Deb Pickering at Oakland Schools
March 2012
Am I Interested?
Is this important?
Model of Attention and Engagement
Model of Attention and Engagement
Emotions:
How do I feel?
Interest:
Am I interested?
Importance: Is this important?
Efficacy:
Can I do this?
Strategies
•
•
•
•
•
•
•
•
•
Strategies
•
•
•
•
Connect to students’ lives.
Connect to students’ life ambitions.
Encourage application of knowledge.
Provide choice.
•
•
•
•
Track and study progress.
Use effective verbal feedback.
Provide examples of self-efficacy.
Teach self-efficacy.
Use effective pacing.
Incorporate physical movement.
Demonstrate intensity and enthusiasm.
Use humor.
Build positive teacher-student and peer
relationships.
Use games and inconsequential
competition.
Initiate friendly controversy.
Present unusual information.
Question to increase response rates.
Emotion: Strategies
• Use effective pacing.
• Incorporate physical movement.
• Demonstrate intensity and
enthusiasm.
• Use humor.
• Build positive teacher-student
and peer relationships.
Efficacy: Strategies
• Track and study progress.
• Use effective verbal feedback.
• Provide examples of selfefficacy.
• Teach self-efficacy.
Model of Attention and Engagement
Interest:
Am I interested?
Importance: Is this important?
Interest: Am I interested?
Interest: Am I interested?
• Use games and inconsequential competition.
• Initiate friendly controversy.
• Present unusual information.
• Question to increase response rates.
Interest: Am I interested?
• Use games and inconsequential
competition.
 Vocabulary games
 Turning questions into games
Effects of Games and Game-like Activities
on Student Achievement
Synthesis
Study
Szczurek, 1982
VanSickle,1986
Haystead
&Marzano, 2009
Average
Percentile
Gain
13
17
18
Vocabulary Games
Talk a Mile a
Minute-Nonlinguistic
Famous
people
1
Winston
Churchill
Condoleezza
4 Rice
2
Napoleon
5 Bonaparte
Marie
Curie
6
3
Vincent
Van Gogh
Joseph
Stalin
Muhammad
Ali
7
Famous
people
Mahatma
1
Gandhi
Nelson
2
Mandela
George
3 Clooney
Osama bin
Laden
7
Mother
4 Teresa
Martin
5 Luther King
Princess
6 Diana
2
1Australia
Spain4
United
Kingdom
Sweden
Countries of the
World
Turkey
India
3
Afghanistan
6
5
7
Math Terms
Diameter or
1Radius
6/12 1/3
3/4
14/16
2 Percent
3 Fractions
5 Hypotenuse
6
Pentagon
4 Octagon
7
Pie Chart
icivics.org
 Turning questions into games
Other sources of games:
 Games made up by teachers and students
 Software and on-line adaptations of traditional games
Video games—general or developed for specific content
Video Games in the Classroom? What the Research is Telling Us
by John Rice
A teacher’s experience in the classroom
with the video game Civilization:
The teacher explained that “students were intrigued with ‘what if’
questions they were able to pose through the simulation.”
For example, they asked, “What if historically weak civilizations were to
become global superpowers? What would it take to get them there?”
Video Games in the Classroom? What the Research is Telling Us
by John Rice
Article downloaded December, 2010 from
http://www.eduquery.com/papers/Rice/techedge/Video_Games_in_the_Classroom.pdf
Note: Article was originally published in the Winter, 2005 TechEdge, the quarterly journal of the Texas Computer Education Association.
The teacher ... observed that “students engaging in the game often
referenced traditional materials for help.”
“Rather than replace textbooks and other paper-based learning
materials, the game encouraged students to consult them, and use
them to gain knowledge for the sake of the game.”
Video Games in the Classroom? What the Research is Telling Us
by John Rice
Other findings:
• In math classes, students with the games completed three times as
many practice problems as the control groups.
• Students in experimental groups using video games showed higher
motivation and post-test scores.
• Researchers “surveyed close to 2000 people in business and
discovered positive links toward
work attitudes,
willingness to take risks, and
problem solving
among professionals who grew up playing video games versus those
who did not.”
Interest: Am I interested?
••Initiate
friendly
controversy.
Use games and inconsequential competition.
• Initiate friendly controversy.
Class vote
• Present
unusual information.
 Debate model
• Question
increase response rates.
