96 PET IIA8,A9,A13,B3 IIIA6, IVB

1. Plan, plan, plan

2. Specify how participation as individuals and as a group will be assessed before they begin

3. Directly teach behavioral expectations

4. “Small Groups” generally should be no larger than 4 or 5

5. Assign specific jobs for each student

6. Clearly delineate goal for the entire group

7. Visit all groups; not all groups need equal teacher time

8. Provide a routine for asking for assistance from the teacher or from peers

9. Establish procedures for what students should do when the task is completed

10. Specify time; monitor time throughout the process (timer, “Two more minutes.”)

THE TOP TEN GROUP TYPES ACTIVITY

On Chart Paper

What is the group type?

What can it be used for?

When might you use it?

Optional: Illustrate the group

Carousel walk in 15 minutes with scavenger hunt

CAROUSEL/SCAVENGER HUNT

Students locate, clarify, learn information by visiting each display

A great deal of information can be presented or reviewed

information

information

information

information

information

information

information

SCAFFOLDING GROUP WORK

Anchor Charts: Responding to other’s work

Socratic Seminars with scaffolding

Example

SCAFFOLDING SOCRATIC SEMINARS

Multiple voices

Scaffolding the Socratic Seminar

https://www.teachingchannel.org/videos/using-socratic-seminars-in-classroom

Edutopiahttp://www.edutopia.org/critical-thinking-discussion-HS-resources?utm_source=twitter&utm_medium=post&utm_campaign=roundup-HS-critical-thinking-discussion-resources#graph1




http://www.edutopia.org/critical-thinking-discussion-HS-resources?utm_source=twitter&utm_medium=post&utm_campaign=roundup-HS-critical-thinking-discussion-resources#graph1





TEACHING STRATEGIES THAT ENHANCE PROCEDURAL MEMORY

Carousel brainstorming gb130 Carousel review of other students’ work Jig saw gb129 Processing partners gb230 Inner and outer circle


CONTENT: MASTERY OBJECTIVES: THE TARGET FOR LEARNING Deliberate Scaffolding

BRAIN PLASTICITY

The capacity and ability of the brain to change with learning throughout life. The brain is not static; it responds to new learning. There are steps people can take to tap into plasticity and exercise the brain.

CREATING A CONTEXT FOR THE NEW LEARNING:NOLET & MCLAUGHLIN (2000) GB356-357

As information is detected through one of the senses, it is held briefly in sensory memory…Sensory memory has an extremely limited capacity. Visual information begins to fade after only one-half of a second and auditory stimuli are held for only about three seconds. Information that has been perceived and recognized is passed on to the working memory…


CREATING A CONTEXT FOR THE NEW LEARNING:NOLET & MCLAUGHLIN (2000) GB357

…Information is held in working memory temporarily while it is compared with information already stored in long-term memory. If the new information is related to some prior knowledge, it is moved out of working memory and stored along with that related information in long-term memory… If the new information cannot be connected to prior knowledge, it is less likely to be moved into long-term memory.



Introductory

Guided Practice

Immediate Mastery

Mastery

Immediate Application Mastery

Application Mastery

gb3 bb103

Mastery Objectives: Content The TARGET for Learning Deliberate Scaffolding

EXECUTIVE FUNCTION BUILDING STRATEGIES Prioritize

Setting Goals, providing feedback, and monitoring progress

Judgment (Self checking strategies: time planning, looking for clues for questions in subsequent questions and self-checks to monitor their focus)

Open-ended, student-centered discussions

RADTeach.com

1. LEVELS OF MASTERY GB1-3 introduction (a.k.a. exposure): A student is at the introduction level immediately after the information and/or skill in the standard has been presented to the student for the first time. At this level there is no expectation that the student will be able to demonstrate mastery of the standard.

guided practice:At this level we expect that the student can demonstrate the knowledge or skill only with prompting from the teacher or another person who has mastered the standard.


2. LEVELS OF MASTERY GB1-3

immediate mastery: At this level the student can demonstrate the information or skill of the standard independently shortly after the teacher has presented the knowledge or skill of the standard.

immediate application mastery: At this level the student is able to use the information and skill in an unfamiliar setting shortly after the presentation of the concept.


3. LEVELS OF MASTERY GB1-3

mastery: At this level the student can demonstrate the information or skill after a period of time has passed since the standard was taught. application mastery: At this level the student can demonstrate mastery after a period of time and in an unfamiliar situation.


