Deb Pickering at
Oakland Schools
March 2012
Can I Do This?
How Do I Feel?
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?
Model of Attention and Engagement
Emotions:
How do I feel?
Efficacy:
Can I do this?
Emotions: How do I feel?
Emotions: How do I feel?
• Use effective pacing.
• Incorporate physical movement.
• Demonstrate intensity and enthusiasm.
• Use humor.
• Build positive teacher-student and peer
relationships.
Emotions: How do I feel?
• Incorporate
physical
• Use effective
pacing. movement.
• Incorporate physical movement.
 Movement
to lift energy
• Demonstrate
intensity and enthusiasm.
 Movement
that furthers understanding of content
• Use humor.
 Movement
for the teacher-student
whole class or school
• Build positive
and peer
relationships.
Research: Sabine Kubesch
Intervention: A single thirty-minute exercise
program with thirteen- and fourteen-year old
students
Results: Improvement in the maintenance of
on-task attention in the face of distraction.
Kagan’s Structures
Numbered Heads Together (mastery, thinking)
Teammates work together to ensure all members understand; one is
randomly selected to be held accountable.
• Teacher poses a problem and gives wait time (Example: “Everyone
think about how rainbows are formed. [Pause] Now make sure
everyone in your team knows how rainbows are formed.”)
• Students stand up to put their heads together, discuss and teach.
• Students sit down when everyone knows the answer or has
something to share or when time is up.
• Teacher calls a number. The student with that number from each
team answers question individually.
Kagan’s Structures
Inside-Outside Circle
In concentric circles, students rotate to face new partners and
answer questions.
• Students stand in two concentric circles, facing a partner. The
inside circle faces out; the outside circle faces in.
• Students ask questions of their partner, or they may take turns
responding to a teacher question(s).
• Partners switch roles: outside circle students ask, listen, then
praise or coach.
• After each question or set of questions, students in the outer or
inner circle rotate to the next partner.
Emotions: How do I feel?
• Demonstrate
intensity
• Use effective
pacing. and enthusiasm.
 Personal
stories
• Incorporate
physical movement.
 Verbal and non-verbal signals
•
Demonstrate
intensity
and
enthusiasm.
 Zest for teaching
• Use humor.
• Build positive teacher-student and peer
relationships.
• Demonstrate intensity and enthusiasm.
...everything about the teacher’s tone and manner (pace,
voice, gestures) communicates to the student that what is
being learned is interesting, important, and meaningful.
Emotions: How do I feel?
• Demonstrate
intensity
• Use effective
pacing. and enthusiasm.
 Personal
stories
• Incorporate
physical movement.
 Verbal and non-verbal signals
•
Demonstrate
intensity
and
enthusiasm.
 Zest for teaching
• Use humor.
• Build positive teacher-student and peer
• Use humor.
relationships.
 Self-directed humor
 Funny headlines and quotes
 Movie clips and media entertainment
 A class symbol for humor
• Use humor.
Snopes.com
Did these headlines actually appear?
1. Include Your Children When Baking Cookies
2. Teachers Strike Idle Kids
3. Police Begin Campaign to Run Down Jaywalkers
4. Safety Experts Say School Bus Passengers Should
Be Belted
5. High School Dropouts Cut in Half
Did these headlines actually appear?
6. Astronaut Takes Blame for Gas in Spacecraft
7. Iraqi Head Seeks Arms
8. Panda Mating Fails; Veterinarian Takes Over
9. British Left Waffles on Falkland Islands
kids.yahoo.com/jokes
Q: Why don’t ducks tell
jokes when they fly?
A: Because they would
quack up.
kids.yahoo.com/jokes
Q: Why did the farmer
separate the chicken
and the turkey?
A: He suspected fowl play.
kids.yahoo.com/jokes
Q: How many knees do
people have?
A: 4. Your left knee, your
right knee, and two
kidneys.
totallyabsurd.com (no www) America's Goofiest Patents!
The dog watch is actually a "clock for
keeping time at a rate other than
human time" and was invented in
1991. Why would you need to know
dog time? Beats the heck out of us but
with this handy watch you can perceive
time at your animals rate instead of
your own.
Dog Watch
US Patent Issued In
1991
How does it work? According to the
inventor the watch multiplies every
human second, minute and hour by
seven, thus giving us "doggy time". If
Fido lives to be the ripe old age of 14,
that translates into 98 human
years! Or is that 98 dog years?