Town hallto
meeting
 Legal model
 Perspective analysis
• Initiate friendly controversy.
Open-ended Controversy
Study: Grades 5/6, Discussions of controversial topic
Group One:
Discussions designed
to come to consensus
Group Two:
Discussions designed to
end without resolving
Interest in topic?
Study time?
Likely to visit library to get
additional information?
Attendance at film on the
topic shown at recess?
18%
45%
Note: This was reported in Chip and Dan Heath’s book, Made to Stick.
Citation for original article: Lowry, N., & Johnson, D. W. (1981). Effects of
controversy on epistemic curiosity, achievement, and attitudes; Journal of Social
Psychology, Vol 115(1) Oct 1981, 31-43.
If a Viking
and a Samurai
had a battle, who would win?
A. Viking
B. Samurai
Be ready to defend answer in terms of the culture, technology, mission,
and the role in society of the warriors.
The 1960s Decade
If you worked for Time Magazine and had to choose a “Person
of the Decade” for the 1960’s, who would you select?
A. Martin Luther King, Jr.
C. The Beatles
B. John F. Kennedy
D. Lyndon Johnson
Which character would you most like to have as a friend
from Charlotte’s Web? Be ready to discuss the character
traits that influenced your decision.
A. Wilbur
B. Charlotte
C. Templeton
National
Geographic
Could an asteroid crashing into Earth wipe out the human race?
A. Yes
B. I think so
C. I don’t think so
D. No way
and a Samurai
If a Viking
had a battle, who would win?
A. Viking
Robert MacDougall Blog (robmacdougall.org)
B. Samurai
Sam made the following scores on unit tests for the term:
92, 92, 15, 65, 77, 92
Sam's teacher said that his grade would be based on the mean of his
grades. Sam argued that his grade should be based on the median score
of his grades. Sam’ parents argued for the mode. Which do you think
best reflects Sam's work for the term? Be ready to explain your answer.
A. Mean
B. Median
C. Mode
D. Other(be ready to explain)
 Perspective analysis
Teaching the process of perspective analysis
1.
2.
3.
4.
5.
Identify your position on a controversial topic.
Determine the reasoning behind your position.
Identify an opposing position.
Describe the reasoning behind the opposing position.
When you have finished, summarize what you have
learned.
Issue
Personal
perspective
Reasons or
logic
Different
perspective
Reasons or
logic
Different
perspective
Reasons or
logic
Issue
Troops to Afghanistan
Personal
perspective
Reasons or
logic
Different
perspective
Reasons or
logic
I believe it was wrong to send in
more troops.
Different
perspective
The decision was fine; setting a
pull-out date made it wrong.
Reasons or
logic
It was, and still is, the right thing
to do.
Interest: Am I interested?
• Present unusual information.
• Use games and inconsequential competition.
• Initiate friendly controversy.
 Introducing a lesson
• Present
unusual
information.
 Allowing
students
to research
and collect interesting facts
• Question
increase response rates.
 Inviting
guest to
speakers
Dr. Seuss
Dr. Seuss’ real name was Theodor Geisel. He was not a doctor,
but his father had always wanted him to be one.
His first book was rejected by 27 publishers before it was
finally published.
A man named Bennett Cerf bet Dr. Seuss $50 that he could
not write a book that had only 50 words. That is how we got
the book, Green Eggs and Ham.
Math
In a group of 23 people, at least two have the same birthday
with the probability greater than ½.
12+3-4+5+67+8+9=100
There exists at least one other representation of 100 with 9
digits in the right order and math operations in between.
What a Slice of Pi!
As of 2005, the greatest calculation of pi has been done by
Professor Yasumasa Kanada and a team of researchers who
set a new world record by calculating the value of pi to 1.24
trillion places (that's 1,240,000,000,000).
A Strange Prime Number!
The prime number 73,939,133 has a very strange property. If
you keep removing a digit from the right hand end of the
number, each of the remaining numbers is also prime. It's the
largest number known with this property.
111,111,111 x 111,111,111 = 12,345,678,987,654,321
Pick any 3 digit number. (682)
1. Write this number backwards and subtract the smaller
number from the other. (682 - 286 = 396)
2. Take this answer and again invert it. (693)
3. Add your answer in 1. to the answer in 2.
(396 + 693 = 1089)
You will always get either 0 or 1089.
