source: peter senge, the fifth discipline vision without action is merely a dream action without...

Source: Peter Senge, The Fifth Discipline

Vision Without ActionIs

Merely a Dream

Action Without VisionJust Passes

the Time

VISIONWITHACTIONCAN CHANGETHEWORLD

SOURCE: Joel Barker, Power of Vision: Discovering the Future

ConstraintsLimiting Conditions

“Brick Walls!”

PossibleSolution

PossibleSolution

PossibleSolution

The GoalThe Goal

SELECTEDSOLUTION

Workedwell

ProblemSolved

Did notworkwell

Try Another Solution

The Picture of Problem Solving Thinking

SOURCE: Marzano & Pickering, Dimensions of Learning

Goal

Problem Solving

Goal

Goal

Problem Solving

Goal

Problem Solving

Goal Ach

ieved

We believe:

1. Students learn in different ways.

2. Students learn in different time frames.

The FOUNDATIONAL PRINCIPLESfor Learning:

Factors Influencing LEARNING

School 1. Guaranteed and Viable Curriculum2. Clear Goals and Effective Feedback3. Parent & Community Involvement4. Safe & Orderly Climate5. Staff Collegiality & Professionalism

Teacher

6. Instruction7. Classroom Management8. Curriculum Design

Studen

t

9. Home Atmosphere10. Learned Intelligence/ Prior Knowledge11. Motivation & Interest

Leadership

Leadership

Lead

ership

Lea

der

ship

School 1. Guaranteed and Viable Curriculum 2. Clear Goals and Effective Feedback 3. Parent & Community Involvement 4. Safe & Orderly Climate 5. Staff Collegiality & Professionalism

Teacher 6. Instruction 7. Classroom Management 8. Curriculum Design

Student 9. Home Atmosphere10. Learned Intelligence and Prior Knowledge11. Motivation & Interest

FACTORS INFLUENCING LEARNING

%ile rank entering

%ile rank leaving

Average School

Average Teacher50 50

Highly Ineffective School

Highly Ineffective Teacher50 3

Highly Effective School

Highly Ineffective Teacher50 37

Highly Ineffective School

Highly Effective Teacher50 63


Highly Effective Teacher50 96


Average Teacher50 78

CATEGORY ES P N SD

Identify Similarities and Differences

1.61 45 31 .31

Summarizing and Note Taking 1.00 34 179 .50

Reinforcing Effort/Providing Recognition

.80 29 21 .35

Homework and Practice .77 28 134 .36

Non-linguistic representations .75 27 246 .40

Using Cooperative Learning .73 27 122 .40

Setting Objectives/Providing Feedback

.61 23 408 .28

Generating and Testing Hypotheses

.61 25 63 .79

Questions Cues, & Advanced Organizers

.59 22 1251 .26

Categories of Instructional StrategiesThat Affect Student Achievement

Least Effective Teacher 14 points *

Most Effective Teacher 53 points

Average Student Gain in Percentile Points over One Year

Sanders & Horn, 1994; Wright, Horn, & Sanders, 1997)

Marzano: “Researchers have estimated that students will exhibit a gain in learning of about 6 percentile points simply from maturation – simply from growing one year older and gleaning new knowledge and information that is available through every day life.

From this perspective we might say that the least effective teachers add little to student knowledge and skill to the simple act of growing one year older in our complex, information rich society.”

Wow!

6. Instructional Strategies

Summary of the Research:

Most Effective Teacher 83 percentile point gain

Least Effective Teacher 29 percentile point gain

Cumulative Effects on Achievement After Attending the Class of Least Effective Teacher vs Most Effective Teacher for Three Years

Sanders & Horn, 1994; Wright, Horn, & Sanders, 1997)

Haycock (1998): “Differences of this magnitude – 50 percentile points – are stunning. As all of us know only too well, they can represent the differences between a “remedial” label and placement in the “accelerated” or even “gifted” track. And the difference between entry into a selective college and a lifetime at McDonald’s.”

Wow!

6. Instructional Strategies




FACTORS INFLUENCING LEARNING

…but…first…………

But first….About Learning

AboutLEARNING!

Just as

• doctors need to be expertsabout the human body, and

• lawyers need to be experts about the law, and• car mechanics need to be experts

about how engines work, and• pilots need to be experts about aerodynamics

As EDUCATORS, we need to be

EXPERTS ABOUT LEARNING!

What are the Systems of Learning?

1. Attitudes &2. Habits of Mind

3. Acquire Knowledge4. Extend, Refine, Use Knowledge

The Self SystemThe Meta-cognitive System

The Cognitive System

Do you remember?

The Affective DomainThe Cognitive Domain

Habits of Mind

Attitudes and Perceptions

Extend, Refine, & Use Knowledge

Meaningfully

Acquire& IntegrateKnowledge

The Systems of LearningThe

“Metacognitive”System

The“Cognitive”

System

The “Self”System

Habits of Mind



Meaningfully


The Systems of Learning

CLASSROOM CLIMATE

CLASSROOM TASKS

• Acceptance by Teacher and Peers

• Comfort and Order

• Valuable and Interesting

• Ability and Resources• Clarity

POSITIVE ATTITUDES & PERCEPTIONS

The Self System Chart # 1

PRODUCTIVE HABITS OF MIND

The Meta-Cognitive System

• Be accurate and seek accuracy• Be clear and seek clarity• Maintain an open mind• Restrain impulsivity• Take a position when warranted• Respond to the feelings of other• Generate new ways of viewing situations outside the boundaries of standard conventions• Persevere• Push the limits of one’s knowledge• Generate, trust, maintain your own evaluation standards

• Monitor one’s thinking• Plan appropriately• Identify and use necessary resources• Respond appropriately to feedback• Evaluate effectiveness of one’s actions

Charts # 5-6

Knows….. Has a basic understanding of….. Has an in-depth understanding of……

Is Skilled at……

Declarative Knowledge:Facts, Details, Concepts, Principles

Procedural Knowledge:Skills, Processes

The Nature of Knowledge

ORGANIZINGIDEAS:

ConceptsPrinciples

Generalizations

DETAILS:

EpisodesCause/Effect Sequences

Time Sequences

FactsVocabulary Terms

DECLARATIVE KNOWLEDGE

Students will know:

1. The major events in the book 1984;

2. That people in England have different types of houses & eat different food than we do;

3. That one cause of the Civil War was that people were outraged by the oppression suffered by slaves in the South:

4. That diabetes occurs when the body cannot adequately metabolize glucose in the blood.

Students will understand that:

1. Literature can reflect & have an impact on society;

2. Where you live influences how you live;

3. When oppression (social, economic, or political) meets resistance, conflict results;

4. Most health problems result from a loss of the balance, or homeostasis, in a system of the body.

Specific Facts Generalization/Principle

KNOWLEDGE FOR COLORADO UNITPartial Brainstormed List

• The Colorado Gold Rush• The history of the development of major cities/towns• The geo. features of Colorado: mountains, rivers, plains• Colorado’s culture of outdoor recreation: skiing, hunting,

hiking, fishing, camping• The Native American culture and heritage• Famous people:Molly Brown, Zeb Pike• Climate: weather is dry, large amount of snowfall in the mountains• Denver’s history• Influence of solar industry• Western/cowboy culture• Anasazi Indians

Beauty, mild weather, recreation led to the development of tourism.

The Gold Rush story (1859-1900)

Capital is Denver.Rocky Mountains divide the state.Sun shines a lot.

Tourism, plateau, urban, rural

DECLARATIVE KNOWLEDGE

Colorado Unit

Concepts

Generalizations

Cause/Effect Sequences

Time Sequences

Facts

Vocabulary Terms

Topography, natural resources, culture

Topography & natural resources influence the culture of a region

Terms and Details

Skills and

Processes

Know/HaveBasic Understanding…

Organizing Ideas and

Relationships

Have Basic/In-depthUnderstanding…

Students Are Skilled at/Have Mastered..

(vocabulary, people, facts, places, events, titles, etc.)

TERMS & DETAILS


Chastise means….Mitosis is…..George Washington was….World War II was started…Shakespeare wrote….A symphony is…

Topography and natural resources influence the culture of a region.

Animals have characteristics that are examples of adaptation.

Equations and graphs are both ways of depicting relationships among variables.

ORGANIZING IDEAS &

RELATIONSHIPS


Reading a bar graph

Writing to convey meaning

Reading with comprehension

Adding whole numbers and fractions

Finding absolute location on a map

SKILL & PROCESSE

S


DECLARATIVEKNOWLEDGE

PROCEDURALKNOWLEDGE

ACQUIRING KNOWLEDGE


facts, details,concepts, principles

skillsprocesses

1.Construct Meaning

2. Organize

3. Store

1.Construct Models

2. Shape

3. Internalize

Chart # 2

1. Construct Meaning

2. Organize

3. Store

Link new information to prior knowledge

Identify patterns in the information

Consciously store the information in memory

ConstructMeaning Organize

Store

ACQUIRING Declarative KNOWLEDGE

(facts, details, concepts, principles)


The procedure is actually quite simple. First, you arrange items into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to a lack of facilities, that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run, this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell.

After the procedure is complete, you arrange the materials into different groups again. Then you can put them into their appropriate places. Eventually, they will be used again, and the whole cycle will then have to be repeated. However, that is part of life.

1. Construct a Model

2. Shape

3. Internalize

Envision the steps of the process

Modify, adapt, and increase understanding of the process

Practice to achieve automaticity and fluency

ConstructA Model

Shape Internalize

ACQUIRING Procedural KNOWLEDGE

(skills, processes)


Type of Practice

For acquiring a new skill or process

MassedPractice

DistributedPractice

Make new connections

Discover or rediscover meanings

Gain new insights

Clarify misconceptions

1. Comparing2. Classifying3. Abstracting4. Inductive Reasoning5. Deductive Reasoning6. Constructing Support7. Analyzing Perspectives8. Analyzing Errors

Comparing similarities and differences among items, lists, or large pieces of informationDrawing conclusionsand making predictions by using what we knowGenerating and testing arguments or assertions

EXTEND, REFINE, USE KNOWLEDGE

The Cognitive System Chart # 3

EXTEND, REFINE, USE KNOWLEDGE


9. Decision Making10. Problem Solving11. Invention

12. Experimental Inquiry13. Investigation14. Systems Analysis

Take an action when faced with a dilemma or need

Clarify or explain:

- phenomena observed; - contradictions or confusions; - relationships among parts

Chart # 4

MEANS ENDS

What are some

research-based

strategies?

Why am I using a

particular research-

based strategy?

WHAT can I do? WHY would I do it?

Take calcium every day

Exercise regularly

Take an aspirin a day

Eat a low fat diet

_________________________

______________________________

______________________________

______________________________

______________________________

Respir. System

Circul.System

Skeletal System

Nervous System

Digestive System

Excret.System

Which Systems of the HUMAN BODY are the TARGETS

for these Research-based Strategies?MEANS ENDS

Take calcium daily

Exercise regularly

Take an aspirin daily

Eat a low-fat diet

Identifying similarities and differences

Summarizing and note taking

Reinforcing effort and providing recognition

Homework and practice

Nonlinguistic representations

Cooperative learning

Setting objectives and providing feedback

Generating and testing hypotheses

Cues, questions, and advance organizers

SELFSYSTEM

COGNITIVE

SYSTEM

COGNITIVESYSTEM

META-COGNITIVE

SYSTEM

Attitudes &

Perceptions

AcquireKnowledge

Extend, UseKnowledge

Habits of Mind

Identify similarities/differences

Summarizing, note taking

Reinforcing Effort; Recognition

Assigning homework; practice

Non-linguistic representations

Using Cooperative Learning

Setting objectives; Providing feedback

Generating/testing hypotheses

Providing cues, questions, advanced organizers

Which Systems of Learning are the Targets

for The Categories of Instructional Strategies?