Happy Camper
US Patent Issued In
1985
Sven is a happy camper. Why is Sven so happy? Because it's cold outside and
his new Happy Camper sleeping bag allows him to unzip some zippers and
poke his arms and legs out and walk around. Why walk around in your
sleeping bag? So you can answer Mother Nature's call, that's why!
Other strategically placed zippers allow you to open strategically placed
openings for necessary nighttime relief, all within the comfort of your warm,
downy sleeping bag. Oh sure, there may be a draft or two but it sure beats
leaving your warm bag. Might we also recommend the BumperDumper.com?
Is it just us or does Sven look like a big burrito for bears?
Portable Pet
Potty
US Patent Issued In
1998
Many people live in big cities and enjoy the companionship of man's best
friend. But with the master working all day, poor Benji can only count
on relief during his morning and evening walks, putting a strain on…
their relationship. Now it's possible to end canine discomfort with the
Portable Pet Potty.
This revolutionary invention is made from hermetically sealed
polyethylene and is strapped to the hinny of your hound. While this
solution may prevent unwanted accidents, don't forget to take Benji for
his walks. The Portable Pet Potty doesn't collect Tootsie Rolls.
Emotions: How do I feel?
• Build• positive
teacher-student
and peer
Use effective
pacing.
relationships.
• Incorporate physical movement.
• Demonstrate intensity and enthusiasm.
• Usefair
humor.
 Ensuring
and equitable treatment for all students
 Showing
interest
in, and
affection for, students
• Build
positive
teacher-student
and peer
 Identifying
and using positive information about students
relationships.
Vary Your Response to Students’ Incorrect Answers
or Their Lack of Response.
1. What is the most frequently broken bone in the body?
(The clavicle—collar bone)
2. Spell broccoli.
3. What do you call a baby rabbit? (A kitten)
4. What is the name of the first shot in a billiards game? (The
break)
5. What is Queen Elizabeth’s surname? (Windsor)
6. What is the second tallest mountain in the world? (K2)
7. What book did Ken Kesey write that was turned into an
Academy Award winning movie? (One Flew Over the
Cuckoo’s Nest)
Vary Your Response to Students’ Correct Answers.
1. Explain two causes of the American Civil War.
2. Identify an influential author, scientist, artist, or athlete of
the 20th century, and explain in what ways he or she was
influential.
3. What is censorship? When is it a good idea?
4. ________is to a tree as ________is to a person.
Complete this analogy. Try not to use the most obvious
relationships, such as “Branch is to tree as arm is to a
person.”
5. Why do we have the electoral college?
From: The Art and Science of Teaching
Brophy 1983 Research Synthesis
• Teachers wait less time for “lows” to answer questions and call on
“lows” less frequently to answer questions.
• Teachers give “lows” answers or call on someone else to answer the
question as opposed to trying to delve into the logic underlying the
answer or improve on the answers of “lows.”
• Teachers give “lows” briefer and less informative feedback on their
responses.
Recommendations from The Art and Science of Teaching:
1. Identify the expectation levels of your students.
2. Identify differential treatment of low-expectancy students
3. Make sure low expectancy students receive verbal and nonverbal
indications that they are valued and respected.
4. Ask questions of low expectancy students.
5. When low-expectancy students do not answer a question correctly or
completely, stay with them.
Recommendations from The Art and Science of Teaching:
Other recommendations for low-expectancy students:
•
•
•
•
•
Demonstrate gratitude for students’ responses.
Do not allow negative comments from other students.
Point out what is correct and incorrect about students’ responses.
Restate the question.
Provide ways to temporarily let students off the hook.
React this statement
• You do not have to like and respect every student in
your class, but you must behave as if you do.
Emotions: How do I feel?
••Use
effective
pacing.
Use effective
pacing.
• Incorporate physical movement.
• Demonstrate
and enthusiasm.
Administrativeintensity
tasks
Transitions
• Use
humor.
Seatwork
• Build
positive teacher-student and peer

Presentation of new content
relationships.
• Use effective pacing.
 Administrative tasks
 Transitions
 Seatwork
• Classrooms need few rules but many procedures.
• Procedures need to be developed, taught, and practiced.
• Use effective pacing.
 Presentation of new content
• Challenge
Students acquire understanding and skill at different rates. “Too
quick” for some students is “too slow” for others.