Unit: National Economics (GNP, national debt, deficit, etc.)
Learning Goal: Students developing and understanding of:
The national debit is measured in trillions of dollars.
What's the difference between
a million, a billion, and a trillion?
A million seconds is 12 days.
A billion seconds is 31 years.
A trillion seconds is 31,688 years
How to Tax the Rich
Try giving them perks and privileges in return, says Dilbert
creator Scott Adams
The rich– Top 2%
Three Bad ideas:
Give them Time, Power, Gratitude
Bad
The
rich
pay
more
taxes
butthey
anyone
Bad
idea
#1Time: The
rich
pay
more
intaxes
taxes
but
they
get
totwo
drive in
Badidea
idea#2-Gratitude:
#3-Power:
The
rich
pay
more
but
getwho
applies
social
services
only
the
after writing
carpool
lanes,
and they
arereceives
served first
at service
all government
offices,
votesfor
per
election.
alike
thank
you note to
nearby
rich person—the government will
the Department
of aMotor
Vehicles.
keep track of who has not received one lately.
• Present unusual information.
1
2
3
“Let’s Make a Deal” problem
There is a car behind one of three doors; there is a goat
behind each of the other two. The game show host
invites you to pick a door.
Once you've picked a door, he opens one of the OTHER
two doors to show you there is a goat behind that one.
1
3
So far, so good. Now he gives you a choice. Before he
opens the next door, you can keep your original guess or
change your guess.
Which is the wisest course of action?
A. Keep your original guess–odds are better
B. Change your guess–odds are better
C. It does not matter; your odds are the same either way
1
3
So far, so good. Now he gives you a choice. Before he
opens the next door, you can keep your original guess or
change your guess.
Which is the wisest course of action?
B. Change your guess—odds are better
A. Keep your original guess–odds are better
B. Change your guess–odds are better
C. It does not matter; your odds are the same either way
1
1
1
3
2
2
2
3
3
Stay
Change
Lose
Win
Stay
Change
Lose
Win
Stay
Change
Win
Lose
Interest: Am I interested?
• Question to increase response rates.
• Use games and inconsequential competition.
•Initiate
friendly
controversy.
Calling on
students
randomly
Paired response
•Present
unusual information.
Wait time to increase response rates.
•Question
 Response chaining
 Choral response
 Simultaneous individual responses
• Question to increase response rates.
 Simultaneous individual responses
Analog
• Question to increase response rates.
 Simultaneous individual responses
• Hand signals
• Response cards/boards
• Question to increase response rates.
 Simultaneous individual responses
Digital
• Question to increase response rates.
 Simultaneous individual responses
Clickers
Using clickers to assess and record
Using clickers to encourage students’ interactions—
with knowledge and with peers
Michelle is having fraternal twins. Which of the
following scenarios is most probable?
A. Two boys
B. Two girls
C. A boy and a girl
D. All of the above are equally probable
Michelle is having fraternal twins. Which of the
following scenarios is most probable?
A. Two boys
B. Two girls
C. A boy and a girl
D. All of the above are equally probable
Michelle is having fraternal twins. Which of the
following scenarios is most probable?
A. Two boys
B. Two girls
C. A boy and a girl
D. All of the above are equally probable
Michelle is having fraternal twins. Which of the
following scenarios is most probable?
A. Two boys
B. Two girls
C. A boy and a girl
D. All of the above are equally probable
Baby
2
Baby
1
B
B
BB
G
GB
G
BG
GG
• Question to increase response rates.
 Simultaneous individual responses
Interest: Am I interested?
•
•
•
•
Use games and inconsequential competition.
Initiate friendly controversy.
Present unusual information.
Question to increase response rates.
Model of Attention and Engagement
Is this important?
Is this important?
Importance: Is this important?
• Connect to students’ lives.
• Connect to students’ life ambitions.
• Encourage application of knowledge.
Importance: Is this important?
• Connect to students’ lives.
Comparison tasks
Analogical reasoning tasks
• Connect to students’ life ambitions.
Personal projects
• Encourage application of knowledge.
Designing cognitively complex tasks
 Real-world applications
Importance: Is this important?
•Connect to students’ lives.
Hamlet:
Excerpts from advice from Polonius to his son, Laertes
Give thy thoughts no tongue,
Nor any unproportion'd thought his act.
