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?
The disenfranchised
ELL Students
Students with Specific Learning Difficulties
Agendas, Activators, Summarizers
Poverty’s Impact on 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
WHAT ABOUT THE SPATIAL ARRANGEMENT?
SPACE AND PROXIMITY
ROBERT 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”.
COPYRIGHT 2008 RIBAS ASSOCIATES
AGENDA
I. Introductions: Goals for the Day, Agenda, Norms, Your
Priorities
II. Big Picture:
 Universal Design for Learning and the Gradual Release of Responsibility (SelfMonitoring…)
 Your classroom: “toolbox” and your action plan
 The Student’s Perspective: Video
 A Teacher’s Perspective: Room tour
III. Cognition
IV.Social Emotional Climate and Group Work
V. Motivation and Mindset
VI.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 Perspectives
1.
2.
3.
4.
5.
6.
7.
8.
Feel Good: Social, Emotional, Academic
Connected to Real Life
Active Application of Information
Challenging (Zone of Proximal Development)
Coaching/Time for Learning
Use it or Lose It
Reflection, Metacognitive Awareness
Plan next steps
https://www.youtube.com/watch?list=PL0134792CEB4EF46D&index=5&v=p_BskcXT
qpM&app=desktop
UNIVERSAL DESIGN FOR LEARNING
HTTP://MISSCRYSTAL-SENIORINTERNSHIPEXPERIENCE.WIKISPACES.COM/MY+ IDEAL+CLASSROOM+ENVIRONMENT
UNIVERSAL DESIGN FOR LEARNING
UDL 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 3
PROCESSING PARTNER
WHAT ARE THE CONNECTIONS?
NOTE OVERLAPS AND MULTIPLE UDL AREAS FOR THE GREAT 8
Brain-Based Research
1.
2.
3.
4.
5.
6.
7.
8.
Feel Good: Social, Emotional, Academic
Connected to Real Life
Active Application of Information
Challenging (Zone of Proximal
Development)
Coaching/Time for Learning
Use it or Lose It
Reflection, Metacognitive Awareness
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
Action Plan
(Your priorities)
Tools and Techniques
Tool/Technique
Explanation
How I might
use or adapt
To Do List
Essential
Questions
CC8
Do Now
Exit slip weekly
Exit Slip
Rearrange
desks
Processing
Partners
Anchor Chart
Priority Level
First, soon,
after summer
Create Centers (after summer)
Comments
(dates)
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 phases
Each 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
Guided Practice
Coached Practice
Independent Practice
Teacher Models
Teacher Guides
Teacher Scaffolds Learning
Teacher Coaches
Teacher
Conferences, Guides,
Gives Feedback
Students put ideas
into their own words
Students work on their
own
(with guardrails)
Models synthesis
Feedback from checklists,
rubrics, peer conferences,
teacher conferences
Students share as
individuals and/or as
groups.
TUDEN
Teacher releases responsibility
Students
Learn from teacher
Students
gradually try out
Asks questions
Develops materials and activities
that gradually introduce the
students to the concept
Provides visuals, videos,
readings
Models summarizing ,
paraphrasing
Low stakes writing
Group work,
Inside/outside circle,
Socratic Seminars
Models inquiry
Models quoting, citing
Students begin to make
connections and to
analyze and synthesize
ideas.
Question and answer
Exposure of students to
the “big picture” and “big
questions”
Students begin research possibly
Students gradually begin to
develop a schema
The ideas begin to
become students’ their
own.
Students’ responsibility increases
Demonstration
Demonstration
Teacher
leads
Student watches
Teacher
• Lecture
• Video
• “Hook”
• Questioning
Students
• Work individually
(often)
• Note-taking
• Answering questions
• Asking questions
• Read
“schema” starts to take
Guided Practice
Coached Practice
Teacher
Teacher
Guides and Scaffolds Learning
coaches
Students
Student begins to find her
begin to grapple with the concept own words for the concepts
Reading complex texts
Low stakes writing
(This step is often skipped.)
Teacher
Teacher
• Creates scaffold, graphic
• Guides, gives
organizer, activities
feedback as students
begin to use the idea
independently
Students
• Individual or group work
• Mostly “convergent”
thinking
• Collaborative Note-Taking
Schema: becomes more defined
Students
• Try out the ideas
•
•
•
•
Socratic Seminar
Debate
Demonstration
Commentary
Independent Practice
With “Guardrails”
Teacher
conferences
Student works independently
with “guardrails” in place
Teacher supports students at a
distance
• Provides rubrics,
exemplars, guides,
checklists, feedback,
conferences, etc.