Technology
Emotions: How do I feel?
• Use effective pacing.
• Incorporate physical movement.
• Demonstrate intensity and enthusiasm.
• Use humor.
• Build positive teacher-student and peer
relationships.
Select one strategy from this list, or one of your own, that you
use to energize your classroom and positively influence
students’ feelings. Select one that you don’t use—but might
need to add to your repertoire.
Give one; Get one
Model of Attention and Engagement
Emotions:
How do I feel?
Efficacy:
Can I do this?
Model of Attention and Engagement
Efficacy:
Can I do this?
Efficacy: Can I do this?
What are some classroom practices that
communicate to students they “can do this?” What
practices contribute to students’ perception that they
probably “can’t?”
Efficacy: Can I do this?
• Track and study progress.
Academic:
Academic Topic:
Academic Topic:
Overall Grade
for
Class/Subject
Academic Topic:
Academic Topic:
Nonacademic/Life Skills:
Work on Time:
Homework:
?????
[A grade is] an
• inadequate report of an
• inadequate judgment by a
• biased and variable judge
of the extent to which a student has attained an
• undefined level of mastery of an
• unknown proportion of
• indefinite material.
Source: P. Dressel (1983). "Grades: One More Tilt at the Windmill." In A. W.
Chickering (Ed.), Bulletin. Memphis: Memphis State Univ., Center for Study for
Higher Education, p. 12.
Grading practices
How do they influence engagement?
Specifically, how do they contribute to
students’ perceptions of whether they
“can do it?”
Efficacy: Can I do this?
A Vision for a Formative System
Developing a Formative System
• Standards-referenced
Standards-referenced
Grade Levels
K
1st
2nd
3rd
4th
5th
6th
7th
8th
Frsh Soph
Jr.
Curriculum
st grade
Standards
1Kinder
Standards
standards
Instruction
Assessment
Report Cards
Sr.
Standards-referenced
Grade Levels
K
1st
2nd
3rd
4th
5th
6th
7th
8th
Frsh Soph
Jr.
Curriculum
Grade
2nd
Course
grade
Level
Standards
standards
Instruction
Assessment
Report Cards
Sr.
Developing a Formative System
• Standards-referenced
• Standards-based
Standards-based
Grade Levels
K
1st 2nd
3rd
4th
5th
6th
7th
8th
Frsh. Soph. Jr.
Sr.
Curriculum Levels
1
2
3
Rdg:
Comprehension
Instruction
4
5
6
7
8
9
10
Math:
Measurement
Assessment
Report Cards
Standards-based
Grade Levels
K
1st
2nd
3rd
4th
5th
6th
7th
8th
Frsh Soph
Jr.
Sr.
Curriculum Levels
1
2
3
4
5
6
7
8
Required
content
Specialize or
Graduate
9
10
Standards-based
Grade Levels
K
1st
2nd
3rd
4th
5th
6th
7th
8th
Frsh Soph
Jr.
Sr.
Curriculum Levels
1
Learning Progressions
2
Instruction
3
4
5
6
7
8
9
10
Assessment
Report Cards
Developing a Formative System
• Standards-referenced
• Standards-based
Formative Classroom
Topics
Quarter 1
Quarter 2
Quarter 3
Quarter 4
1
2.0
3.0
3.0
3.0
2
2.0
2.5
2.5
2.5
3
2.0
2.0
2.0
3.5
4
1.5
2.5
3.0
3.0
5
3.0
3.0
3.0
3.0
6
4.0
4.0
4.0
4.0
7
2.0
2.0
3.0
8
2.0
2.5
2.5
9
2.5
3.0
3.0
10
3.0
3.0
3.0
11
3.5
3.5
3.5
12
3.0
3.0
13
3.5
3.5
14
2.0
2.5
15
3.0
3.0
16
3.5
3.5
17
3.0
18
4.0
19
2.0
20
3.0
STUDENT PROFILES
Academic Goals
1 writing—organization
2 writing- mechanics
3 literary elements
4 reading comprehension-fiction
5 reading comprehension—non fiction
6
7 add, subtract fractions
8 geometrics shapes
9 measurement
10 algebra– linear equation
11
12 absolute, relative locations map
13 conflict in history
0
1
2
3
4
September
STUDENT PROFILE
Academic Goals
1 writing—organization
2 writing- mechanics
3 literary elements
4 reading comprehension-fiction
5 reading comprehension—non fiction
6
7 add, subtract fractions
8 geometrics shapes
9 measurement
10 algebra– linear equation
11
12 absolute, relative locations map
13 conflict in history
0
1
2
3
4
March
STUDENT PROFILE
Academic Goals
1 writing—organization
2 writing- mechanics
3 literary elements
4 reading comprehension-fiction
5 reading comprehension—non fiction
6
7 add, subtract fractions
8 geometrics shapes
9 measurement
10 algebra– linear equation
11
12 absolute, relative locations map
13 conflict in history
0
1
2
3
4
January
STUDENT PROFILE
Academic Goals
1 writing—organization
2 writing- mechanics
3 literary elements
4 reading comprehension-fiction
5 reading comprehension—non fiction
6
7 add, subtract fractions
8 geometrics shapes
9 measurement
10 algebra– linear equation
11
12 absolute, relative locations map
13 conflict in history
0
1
2
3
4
Conventional
• Time
• Attendance
• Compliance
• Behavior
• Norm-referenced
• Work completion
• Points
• Matriculation/
Retention
• Limited choices
vs.