WHAT WORKS IN SCHOOLS

Staff Collegiality & Professionalism

Generalizations From the Research About:Staff Collegiality & Professionalism

Assessment

Training

Refers to the manner in which staff members in the school interact and the extent to which they approach their work as professionals.

THIS IS WHAT DEFINES THE SCHOOL CLIMATE

Staff Collegiality and Professionalism

The organizational climate in a school has been defined as the collective personality of a school based upon an atmosphere distinguished by the social and professional interactions of the individuals in the school. (Deal and Kennedy, 1983)


COLLEGIALITY:

• Refers to the authentic interactions among teachers that are professional in nature;• Cannot be contrived;• Does not necessarily involve social interactions and explicit friendships.


PROFESSIONALISM = A sense of efficacy….

* Is grounded in a perception by teachers that they can affect change in a school;

* Includes a certain level of knowledge about one’s subject area, but perhaps more importantly, it involves pedagogical knowledge regarding how best to teach that subject matter content.


Core Values

and

Principles of Professionalism

Schwahn Leadership AssociatesB. McGarvey

REFLECTION the process of using a values screen to review, access, and judge decisions

HONESTY being truthful while being sensitive to the thoughts, needs, and feelings of others

OPENNESS a willingness & desire to receive, consider, & act ethically on information and possibilities of all kinds

COURAGE the willingness of individuals & organizations to risk themselves despite the likelihood of negative consequences or fear

INTEGRITY the embodiment of honesty, fairness, trustworthiness, honor, and consistent adherence to high-level moral principles

CORE ORGANIZATIONAL VALUES

SOURCE: Total Leaders, Schwahn and Spady

COMMITMENT people’s willingness to devote their full energies and talents to the successful completion of undertakings

EXCELLENCE a desire for, and pursuit of, the highest quality in any undertaking, process, product, or result

PRODUCTIVITY the optimum use of available time, resources, technologies, and talent to achieve desired results

RISK-TAKING taking initiative, innovating, breaking the mold, and speaking out in sincere attempts to support core values

TEAMWORK working collaboratively and cooperatively toward achieving a common recognized end

CORE ORGANIZATIONAL VALUES


PRINCIPLES of PROFESSIONALISM

INQUIRY the honest search for purpose and perspectives on issues, and a deep understanding of ideas and possibilities

CONNECTION one’s deep and genuine relationship with, and appreciation of, the value, intellectual, and feeling dimensions in others

FUTURE-FOCUSED

conducting a thorough & consistent study of the shifts, trends, & future conditions that redefine a profession

CLARITY embodied in the open, honest communication of one’s direction, priorities, and expectations

INCLUSIVENESS

consistent commitment to maximizing the range of opportunities for success available to organizational members


PRINCIPLES of PROFESSIONALISM

WIN-WIN a commitment to achieving and experiencing mutual benefit in the agreements people make and the rewards they obtain

ACCOUNTABILITY

taking responsibility for the content and process of decisions made, actions taken, and the resulting outcomes

IMPROVEMENT a commitment to continuously enhance the quality of personal and organizational results, performances, and processes

ALIGNMENT the purposeful, direct matching of decisions, resources, and organizational structures with the organization’s vision

CONTRIBUTION freely giving and investing one’s attention, talent, and resources to enhance the quality and success of meaningful goals





Classroom Management

Generalizations From the Research About:


General Research AboutClassroom Management

• Classroom management is mentioned in virtually every major study of the factors that affect student achievement

• A meta-analysis of 134 studies: rated classroom management as first in terms of its impact on student achievement

• Classroom management is when effective practices in the 4 areas are employed and working in concert

Classroom ManagementTeacher Factor

A. Establishing and Enforcing Rules and Procedures

B. Carrying out disciplinary actions

C. Maintaining effective teacher-relationships

D. Maintaining an appropriate mental set


Teacher Factor

Establishing and enforcing rules and procedures

Commonly for:

* general expectations for behavior* beginning and ending class* transitions and interruptions* materials and equipment* group work* seatwork and teacher lead activities


Teacher Factor

Carrying Out Disciplinary Actions

Reinforcement: recognition or reward for positive behavior or timely cessation of negative behaviors

Punishment: negative consequences for inappropriate behavior

Punishment and Reinforcement: combination of the twoNo immediate consequences: sometimes a reminder when

an inappropriate behavior appears imminent


Teacher Factor

• This factor is the KEYSTONE that allows the other factors to work well

Without the foundation of a good relationship, rules and procedures along with consequent disciplinary actions are commonly contested

Maintaining Effective Teacher/Student Relationships


Teacher Factor

The interactions of two dimensions define the relationship between teacher and student (Wubbles, et al, 1990, 1993, 1999):

1. Dominance versus submission (LEADERSHIP)

2. Cooperation versus opposition (COLLABORATION)



Teacher Factor

HIGH DOMINANCE is characterized by:

clarity of purpose and strong guidance both academically and behaviorally

lack of concern for the opinion or needs of students

+

-

HIGH SUBMISSION is characterized by:

lack of clarity, purpose or direction

LEADERSHIP

LEADERSHIP


Teacher Factor

HIGH COOPERATION is characterized by:

concern for the needs and opinions of others and desire to function as the member of a team as opposed to an individual

inability or lack of resolve to lead

+

-

HIGH OPPOSITION is characterized by:

active antagonism toward others and a desire to thwart the goals and desires of others

COLLABORATION

COLLABORATION


Teacher Factor

“Teachers should be effective instructors, as well as friendly helpful, and congenial. They should be able to empathize with students, understand their world, and listen to them. Good teachers are not uncertain, undecided or confusing in the way they communicate with students. They are not grouchy, gloomy, dissatisfied, aggressive, sarcastic, or quick-tempered. They should be able to set standards and maintain control while still allowing students responsibility and freedom to learn.” (Wubbels, et al 1999)