PING PONG CHALLENGE At your table there is a tray of ping pong balls

Distribute the balls evenly among your table mates

The goal is to get the ping pong ball back in the tray after 5 tries

1 point= stay sitting and get a ping pong ball 5 points= stand and bounce the ball in 10 points= take two steps back and get the ball in

LEARNING ZONENO CHALLENGE

Probability of success =high

Reward = lowSatisfaction = low

CHALLENGINGProbability of success

= realistic Reward = good to

greatSatisfaction = high

TOO CHALLENGINGProbability of success = lowReward = highSatisfaction = questionable

modified from the Efficacy Curriculum: Jeff Howard

AFTER THE PING PONG CHALLENGEZONE OF DEVELOPMENT (VYGOTSKY)

In the Zone:Hard and risk of failureNeed effective effortRealistic so also a chance to succeedSuccess feels good: satisfaction

In the section that is not challengingRealistic, too easy, little/no effort needed: sure thing, success highNo challenge or reward, no satisfaction

In the section that is too challengingMore challenge and less realism; unrealistic for nowSuccess rate low, reward high, satisfaction very high

SELF REGULATION AND THE GRADUAL RELEASE OF RESPONSIBILITY As students gain mastery,

The GRR model also supports their self regulation and self-monitoring strategies with

• “Guardrails”• Self-evaluation• Journals• Conferencing• Metacognitive awareness of processes

TUDENDemonstration Guided Practice Coached Practice Independent

Practice

Teacher Models Teacher GuidesTeacher Scaffolds

Learning

Teacher Coaches

TeacherConferences, Guides, Gives

Feedback

StudentsLearn from

teacher

Students gradually try out

Students put ideas into their

own words

Students work on their own

(with guardrails)

Asks questions Develops materials and activities that gradually introduce the students to the concept

Models synthesis Feedback from checklists, rubrics, peer conferences,

teacher conferences

Provides visuals, videos, readings

Models summarizing , paraphrasingLow stakes writing

Group work,Inside/outside circle, Socratic

Seminars

Students share as individuals and/or

as groups.

Models inquiry Models quoting, citing Students begin to

make connections and to analyze and synthesize

ideas.

The ideas begin to become

students’ their own.

Question and answer

Students begin research possibly

Exposure of students to the

“big picture” and “big questions”

Students gradually begin to develop a schema

Teach

er re

lease

s resp

on

sibility

Stu

dents

’ re

sponsi

bili

ty in

crease

s

Demonstration Guided Practice Coached Practice Independent PracticeWith “Guardrails”

Teacher leads

Teacher Guides and Scaffolds Learning

Teacher coaches

Teacher conferences

Student watches Students begin to grapple with the concept

Reading complex textsLow stakes writing

Student begins to find her own words for the concepts

Student works independently with “guardrails” in place

Teacher• Lecture• Video• “Hook”• Questioning

Teacher• Creates scaffold,

graphic organizer, activities

Teacher• Guides, gives

feedback as students begin to use the idea independently

Teacher supports students at a distance

• Provides rubrics, exemplars, guides, checklists, feedback, conferences, etc.

Students• Work individually

(often)• Note-taking• Answering questions• Asking questions• Read “schema” starts to take shape

Your example

Students• Individual or group work• Mostly “convergent”

thinking• Collaborative Note-Taking

Schema: becomes more defined

Your example

Students• Try out the ideas• Socratic Seminar• Debate• Demonstration• Commentary

Your example

Students• Apply to a new

“authentic” situation

Your example


DUFOUR, R. (2005) ON COMMON GROUND…

“ the fundamental purpose of school is to see to it that all students learn at high levels, rather than merely being taught at high levels (p. 2)”

Focus on learning

FACTORS THAT IMPACT THE LEVEL OF MASTERY A STUDENT WILL REACH DURING A LESSON GB5 BB104

Teacher’s instructional skill level

Student motivation (gb 311-316)Areas the teacher can impactAreas the teacher cannot impact

• Level of student’s previous learning (home, school, etc.)

• The resources the teacher has available to teach the information or skill

• Student’s physical, emotional, or cognitive disabilities


FOUR BASIC STEPS TO TEACHING FOR MASTERY GB6

Step 1 —Be certain the concepts we are teaching are indeed in our district’s curriculum standards.

Step 2- Be specific in your own mind which standards you want the students to master by the end of the teaching time for which you are planning and plan teaching that will lead to mastery.

Step 3— Plan assessments that effectively assess student mastery of the concepts in your district’s standards both formatively and summatively

Step 4—Plan activities that maximize student mastery of the concepts and promote high student engagement.