Formative
• Performance
• Proficiency
• Multiple assessments
• Self-paced
• Collaboration
• Learning goals
• Criterion-referenced
• Customization
• Choice
The critical attribute of a Formative System:
Assessment influences subsequent learning
opportunities and behaviors
An actual test is not “summative” or “formative”; it
depends on how the students’ score is treated.
Summative
Summative means the student’s score is treated as the
final determination of level of knowledge.
Summative Assessment
An actual test is not “summative” or “formative”; it
depends on how the students’ score is treated.
Summative
Scores are recorded and treated as the final
determination of level of knowledge.
Formative
Scores are recorded but treated as an indication of level
of learning at that time AND are used as a guide for
what should happen next.
Key to effective formative feedback
Teachers
• Re-teach
• Group students for peer interaction
• Create support classes– double dipping
• Provide resources
• ???????????????
Students
• Review materials
• Seek help – teacher, tutor, peer
• Seek other resources – internet, alternative materials
• ??????????????????
Monday
Tuesday
Wednesday
Whole
Class
Monday
Tuesday
Wednesday
Thursday
Friday
Learning
Lab/
Stations/
Centers
Learning
Lab/
Stations/
Centers
Thursday
Friday
Whole
class
Monday
Learning
Lab/
Stations/
Centers
Tuesday
Wednesday
Thursday
Friday
Whole Class
Classroom Structure--
Whole Class
T
Classroom Structure-Learning
Lab/Stations/Centers
T
T
Key to effective formative feedback
Teachers
• Re-teach
• Group students for peer interaction
• Create support classes– double dipping
• Provide resources
• ???????????????
Students
• Review materials
• Seek help – teacher, tutor, peer
• Seek other resources – internet, alternative materials
• ??????????????????
The critical attribute of a Formative System:
Assessment influences subsequent learning
opportunities and behaviors
Emotions: How do I feel?
Efficacy: Can I do this?
Why is a “formative system” so critical to
this aspect of engagement?
Efficacy: Can I do this?
• Track and study progress.
• Use effective verbal feedback.
• Provide examples of self-efficacy.
• Teach self-efficacy.
Efficacy: Can I do this?
• Provide examples of self-efficacy.
 Stories
 Quotations
• Teach self-efficacy.
 Distinguishing between growth and fixed theories
 Having students identify their personal theories
 Keeping the conversation alive
• Teach self-efficacy.
Self-Theories
Mindset
Carol Dweck
Intelligence?
A fixed attribute?
A changeable attribute?
• Teach self-efficacy.
Self-Theories
Strongly
Agree
Agree
Mostly
Agree
Mostly Disagree Strongly
Disagree
Disagree
No matter who you are, you can change your
intelligence a lot.
You have a certain amount of intelligence, and you can’t
really do much to change it.
• Teach self-efficacy.
Research:
African-American 7th graders
• Students had one 90-minute session each semester on how
intelligence changes when you learn.
• College students regularly communicated to students through
email.
• Students also learned about intelligence from a web-based
program.
• The results? Teachers reported changed behavior in
class, grades improved, and there were significant
gains in test scores for both reading and math.
Model of Attention and Engagement
Emotions:
How do I feel?
Efficacy:
Can I do this?
•
•
•
•
•
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.
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.
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.