Teacher Factor

Maintaining an effective teacher/student relationship

High Dominance……………………….High SubmissionClarity of purpose Lack of clarity, lack of purpose, Strong guidance lack of direction

High Cooperation……………..…….….High OppositionConcern for needs of others Active Antagonism Team member Thwart others’ goals

The right combination of moderate dominance and moderate cooperation


Teacher Factor

“ When teachers first enter the profession, they readily exhibit behaviors that would be characterized as high in cooperation. However, given their lack of experience in leadership positions, they are not very good at exhibiting behaviors that are high in dominance. Over time (between six and ten years), they become quite competent at dominant behaviors. Unfortunately, they also become less cooperative.” (Wubbels & Levy, 1993)

“Teachers appear to decline in cooperative behavior and increase in oppositional behavior, a change that negative affects students attitudes.” (Wubbels et al 1999)



Teacher Factor

Teachers who were the most effective classroom managers tended to employ different types of strategies with different types of students (e.g., hostile-aggressive students, passive-aggressive students, hyperactive students), whereas teachers who were ineffective managers did not. (Brophy, 1996)



Teacher Factor

Maintaining an appropriate mental set

EMOTIONALOBJECTIVITY Having eyes in the

back of your head!

Teacher is able to quickly and accurately identify problem behavior and act on it BEFORE it spreads or becomes more serious.

WITH-IT-NESS

Don’t let them see you sweat!

Teacher doesn’t take violations of rules and expectations personally!

7. Classroom Management

Teacher Factor





Home Atmosphere

Home Atmosphere

Student Factor

Socio-Economic Indicators % of Variance Explained

Income Only 9.92

Education Only 3.24

Occupation Only 4.04

Home Atmosphere Only 33.29

Income and Education 5.29





Motivation & Interest

Habits of Mind



Meaningfully


Instructional Strategies & the Systems of Learning

Student Motivatio

n

Reinforcing Effort & Providing Recogniti

on

Let’s explore: What is the basis for YOUR motivation . . .

or . . . uh . . . lack of motivation!

What are the conditions

that need to exist for you

to be highly motivated….

“ in the zone”?

Cue Question:

CONDITIONS THAT NEED TO EXISTFOR ME TO BE HIGHLY MOTIVATED……IN THE ZONE!

The task needs to be meaningful to mePassion for it….emotional connection to itClearly defined….expectationsYet…wiggle room for me to be creativeFeel like it will make a difference to…..Challenging…..but (see below)Need to feel I can do itRested….etc.Atta’ girl….recognized…..”rewarded”Feel success along the wayHave the resources….Help/support along the wayPeople: like/respect them; same sparkPeople: sometimes NOT!

1. SUPPORT – RESOURCES

CONDITIONS THAT NEED TO EXIST FOR ME TO BE HIGHLY MOTIVATED

2. INTEREST – CONNECTION

3. VALUE – PURPOSE - WORTHWHILE

4. CLEAR EXPECTATIONS

5. COMPETENCE - CONFIDENCE

6. INCREMENTAL SUCCESSES

7. RECOGNITION – ATTA GIRL’S

8. CHALLENGING

9. CHOICE – WIGGLE ROOM – CREATIVE COMPONENT

1. I lack SUPPORT or RESOURCES.

2. The task or topic is not INTERESTING to me.

3. I do not see the VALUE or PURPOSE of the task….I do not see how it will be WORTHWHILE for me or others.

4. I am not CLEAR on what is EXPECTED of me.

5. I do not feel I have the COMPETENCE to do the task….I lack CONFIDENCE that I will be successful.

6. I have not met with INCREMENTAL SUCCESS……my experiences have been mostly with failing.

7. I receive no RECOGNITION or ATTA’ GIRL’s….from people who are significant to me.

8. The task is too CHALLENGING or NOT CHALLENGING to me.

9. The task has no creative component….I have no CHOICES, no options, no “WIGGLE ROOM”

CONDITIONS THAT NEED TO EXIST FOR ME TO BE TOTALLY UNMOTIVATED

Motivation: The CONDITIONS

Connections Choice Competence Challenge

Motivation: The Wrong Question

How do I motivate my own children? My students? My workers? My staff?

Underlying Goal/Assumption:

To motivate (manipulate) people to do what I want them to do.

Motivation: The Correct Question

How do I set up the conditions so that my own children…my students…my staff will be self-motivated?

Underlying Goal/Assumption:

To motivate (support) people in achieving a goal

The Headline is:

Motivated Students Learn!

The link between student motivation and achievement is straightforward:

If students are motivated to learn the content in a given subject, their achievement in that subject will most likely be good. If students are not motivated to learn the content, their achievement will likely be limited.

Essential Questions

What is motivation?

What contributes to a person’s motivation?

Some Assumptions

Educators should have an advanced understanding of motivational theory and practices.

Schools/teachers play a role in motivating or de-motivating students.

The MISSION of EDUCATION

To develop…encourage in young people the will to learn and to continue learning over a lifetime.

Essential Questions

What is motivation?

Simply put, motivation deals with the why of behavior: Why for example, do individuals choose to work on certain tasks and not on others? Why do they exhibit more or less energy in the pursuit of these tasks and why do some people persist until the tasks is completed, whereas others give up before they really start, or in some cases pursue more elegant solutions long after perfectly answers have presented themselves?

(Covington)

Motivation is about the WHY!

1.Drive Theory2.Attribution

Theory3.Self-worth Theory4.Role of Emotions5.Self-System

Motivation and Interest

MOTIVATION is an interaction of a complex set of dynamics which dispose students to be motivated or highly resistant to motivation

Five bodies of research and theory represent these dynamics

Is the student driven to succeed or driven to avoid failure?

DRIVE THEORY

EQ:

DRIVE THEORY

PREMISE:

Dynamics of motivation can be described in terms of two competing forces or drives:

- the striving for success- the fear of failure

(Covington)

THE CHALLENGE: Over time, people develop strong tendencies to be one of these….it becomes a habit…and is an emotionalbackdrop to any new task.