EMOTIONAL ENVIRONMENT

Motivation,Engagement,Self-Regulation

JENSEN, 1998, P.35 TEACHING WITH THE BRAIN IN MIND

As far as a students’ brain is concerned, it doesn’t matter whether or not a particular problem is ultimately solved. Rather, the dendrites grow as a result of the process of solving the problem, not as a result of the solution. In other words, it is the process of reasoning and thinking about a problem that activates the neurons along a particular neural pathway, not the final step of achieving a solution. Gb p. 359


WHY FLUNKING EXAMS IS ACTUALLY A GOOD THING

The excitement around pre-finals is rooted in the fact that the tests appear to improve subsequent performance in topics that are not already familiar, whether geography, sociology or psychology. At least they do so in experiments in controlled laboratory conditions.

A just-completed study — the first of its kind, carried out by the U.C.L.A. psychologist Elizabeth Ligon Bjork — found that in a live classroom of Bjork’s own students, pretesting raised performance on final-exam questions by an average of 10 percent compared with a control group.

“That is: The (bombed) pretest drives home the information in a way that studying as usual does not. We fail, but we fail forward.”

Full article is on wiki "Why flunking exams is actually a good thing" from NY Times. http://www.nytimes.com/2014/09/07/magazine/why-flunking-exams-is-actually-a-good-thing.html?module=Search&mabReward=relbias:r,{1:RI:7}&_r=1

http://www.nytimes.com/2014/09/07/magazine/why-flunking-exams-is-actually-a-good-thing.html?module=Search&mabReward=relbias:r






INCREMENTAL VS. ENTITY THEORIES OF INTELLIGENCE

Entity theorists believe intelligence is primarily fixed at birth and that strategies acquired at home and at school only have a limited effect on success in school and in life.

Incremental theorists believe that the primary determinant of success in school and life is hard work and strategies acquired at home and at school.


“There is no such thing as an unmotivated learner. There are, however, temporary unmotivated states in which learners are either reinforced and supported or neglected and labeled.”

Eric Jensen

PINK AND DRIVE

http://www.youtube.com/watch?v=u6XAPnuFjJc

Autonomy: Choice, a sense of freedom (options—learning preferences)

Challenge/Mastery: 14. “…’Goldilocks tasks’ — challenges that are not too hot and not too cold, neither overly difficult nor overly simple.” (p 118)

Purpose: “The best predictor of success, the researchers found, was the prospective cadets’ ratings on a non-cognitive, non-physical trait known as ‘grit’ — defined as ‘perseverance and passion for long-term goals.’” (p 124)




gb318Bell Curve and I.Q.: Entity Theory

DWECK: WHICH IS FIXED/ENTITY?



Effective Effort vs. EffortEffort is working hard at a task. Effective effort is working hard at the task coupled with applying the strategies that are related to accomplishing that particular task (a.k.a. working smart).

Create your own formula:

Intelligence= ____% effective effort + ____% innate ability.


There is a lack of effort because of the student’s belief that failures are due to an innate lack of intelligence and that effort will not contribute to the same level of success others enjoy.

Student begins to believe he/she can succeed with effective effort, experiences the good feelings related to success. This results in a reduced need to use disruptive and/or avoidance behaviors to hide his/her lack of perceived intelligence behind a message to the teachers and peers that his/her lack of success is due to indifference about learning and the belief that school success is not important.

Teacher uses relationship building strategies that cause the student to feel liked and respected by the teacher, uses engaging and differentiated teaching that enables the student to have small successes, uses effective praise, uses strategies that teach the student that success is due to effective effort, and uses strategies that build class community.

Reversing the cycle of Low Internal Motivation

Student expends more effort, acquires more strategies and has more success.

Teacher has more to praise, continues, relationship building, continues teaching effective effort strategies, continues to use teaching that engages the student and is matched to his/her learning style, continues community building.

gb313


Lack of effort because of the belief that my failures are due to an innate lack of intelligence and so effort will not contribute to the same level of success others enjoy

Disruptive and/or avoidance behaviors (e.g. not doing homework) that hide my perceived lack of intelligence behind a message to my teachers and my peers that my lack of success is due to my indifference about learning and my belief that school success is not important (or even to be reviled)

Teachers (and at times parents and peers) respond to my constant display of these behaviors with frustration that leads to a diminished relationship and sends me the message that they see me as “bad” or not intelligent.

This reinforces my belief that intelligence is innate and that I was not one of the people with the good fortune to have been born intelligent.