Students
• Apply to a new
“authentic” situation
WRITING PROCESS
INTRODUCE----—GUIDED PRACTICE—--COACHED PRACTICE—--INDEPENDENT PRACTICE
Draft
Introduce the
narrative
•
•
•
•
Step-by-step
Introduction
Body
Conclusion
Revise, Edit
Polish,
• Rubric
• Conference
• Peer review
Publish
Send story
to web site
Green
Book
Design
Cognitive
Anb 274
Context
21
CONTEXT FOR LEARNING
SUPPORTING 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 4243)
copyright 2008 Ribas Associates
22
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…
COPYRIGHT 2008 RIBAS ASSOCIATES
Without
Cognitive
Context
O
O
O
O
O
O
O
O
O
O
Information
and
Skills
Taught in a
Lesson
O
O
O
O
O
O
O
O
O
O
With
Cognitive
Context
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
Information
and
Skills
Taught in a
Lesson
O
O
O
O
Information
and Skills
Students
Mastered
O
O
O
O
O
O
O
O
O
O
O
O
VIDEO: ROOM TOURS: HS
GROUP ACTIVITY
WHAT 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.
copyright 2008 Ribas Associates
27
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.
28
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”
“
COPYRIGHT 2008 RIBAS ASSOCIATES
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.”
COPYRIGHT 2008 RIBAS ASSOCIATES
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 schedule
COPYRIGHT 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
COPYRIGHT 2008 RIBAS ASSOCIATES
CLASSROOM
INSTRUCTION THAT WORKS GB367
MARZANO, R. ET AL, 2001,
“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”
Pickering and Pollock note that
COPYRIGHT 2008 RIBAS ASSOCIATES
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. “
COPYRIGHT 2008 RIBAS ASSOCIATES
ACTIVATORS GB43-50
Some create a common base of information on the
topic which is shared by all the students
Some inform the teacher about the students’ current
knowledge of the topic
Some inform the teacher of the students’ confusion
and misconceptions about the topic
Some inform the teacher about the parts of the
topic that may be most interesting to the students
COPYRIGHT 2008 RIBAS ASSOCIATES
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 BrainCompatible Classroom, Laura Erlauer
recommends utilizing these final 10-15
minutes for reviewing the information
taught over the course of the period or
lesson. gb365
COPYRIGHT 2008 RIBAS ASSOCIATES
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.
COPYRIGHT 2008 RIBAS ASSOCIATES
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.”
“
COPYRIGHT 2008 RIBAS ASSOCIATES
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
COPYRIGHT 2008 RIBAS ASSOCIATES
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.
COPYRIGHT 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.
COPYRIGHT 2008 RIBAS ASSOCIATES
45
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
COPYRIGHT 2008 RIBAS ASSOCIATES
47
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
COPYRIGHT 2008 RIBAS ASSOCIATES
48
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
COPYRIGHT 2008 RIBAS ASSOCIATES
49
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
COPYRIGHT 2008 RIBAS ASSOCIATES
50
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
COPYRIGHT 2008 RIBAS ASSOCIATES
51
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.”)
COPYRIGHT 2008 RIBAS ASSOCIATES
52
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
information

information

information
information
information
Students locate, clarify, learn information by visiting each display
A great deal of information can be presented or reviewed
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/usingsocratic-seminars-in-classroom
Edutopia
http://www.edutopia.org/critical-thinkingdiscussion-HSresources?utm_source=twitter&utm_medium=post
&utm_campaign=roundup-HS-critical-thinkingdiscussion-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
COPYRIGHT 2008 RIBAS ASSOCIATES
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.
CLASSROOM
INSTRUCTION THAT WORKS GB367
MARZANO, R. ET AL, 2001,
“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”
Pickering and Pollock note that
COPYRIGHT 2008 RIBAS ASSOCIATES
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…
COPYRIGHT 2008 RIBAS ASSOCIATES
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.
COPYRIGHT 2008 RIBAS ASSOCIATES
Mastery Objectives: Content
The TARGET for Learning
Deliberate Scaffolding
Mastery
Immediate
Mastery
Guided
Practice
Introductory
Application
Mastery
Immediate
Application
Mastery
gb3
bb103
COPYRIGHT 2008 RIBAS ASSOCIATES
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
CLASSROOM
INSTRUCTION THAT WORKS GB367
MARZANO, R. ET AL, 2001,
“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”
Pickering and Pollock note that
COPYRIGHT 2008 RIBAS ASSOCIATES
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.
COPYRIGHT 2008 RIBAS ASSOCIATES
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.
COPYRIGHT 2008 RIBAS ASSOCIATES
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.
COPYRIGHT 2008 RIBAS ASSOCIATES
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 ZONE
NO CHALLENGE
Probability of success =high
Reward = low
Satisfaction = low
CHALLENGING
Probability of success =
realistic
Reward = good to great
Satisfaction = high
TOO CHALLENGING
Probability of success = low
Reward = high
Satisfaction = questionable
modified from the Efficacy
Curriculum: Jeff Howard
AFTER THE PING PONG CHALLENGE
ZONE OF DEVELOPMENT (VYGOTSKY)
In the Zone:
 Hard and risk of failure
 Need effective effort
 Realistic so also a chance to succeed
 Success feels good: satisfaction
In the section that is not challenging
 Realistic, too easy, little/no effort needed:
sure thing, success high
 No challenge or reward, no satisfaction
In the section that is too challenging
 More challenge and less realism; unrealistic for now
 Success 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
Guided Practice
Coached Practice
Independent Practice
Teacher Models
Teacher Guides
Teacher Scaffolds Learning
Teacher Coaches
Teacher
Conferences, Guides,
Gives Feedback
Students put ideas
into their own words
Students work on their
own
(with guardrails)
Models synthesis
Feedback from checklists,
rubrics, peer conferences,
teacher conferences
Students share as
individuals and/or as
groups.