DRIVE THEORY

Things To Consider!

Striving for success and avoiding failure are governed by “emotional anticipation”:

Success-oriented individuals anticipate hope for success and the of pride at winning both of which encourage them to strive for excellence.

Failure-oriented individuals anticipate shame and humiliation at failing both which causes them to avoid situations where they believe themselves likely to fail.

(Covington)

and so…what are the implications for me and my teaching?

What does the student perceive as the cause of his prior successes or failures?

ATTRIBUTION

THEORYEQ:

ATTRIBUTION THEORY

PREMISE:

Individuals learn to explain success or failure in certain ways and can change a negative explanatory style.

(Weiner)

FOUR CAUSES INDIVIDUALS ATTRIBUTETO THEIR SUCCESS OR FAILURE:

1. Ability2. Effort3. Luck4. Task Difficulty


How does the student maintain or acquire his self-worth his esteem?

SELF-WORTH

THEORYEQ:

SELF-WORTH THEORY

PREMISE:

The search for self-acceptance is one of the highest human priorities.

(Covington)


SELF-WORTH THEORY

Self-acceptance usually manifests as acceptance in one’s immediate or peer culture. This dynamic makes the classroom a very threatening place to some students.

(Marzano)

Things To Consider!


SELF-WORTH THEORY

Some Thoughts!

Self-worth theory adds still another perspective to classroom motivation. If the criterion for self-acceptance in the classroom is high academic accomplishment relative to others, then by definition, only a few students can obtain a sense of self-worth particularly in classrooms where students are compared to each other in terms of their academic achievement. (Marzano)


What are the underlying emotions that are influencing the student’s behavior?

ROLE OF EMOTIONS

EQ:

ROLE OF EMOTIONS

PREMISE:

Individuals have a hierarchy of unique needs and aspirations which define them as whole human beings.

(LeDoux)


Is the student satisfying his need for a sense of personal fulfillment (self-actualization)?

SELF SYSTEM

EQ:

SELF SYSTEM

PREMISE:


(Maslow)Five Levels of Needs/Aspirations

1. Basic needs that include food and water,2. The need for personal safety,3. Social needs including the need to belong,4. Esteem needs that include feelings of self-respect and the

respect of others, and5. Self-actualization or the need for a sense of personal fulfillment


SELF SYSTEM

“Maslow’s highest level of need – self-actualization – adds an aspect to motivation not present in previous discussions. That is, drive theory, self-worth theory, attribution theory, and the impact of emotions on motivation all fit somewhere within the first four levels of Maslow’s hierarchy. These theories do not explain human motivation at Maslow’s fifth level. Covington describes this type of motivation as the need for evidence that “one is achieving fully what he or she is capable of becoming. p. 19”

About Self-Actualization


SELF-SYSTEM

1. Freedom to set clear goals that are highly meaningful to the individual;

2. Having the resources to carry out the goals and becoming immersed in the act of trying to accomplish them.

3. Paying attention to what is happening and making changes when necessary; and,

4. Enjoying immediate short-term successes while keeping an eye on the ultimate goal.

Four FactorsCritical to Self-actualizing Experiences

SOURCE: Flow, M. Csikszentmihalyi


ROLE OF EMOTIONS

Things To Consider!

Connections from the emotional systems to the cognitive systems are stronger than connections from the cognitive systems to the emotional systems.. (LeDoux)


SELF-SYSTEMThings To Consider!

It is forever being said that people need to be controlled more, that they need to be told what to do and held accountable for doing it. But nothing (in lab/research experiments) have given credence to that view as the typical condition of life. Of course, limit setting is important, as we will see, but an overemphasis on control and discipline seems to be off the mark. It represents a demeaning depiction of human experience, and its primary function may just be to provide certain people with an easy rationalization for exerting power over others.

Providing choice, in the broad sense of that term, is a central feature in supporting a person’s autonomy. It is thus important that people in positions of authority begin to consider how to provide more choice. …… Deci)


SELF-SYSTEM

Things To Consider!

The main thing about meaningful choice is that it engenders willingness. It encourages people to fully endorse what they are doing; it pulls them into the activity and allows them to feel a greater sense of volition; it decreases their alienation. When you provide people choice, it leaves them feeling as if you are responsive to them as individuals. (Deci)


Motivation and InterestTHE

RESEARCHTHE

PREMISETHE ESSENTIAL

QUESTION

THEGURUS

DriveTheory

Motivation is a result of 2 competing forces: the striving for success and the fear of failure.

Is the student driven to succeed or driven to avoid failure?

John Atkinsonet al

Attribution Theory

Individuals learn to explain success or failure in certain ways and can change a negative explanatory style.

What does the student perceive as the cause of his prior successes or failures?

Bernard Weiner et al

Self-Worth Theory

Self-acceptance is one of the highest human priorities.

How does the student maintain or acquire his self-worth his esteem?

Martin Covingtonet al

Role of Emotions

Emotions are primary motivators that often override a person’s system of values and beliefs relative to their influence on behavior.

What are the underlying emotions that are influencing the student’s behavior?

Joseph LeDouxet al

Self-System


Is the student satisfying his need for a sense of personal fulfillment (self-actualization)?

Edward DeciAbraham MaslowCskeszentmihalyi





Instruction










Setting Objectives(Learning Goals)

Setting Objectives

Here’s the Headline:

When students know what they are LEARNING, their performance, on average, has been shown to be

27 percentile points higher than students who do not know what they are learning.

The objective is….

I need to learn…..I have to complete

this by……

TodayRead Chapter 2 in ..Finish Adverb assignment…Work on myth..

3

Activities/Assignments

As a result of what we do today, you will beable to demonstrate that you:

Understand the technique of foreshadowing in mysteries.

Can revise writing to improve use of descriptive adverbs.

Learning Goals

Add and subtract fractions

Understand the various components of culture.

Make a travel brochure for a region.

Use strong topic sentences in paragraphs

Understand the relationship between fractions and decimals

Write a report on Charles Dickens.