Cycle of Low Internal Motivation

gb312

THE EFFECTIVENESS OF THE PRACTICES IMPACTS EFFORT AND LEARNING OUTCOMES TNB 90


Practices Impact on Learning Student Effort Outcomes

Defective Practices

Effective Practices

Debilitate Effort

Defeat Engagement, Destroy Receptivity to Feedback, Disable Strategy Formulation

Mobilize Effort Stimulate Tenacious Engagement, Sharpen an Intense Focus on Feedback, Trigger Strategy Formulation Based on Feedback

Poor Results Needs Improvement, Failing

Proficiency (or higher)

Efficacy Institute 2004 p. 18


Effort Achievement4= I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. I viewed difficulties that arose as opportunities to strengthen my understanding

3= I worked on the until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident.

2=I put some effort but stopped…

1=I put very little effort into the task

4= I exceeded the objectives of the task or lesson

3=I met the objectives of the task or lesson

2= I met a few of the objectives of the task or lesson, but did not met others

1= I did not meet the objectives of the task or lesson

DEBILITATED EFFORT VS. MOBILIZED EFFORT 1 OF 2 TNB 91


Debilitated Effort Mobilized Effort1. Submits incomplete work

2. Inattentive to corrections on returned work: is more hurt than interested

3. Continuously makes the same mistakes

4. Gives up easily

5. Avoids challenging assignments

1. Works through assign-ments carefully

2. Studies corrected work with care, paying special attention to mistakes and incorrect answers

3. Corrects mistakes on assignments and tests

4. Exhibits greater determination

STRATEGIES FOR ELICITING INTRINSIC MOTIVATION

Meet learners needs and goals (Know what they are)Provide a sense of control and choiceEncourage and provide for positive, social bondingSupport a sense of curiosityIncorporate multiple intelligencesProvide the hope of success

Jensen adds:Model the joy of learningIncorporate learners’ individual learning styles (Provide choice in how students learn and diversity in what they learn)

Instill positive beliefs about capability and context (Reinforce learners as they meet difficult challenges)

What measures can you add (or continue to use) in your classroom to support intrinsic motivation?


Genius is 99% perspiration and 1% inspiration.

Ben Franklin

Strategies for Developing Effective Effort in the Classroom• Teach students the difference between entity thinking and incremental thinking

• Remind students who are frustrated with a new task about previous tasks that were frustrating yet they eventually mastered the task

• Use differentiated instruction strategies COPYRIGHT 2008 RIBAS ASSOCIATES

STRATEGIES THAT CAN BE TAUGHT TO MAKE STUDENTS “SMARTER”

Reading for Understanding (Strategic Reading)

-Visualizing

-Predicting and confirming

-Making Connections

-Analyzing Vocabulary

-Questioning what they have read and posing discussion questions

-Summarizing

-Highlighting important information

-Noting questions

SECONDARY READING STRATEGIES Graphic Organizers

Guiding Questions

Note Taking

Pre-Discussion (Activate Student Thinking)

Differentiated Reading Assignments

Teaching Strategies for Reading Content-Specific Material in All Classes

Outside Reading

WAYS TO INCREASE MOTIVATION WITH SPECIAL EDUCATION STUDENTS Present lessons using multi-modalities to meet diverse learning styles

Present Information in a variety of ways to ensure optimal student learning

Encourage study skills according to student learning preferences

WAYS TO INCREASE MOTIVATION WITH ENGLISH LANGUAGE LEARNERS

Plan lessons that use multi-sensory experiences and consider multiple intelligences

Use home cultures in literature, themes, units, and lessons

Enable students to access learning through familiar topics and themes

Draw upon students’ strengths

Strategies for Developing Effective Effort in the Classroom gb326-330

Read biographies about people who succeeded as a result of effective effort

Tell the story of people in their lives who have succeeded as a result of effective effort

Make effort a theme, either in your class or school-wide.

Recognize and praise student effort

Post effective effort quotes on the classroom walls

Push students to identify the strategies they will use and have used to accomplish tasks.



Effective Effort Strategies for Learning New Information in Social Studies

1. Copy down the objectives each day to remember what is important

2. Make graphic organizers of class notes each night3. Write a summary on each page of notes4. Make flash cards of the key terms - term on One side;

definitions on the other5. Practice the key terms with a study partner6. Make sample questions based on the objectives7. Discuss the ideas from class and readings with parents or a

classmate

YOUR CLASSROOM PLAN

List the tools/techniques to each category that you can

Which tools can you use to address the prioriites in you classroom?

Begin to decide what your next step will be. YOU CAN’T DO EVERYTHING!

Develop 3 goals (to share with the class)

What are your priorities? Why?

DEVELOPING A POSITIVE CONTEXT FOR LEARNING What we know about our Brains that we can apply to all...

Documents

Transcript of DEVELOPING A POSITIVE CONTEXT FOR LEARNING What we know about our Brains that we can apply to all...