Beware of entrance to a quarrel, but being in,
Bear't that the opposed may beware of thee…
Neither a borrower nor a lender be;
For loan oft loses both itself and friend.
This above all: to thine ownself be true.
Universal message
Give thy thoughts no tongue,
Nor any unproportion'd thought his act.
from… Art and Science of Teaching
Unit: Polynomials
…student wanted to know what types of polynomials were used
when rating quarterbacks in football. As a result of some
Internet research, the student identified and could explain three
formulas for rating quarterbacks:
Example:
National Football League Quarterback Rating Formula
a. = (((Comp/Att x 100) -30) / 20
b. = ((TSs/Att) x 100) /5
c. = ((Yards/Att) – 3) /4
a. b. c. and d. cannot be greater than 2.375 or less than 0.
AB rating = (a + b + c + d)/ 0.06
Student Goal:
What is the probability of
several different scenarios?
What is the formula the banker
uses to make the offer?
Parisian love
Obama budget
Importance: Is this important?
• Connect to students’ lives.
Comparison tasks
Analogical reasoning tasks
• Connect to students’ life ambitions.
Personal projects
• Encourage application of knowledge.
Designing cognitively complex tasks
 Real-world applications
Teaching what is important
Inventor Study: Do a research report on an inventor
including important facts as illustrated here. Use the internet
to find your information and prepare a presentation using
technology.
Who invented the airplane?
Information and Ideas--Declarative Knowledge
Organizing ideas (principles and generalizations)
Terms and details (vocabulary, facts, and time sequences)
Skills and Processes— Procedural Knowledge
Mental procedures
Psychomotor procedures
Declarative Knowledge that can be applied
Terms and Details: (vocabulary,
facts, time sequences)
Organizing Ideas: Principles
and generalizations
Students will demonstrate an
understanding of…
Students will demonstrate an
understanding of…
The topographical features of
Tennessee.
Topography and natural resources
influence the culture of a region.
The plot and theme of To Kill
a Mockingbird.
Literature can both reflect and
influence a society.
The distinguishing
features of a penguin.
Animals have characteristics that
are examples of adaptation.
The major causes, people, and
events of the American Civil
War.
When
Civil
wars
people
are the
in a cruelest
region place
warsa
because
very
different
everyvalue
victory
onisaaresource,
self???????
inflicted
civil
war wound.
can be the result.
Makeover…
...with emphasis on generalizations and principles
Inventors
• FACING OBSTACLES AND CHALLENGES: Those who have
contributed to our lives often must face obstacles and
challenges to their ideas and work.
These obstacles and challenges can be
economic,
physical,
social, and
personal
Facing Obstacles and Challenges
ECONOMIC
Lack of money;
poverty; no
backers
Facing Obstacles and Challenges
PHYSICAL
Illness; physical
disability
Facing Obstacles and Challenges
SOCIAL
People
laughing or
criticizing
Facing Obstacles and Challenges
PERSONAL
Angry;
insecure;
blame others
Facing Obstacles and Challenges
ECONOMIC
Lack of money;
poverty
SOCIAL
People
laughing or
criticizing
PHYSICAL
Illness; physical
disability
PERSONAL
Angry;
insecure;
blame others
• Which of these obstacles or challenges do you think are probably most
difficult to overcome? Why?
Need
Standards
Brainstorm
DRAFT
REVISE
READY TO
TEST
??
THE PROCESS OF INVENTION
When evaluating how well the process of invention was
used for a particular invention, you might ask…
Did these inventors do a good job with…
Identifying Need?
Setting Standards?
Drafting, Testing and Revising?
THE PROCESS OF INVENTION
Did these inventors do a good job with…
Identifying Need?
Setting Standards?
Drafting, Testing
and Revising?
THE PROCESS OF INVENTION
Did these inventors do a good job with…
Identifying Need?
Setting Standards?
Drafting, Testing
and Revising?
THE PROCESS OF INVENTION
Did these inventors do a good job with…
Identifying Need?
Setting Standards?
Drafting, Testing
and Revising?
THE PROCESS OF INVENTION
Did these inventors do a good job with…
Identifying Need?
Setting Standards?
Drafting, Testing
and Revising?
• Think of an invention that you think has been successful. Which
phase, or phases, do you believe were done particularly well?