Write a book report.

Understand literal meaning of grade-level fictional materials

Design a menu that includes a balance of foods from the food pyramid.

Know the states and their capitals.

Activities/Assignments or Learning Goals??

Learning Goal

Given…..,

students will demonstrate that they…,by…

Learning Goal

Assignment/

Assessment

Assignment/ Assessment

Behavioral Objectives

Given…..,

students will demonstrate that they…,

by…

understand at least three persuasive techniques

The issues related to attacking Iraq,

writing a five-paragraph essay using the techniques correctly.

Behavioral Objectives

Given…..,


by…

understand at least three persuasive techniques

their own choice of issues,

finding two examples of each technique used in the media.

Learning Goals


by…

understand the various forms of government

Given…..,

Understanding the types of knowledge within

Terms and Details

Skills and

Processes


Organizing Ideas and

Relationships



(vocabulary, people, facts, places, events, titles, etc.)

TERMS & DETAILS


Chastise means….Mitosis is…..George Washington was….World War II was started…Shakespeare wrote….A symphony is…

Topography and natural resources influence the culture of a region.

Animals have characteristics that are examples of adaptation.

Equations and graphs are both ways of depicting relationships among variables.

ORGANIZING IDEAS &

RELATIONSHIPS


Reading a bar graph

Writing to convey meaning

Reading with comprehension

Adding whole numbers and fractions

Finding absolute location on a map

SKILL & PROCESSE

S


TOPICS FOR THIS UNIT

1. American Civil War

2. Accessing information

3. Map reading

UNIT: American Civil War

1.Students will know the following terms: Civil War, Emancipation Proclamation, Robert E. Lee, Ulysses S. Grant; union, rebels, Gettysburg

2.Students will know the following details:

- The American Civil War was fought from 1861…

- The major causes were…

Learning Goals for TERMS & DETAILS


TOPIC: American Civil War


TOPIC: American Civil WarLearning Goals for ORGANIZING

IDEAS: 3. Students will understand

- Civil wars can be the cruelest wars because every

victory may also be a self-inflicted wound.

- Civil wars can leave scars that influence all

aspects of the society (political, social/cultural,

economic).

4. Students will know the terms:

Internet, Google, keywords, search


TOPIC: Accessing InformationLearning Goals for TERMS &

DETAILS

Learning Goals for SKILLS & PROCESSES5. Students will become skilled at

Searching Internet using keywords in a Google search—focus on narrowing search

6. Students will know the term:

topographical map


TOPIC: Reading MapsLearning Goals for TERMS &

DETAILS

Learning Goals for SKILLS & PROCESSES 7. Students become skilled at :

reading and interpreting symbols

To what extent do the Learning Goals address essential knowledge?

Will the assignment assess, or enhance the learning of, the knowledge in the Learning Goal?

Given the learning goal, is this assignment worth the time?

Are there aspects of the assignment that would require knowledge other than that in the Learning Goal? If so, are we teaching that knowledge or assuming that knowledge?

Once the Learning Goal is clear, we can monitor the quality of our assignments:

Students will demonstrate that they know the major geographic features of Colorado by making a cake and decorating it to look like Colorado’s topography.

Students will demonstrate their understanding of the issues related to the Civil War by creating a Who’s Who book of Civil War generals.

Students will be able to demonstrate their understanding of the characteristics of a myth by writing an original myth.

What’s wrong?

Setting Objectives

Generalizations from the research:

1. Instructional goals narrow students’ focus.

2. Instructional goals should not be too specific.

3. Students should be encouraged to personalize the teacher’s goals.

Setting Objectives

Too General?

Students will learn about the human body.

Too Specific?

Given a drawing of the heart,

students will label the ten main parts.

1. Instructional goals narrow students’ focus.

2. Instructional goals should not be too specific.

Students will learn about persuasion.

Given the issues related to attacking Iraq, students will demonstrate that they understand at least three persuasive techniques by writing a persuasive five-paragraph essay.

Students will demonstrate that they understand at least three persuasive techniques. (Focus: Appeals through reason, tradition, personality, and rhetoric)

General --------------------------------------------Specific

Students will

Study “Romeo and Juliet”

Given quotes from Romeo and Juliet, students will be able to identify who said each, with 80% accuracy.

Students will demonstrate that they understand the characteristics of a classic. (Focus: Romeo and Juliet)

Students can personalize goals by

identifying content goals of

special interest to them, or

setting personal achievement

goals

Setting Objectives and Providing Feedback

3. Students should be encouraged to personalize the teacher’s goals.

1. Set general goals that allow for flexibility.

2. Tap into their interests.

So….How do I identify content goals of special interest to

students?

Student goals: I want to know more about kidneys and how they work. My grandpa is having a kidney replaced soon.

I know that the heart pumps blood through the body, but I want to know how a heart attack happens.

I want to know if the intestines are really four miles long.

Just right?

Students will understand how the heart, lungs, kidneys, and liver work individually as well as how they work as a system.

1. Use contracts.

2. Guide students to track personal achievement goals.

So….How do I set personal achievement goals

with students?

Examples ofSetting Personal Achievement

Goals

The work that I will do during this unit will show that I understand weather better than I ever have before, and it will be clear that I have achieved the level of learning required for an A, as explained in our rubrics. To achieve this goal, I will

• Ask questions when I do not understand.

• Complete all work and hand it in on time

• Ask my parents to check my work and to quiz me with study questions

CONTRACT

Dat

e__9

/17_

Dat

e_9/

24_

Dat

e_10

/1_

Dat

e_10

/20_

Dat

e_10

/31_

Dat

e_11

/15_

Dat

e___

____

Dat

e___

____

4

3

2

1

My Progress in Writing Process- Content and Organization

Goal

SETTING OBJECTIVES

RECOMMENDATIONS FOR CLASSROOM PRACTICE

• Set objectives that are not too specific;

• Personalize objectives for students;

• Communicate objectives to parents;

• Negotiate contracts.