TUDEN
Teacher releases responsibility
Students
Learn from teacher
Students
gradually try out
Asks questions
Develops materials and activities
that gradually introduce the
students to the concept
Provides visuals, videos,
readings
Models summarizing ,
paraphrasing
Low stakes writing
Group work,
Inside/outside circle,
Socratic Seminars
Models inquiry
Models quoting, citing
Students begin to make
connections and to
analyze and synthesize
ideas.
Question and answer
Exposure of students to
the “big picture” and “big
questions”
Students begin research possibly
Students gradually begin to
develop a schema
The ideas begin to
become students’ their
own.
Students’ responsibility increases
Demonstration
Demonstration
Teacher
leads
Student watches
Teacher
• Lecture
• Video
• “Hook”
• Questioning
Students
• Work individually
(often)
• Note-taking
• Answering questions
• Asking questions
• Read
“schema” starts to take
Guided Practice
Coached Practice
Teacher
Teacher
Guides and Scaffolds Learning
coaches
Students
Student begins to find her
begin to grapple with the concept own words for the concepts
Reading complex texts
Low stakes writing
Teacher
Teacher
• Creates scaffold, graphic
• Guides, gives
organizer, activities
feedback as students
begin to use the idea
independently
Students
• Individual or group work
• Mostly “convergent”
thinking
• Collaborative Note-Taking
Schema: becomes more defined
Students
• Try out the ideas
• Socratic Seminar
• Debate
• Demonstration
• Commentary
Independent Practice
With “Guardrails”
Teacher
conferences
Student works independently
with “guardrails” in place
Teacher supports students at a
distance
• Provides rubrics,
exemplars, guides,
checklists, feedback,
conferences, etc.
Students
• Apply to a new
“authentic” situation
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
COPYRIGHT 2008 RIBAS ASSOCIATES
76
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 impact
Areas 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
COPYRIGHT 2008 RIBAS ASSOCIATES
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.
COPYRIGHT 2008 RIBAS ASSOCIATES
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
COPYRIGHT 2008 RIBAS ASSOCIATES
WHY FLUNKING EXAMS IS ACTUALLY A GOOD THING
“That is: The (bombed) pretest drives home
the information in a way that studying as
usual does not. We fail, but we fail forward.”
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.
Full article is on wiki "Why
flunking exams is actually a good
thing" from NY Times.
http://www.nytimes.com/2014/0
9/07/magazine/why-flunkingexams-is-actually-a-goodthing.html?module=Search&mabR
eward=relbias:r,{1:RI:7}&_r=1
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.
COPYRIGHT 2008 RIBAS ASSOCIATES
“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)
Bell Curve and I.Q.: Entity
Theory
gb318
COPYRIGHT 2008 RIBAS ASSOCIATES
DWECK: WHICH IS FIXED/ENTITY?
COPYRIGHT 2008 RIBAS ASSOCIATES
Effective Effort vs. Effort
Effort 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.
COPYRIGHT 2008 RIBAS ASSOCIATES
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.
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
gb313
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.
Student expends more effort,
acquires more strategies and
has more success.
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.
COPYRIGHT 2008 RIBAS ASSOCIATES
gb312
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
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
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.
COPYRIGHT 2008 RIBAS ASSOCIATES
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
Poor Results
Needs Improvement,
Failing
Mobilize Effort
Proficiency
Stimulate Tenacious
Engagement, Sharpen an
Intense Focus on Feedback,
Trigger Strategy Formulation
Based on Feedback
(or higher)
Efficacy Institute 2004 p.
18
COPYRIGHT 2008 RIBAS ASSOCIATES
Effort
Achievement
4= 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.
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
2=I put some effort but stopped…
1=I put very little effort into the
task
COPYRIGHT 2008 RIBAS ASSOCIATES
DEBILITATED EFFORT VS. MOBILIZED EFFORT
Debilitated Effort
1. 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 OF 2
TNB 91
Mobilized Effort
1. Works through assignments 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
COPYRIGHT 2008 RIBAS ASSOCIATES
STRATEGIES FOR ELICITING INTRINSIC MOTIVATION
Meet learners needs and goals (Know what they are)
Provide a sense of control and choice
Encourage and provide for positive, social bonding
Support a sense of curiosity
Incorporate multiple intelligences
Provide the hope of success
Jensen adds:
Model the joy of learning
Incorporate 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
COPYRIGHT 2008 RIBAS ASSOCIATES
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.
COPYRIGHT 2008 RIBAS ASSOCIATES
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 night
3. Write a summary on each page of notes
4. Make flash cards of the key terms - term on One side;
definitions on the other
5. Practice the key terms with a study partner
6. Make sample questions based on the objectives
7. Discuss the ideas from class and readings with parents or a
classmate
COPYRIGHT 2008 RIBAS ASSOCIATES
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?