Teaching what is important
Then prompt students to apply
the knowledge.
Describe how your inventor ..
•Identified a need.
•Set standards.
•Drafted, Tested, and Revised.
How well did he/she do these? Could any of these been done better?
Select an inventor. Look for information to address the following:
Describe any obstacles or challenges that your inventor faced
that were
•Economic, Physical, Social, and or Personal?
Describe how he/she overcame or could not overcome these obstacles
or challenges.
Select an inventor. Look for information to address the following:
Describe any obstacles or challenges that your inventor faced
that were
•Economic, Physical, Social, and or Personal?
Describe how he/she overcame or could not overcome these obstacles
or challenges.
Describe how your inventor ..
•Identified a need.
•Set standards.
•Drafted, Tested, and Revised.
How well did he/she do these? Could any of these been done better?
Teaching what is important
Then prompt students to apply
the knowledge.
Romeo and Juliet
Alternatives
Criteria
People still read it
today
Broad appeal—
speaks to many
Meaningful message
about life
Extends, breaks, or
creates techniques
with the form
Romeo &
Juliet
Of
Scarlet
Mice & Letter
Men
Great
Gatsby
Teaching what is important
In order to be transformational (21st century) and ENGAGE students in
tasks THEY consider important, we would have to do more than
• Set the conditions
We would have to teach students in a way that would empower them to
• Pursue personal projects
• Apply knowledge in meaningful ways
• Connect to students’ lives.
Analogical reasoning tasks
Analogy problems
Match the relationship between the first two elements to the
same relationship between the second two elements.
Example:
carpenter : hammer
::
painter : _________
• Connect to students’ lives.
mutualism
alligator : plover bird ::
_______ : _________
Personal Projects
What if right now, we were to give you the rest of the day to
create something (an idea, a program, a schedule, a task,
strategy) that would help you, and the colleagues around
you, to significantly increase the level of engagement of your
students and improve their state test scores.
You would need to deliver a description of what you are
creating, along with budget, time frame, expected results,
etc.
• How would you react to this professional development
opportunity?
Importance: Is this important?
• Connect to students’ lives.
Comparison tasks
Analogical reasoning tasks
• Connect to students’ life ambitions.
Personal projects
• Encourage application of knowledge.
Designing cognitively complex tasks
 Provide
 Real-world applications
In order to be transformational (21st century) and ENGAGE students in
tasks THEY consider important, we would have to do more than
• Set the conditions
We would have to teach students in a way that would empower them to
• Pursue personal projects
• Apply knowledge in meaningful ways
• Connect to students’ life ambitions.
Personal Projects
What would you do if you knew you could not fail?
Personal Projects
Phase 1: What do I want to accomplish?
Phase 2: Who else has accomplished the same thing? Who
will support me?
Phase 3: What skills and resources will I need?
Phase 4: What will I have to change to achieve my goal?
Phase 5: What is my plan? How hard will I have to work?
Phase 6: What small steps can I take right now?
Phase 7: How have I been doing?
What have I learned about myself?
Model of Attention and Engagement
Emotions:
How do I feel?
Interest:
Am I interested?
Importance: Is this important?
Efficacy:
Can I do this?
Model of Attention and Engagement
Interest:
Am I interested?
Importance: Is this important?
Interest: Strategies
• Use games and inconsequential
competition.
• Initiate friendly controversy.
• Present unusual information.
• Question to increase response
rates.
Importance: Strategies
• Connect to students’ lives.
• Connect to students’ life
ambitions.
• Encourage application of
knowledge.
• Provide choice.
Go back to the topic or unit you identified as difficult.
Does thinking about any of these strategies help you
to address those difficulties?
Rate yourself on these two specific instructional goal
areas.
Model of Attention and Engagement
Strategies
•
•
•
•
•
•
•
•
•
Strategies
•
•
•
•
Connect to students’ lives.
Connect to students’ life ambitions.
Encourage application of knowledge.
Provide choice.
•
•
•
•
Track and study progress.
Use effective verbal feedback.
Provide examples of self-efficacy.
Teach self-efficacy.
Use effective pacing.
Incorporate physical movement.
Demonstrate intensity and enthusiasm.
Use humor.
Build positive teacher-student and peer
relationships.
Use games and inconsequential
competition.
Initiate friendly controversy.
Present unusual information.
Question to increase response rates.