Instruction










Providing Feedback

RESEARCH ON FEEDBACK

Process: Students assessed; Group A received feedback; Group B did not; Both groups assessed again.

Right/wrong answers 6 -3

Correct answers 30 +9

Repeat until correct 4 +20

Explain 9 +20

Type of Feedback

Group A performance compared to Group B

# of Studies

Learning Goals: Feedback

1.________________________________________________________

1 2 3 4 (see rubric)

2.________________________________________________________


3.________________________________________________________


4.________________________________________________________


Name__________________ Date___________________ Assignment____________________________________

Student Name______________ Date_____________

Unit of study: American Civil War

Learning GoalsIn this unit, I will be working to demonstrate that I:

1. CIVIL WAR: Know major terms and details

Date:

0 1 2 3 4

Date:

0 1 2 3 4

Date:

0 1 2 3 4

Date:

0 1 2 3 4

2. CIVIL WAR: Understand generalizations about civil war

Date:

0 1 2 3 4

Date:

0 1 2 3 4

Date:

0 1 2 3 4

Date:

0 1 2 3 4




3. INFO. ACCESS: Knows terms and can access information on the Internet

Date:

0 1 2 3 4

Date:

0 1 2 3 4

Date:

0 1 2 3 4

Date:

0 1 2 3 4

4. MAP READING: Knows terms and can read and interpret topographical maps.

Date:

0 1 2 3 4

Date:

0 1 2 3 4

Date:

0 1 2 3 4

Date:

0 1 2 3 4


5. Gets things in on time.

Date:0 1 2 3 4

Date:0 1 2 3 4

Date:0 1 2 3 4

Date:0 1 2 3 4

6. Effort/Investment

Date:0 1 2 3 4

Date:0 1 2 3 4

Date:0 1 2 3 4

Date:0 1 2 3 4







Instruction










Summarizing &Note-Taking

Note Taking


1. Verbatim note-taking is, perhaps, the least effective technique.

2. Notes should be considered a work in progress.

3. Notes should be used as study guides for tests.

4. The more notes that are taken, the better.

NOTETAKING

FORMATS FOR TAKING NOTES

INFORMAL OUTLINE

WEB

COMBINATION NOTES

Note Taking

Combination Technique

Summary: Senses have nerve endings that send messages to the brain.

We get information about our world from our senses:

Touch-nerve endings-Send messages to brain: pressure, pain, heat/cold

Sight- light passes through cornea, lens, hits retina, then to the brain

BrainBrain

light

Brain

Brain

Senses

Touch

Sight

Cold/hot

pain

pressure

cornea pupil

lens retina

Take Notes Use a graphic representation to organize the information

Write a summary statement for the notes

NOTETAKING

RECOMMENDATIONS FOR CLASSROOM PRACTICE

• Teach students a variety of note-taking strategies.

• Give students teacher-prepared notes.

• Remind students to review their notes.

Summarizing


1. To effectively summarize, students must delete some information, substitute some information, and keep some information.

2. To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level.

3. Being aware of the explicit structure of information is an aid to summarizing.

Applying Non-Linguistic Representations

to

Summarizing and Note-Taking

Plant Reproduction

Plants and animals have life cycles—growth, reproduction, and death.

Reproduction can happen with seeds or without; when there are no seeds,there are spores. With seeds—conifers, and flowering plants.

Conifers have 2 cones, male contains pollen; female has ovules. When the pollen fertilizes the ovules, they become seeds.

Seeds have a new plant embryo.

Summary:

Female Cone

Without seeds; with spores

With seeds

Conifers Flowering plants

Death

Growth

Reproduction

Circle of

Life

Plant Reproduction

Male Cone

pollen

pollen ovuleseed

SUMMARIZING

RECOMMENDATIONS

FOR CLASSROOM PRACTICE

• Teach students the rule-based summarizing strategy.

• Teach students how to summarize using summary frames.

• Teach students reciprocal teaching and the group-enhanced strategy.

SUMMARIZING

STEPS IN RULE-BASED SUMMARY

1. Delete trivial material that is unnecessary to understanding.

2. Delete redundant material.

3. Substitute subordinate terms for more specific terms (e.g. use fish for rainbow trout, salmon, and halibut).

4. Select a topic sentence or invent one if it is missing.

Summarizing

Types of Summary Frames

• The Narrative Frame

• The Topic-Restriction-Illustration Frame

• The Definition Frame

• The Argumentation Frame

• The Problem-Solving Frame

• The Conversation Frame

A summary frame is a series of questions that the teacher provides to students. These questions are designed to highlight the critical elements for specific types of information.

Prensky Article

Prensky Article

• Read paragraphs 1-3

• Find support (examples) of the topic sentence and write the support statements on the generalization/principle organizer (Appendix p. 31)

• Outline a summary paragraph on the TDC paragraph model on p. 32

Marc Prensky Really Good News About Your Children’s Video Games © 2003 Marc Prensky _____________________________________________________________________________

Really Good News About Your Children’s Video Games

by Marc Prensky June 15, 2003

Research published by University of Rochester neuroscientists C. Shawn Green and Daphne Bavelier has grabbed national attention for suggesting that playing “action” video and computer games has positive effects – enhancing student’s visual selective attention. But that finding is just one small part of a more important message that all parents and educators need to hear: video games are not the enemy, but the best opportunity we have to engage our kids in real learning.

Any observer knows that the attitude of today’s children to video and computer games is the very opposite of the attitude that most of them have toward school. The amount of time they spend playing computer and video games – estimated at 10,000 hours by the time they are twenty-one, often in multi-hour bursts – belies the “short attention span” criticism of educators. And while years ago the group attracted to video and computer games was almost entirely adolescent boys, it is now increasingly girls and all children of all ages and social groups. One would be hard-pressed today to find a kid in America who doesn’t play computer or video games of one sort or another.

The evidence is quickly mounting that our “Digital Native” children’s brains are changing to accommodate these new technologies with which they spend so much time. Not only are they better at spreading their attention over a wide range of events, as Green and Bavelier report, but they are better at parallel processing, taking in information more quickly (at “twitchspeed”), understanding multimedia, and collaborating over networks.

What attracts and “glues” kids to today’s video and computer games is neither the violence, or even the surface subject matter, but rather the learning the games provide. Kids, like and all humans, love to learn when it isn’t forced on them. Modern computer and video games provide learning opportunities every second, or fraction thereof.

On the surface, kids learn to do things – to fly airplanes, to drive fast cars, to be theme park operators, war fighters, civilization builders and veterinarians. But on deeper levels they learn infinitely more: to take in information from many sources and make decisions quickly; to deduce a game’s rules from playing rather than by being told; to create strategies for overcoming obstacles; to understand complex systems through experimentation. And, increasingly, they learn to collaborate with others. Many adults are not aware that games have long ago passed out of the single-player isolation shell imposed by lack of networking, and have gone back to being the social medium they have always been – on a worldwide scale. Massively Multiplayer games such as EverQuest now have hundreds of thousands of people playing simultaneously, collaborating nightly in clans and guilds.

Today’s game-playing kid enters the first grade able to do and understand so many complex things – from building, to flying, to reasoning – that the curriculum they are given feel like they are being handed depressants. And it gets worse as the students progress. Their “Digital Immigrant” teachers know so little about the digital world of their charges – from online gaming to exchanging, sharing, meeting, evaluating, coordinating, programming, searching, customizing and socializing, that it is often impossible for them to design learning in the language and speed their students need and relish, despite their best efforts.

Organizational Pattern: Generalization/Principle Pattern Graphic Organizer

Generalization/Principle PatternVideo and computer games can enhance student learning.

Example

Example

Example

Conclusion

ConclusionC (sent. 8)

T.S.

(sent.1)

D

D

D(expanding detail)

(expanding detail)

(expanding detail)

TDC Paragraph Model

Generalization/

Principle (topic

sentence)

Example (detail)Sent. 2&3

Example (detail)Sent.4-5

Example (detail) Sent.6-7

Appendix p.

Organizational Pattern: Generalization/Principle Pattern Graphic Organizer

Generalization/Principle PatternVideo and computer games can enhance student learning.

The amount of time they spend playing

taking in information more quickly (at “twitchspeed”),

learning the games provide

Conclusion Appendix p31

ConclusionC (sent. 8) Video and computer games are valuable tools for enhancing student learning

T.S.

(sent.1)

D

D

D(expanding detail)

(expanding detail)

(expanding detail)

TDC Paragraph Model

Generalization/

Principle (topic

sentence)

Video and computer games can enhance student learning

Example (detail)Sent. 2&3 The amount of time they spend playing

Example (detail)Sent.4&5 taking in information more quickly (at “twitchspeed”),

Example (detail) Sent.6-7 The learning the games provide

Appendix p. 32





Instruction










Similarities & Differences

Cues, Questions, Advance Organizers

Generating & Testing Hypotheses

CATEGORY ES P N SD

Identify Similarities and Differences

1.61 45 31 .31

Summarizing and Note Taking 1.00 34 179 .50

Reinforcing Effort/Providing Recognition

.80 29 21 .35

Homework and Practice .77 28 134 .36

Non-linguistic representations .75 27 246 .40

Using Cooperative Learning .73 27 122 .40

Setting Objectives/Providing Feedback

.61 23 408 .28


.61 25 63 .79

Questions Cues, & Advanced Organizers

.59 22 1251 .26

Categories of Instructional StrategiesThat Affect Student Achievement

IDENTIFYING SIMILARITIES AND DIFFERENCES

GENERATING AND TESTING HYPOTHESES

CUES, QUESTIONS, AND ADVANCED ORGANIZERS

1. Comparison Reasoning2. Classifying Reasoning3. Abstract Reasoning (metaphors, analogies)

4. Constructing Support Reasoning5. Analyzing Perspectives Reasoning6. Analyzing Errors Reasoning

7. Decision Making Reasoning8. Problem Solving Reasoning9. Invention Reasoning10. Inductive Reasoning11. Deductive Reasoning12. Experimental Inquiry

Reasoning13. Investigation Reasoning14. Systems Analysis Reasoning

Looking at similarities and differences among items (comparing), among lists of items (classifying), among chunks of information (abstracting).

IDENTIFYING SIMILARITIES & DIFFERENCES

Comparison ReasoningClassifying Reasoning

Abstract Reasoning (metaphors, analogies)

Generating and testing arguments and assertions

CUES, QUESTIONS, ADVANCED ORGANIZERS

Constructing Support ReasoningAnalyzing Perspectives Reasoning

Analyzing Errors Reasoning


Taking an action when faced with a dilemma or need Decision Making Reasoning

Problem Solving ReasoningInvention Reasoning

Drawing conclusions and making predictions using what we know

Inductive ReasoningDeductive Reasoning


Clarifying or explaining: - phenomena observed;- contradictions or confusions;- relationships among parts

Experimental Inquiry ReasoningInvestigation Reasoning

Systems Analysis Reasoning

ComparingDo you want to determine how certain things are similar and different?

ClassifyingDo you want to organize things into groups? Do you want to identify the rules or characteristics that have been used to form groups?

AbstractingDo you see a relationship that no one else has seen? What is the abstract pattern or theme that is at the heart of the relationship?

Inductive

Reasoning

Are there specific rules you see operating here? Are there things that you know must happen?

Stimulus Questionsto Help You Choose Reasoning Process

Deductive

Reasoning

Are there errors in reasoning you want to describe? Are there errors being performed in a process

Error

Analysis

Are there errors in reasoning you want to describe? Are there errors being performed in a process?

Constructing

Support

Is there a position you want to defend on a particular issue?

Analyzing

Perspectives

Are there differing perspectives on an issue you want to explore?


Decision

Making

Is there an important decision that should be studied or made?

Problem

Solving

Do you want to describe how some obstacle can be overcome?

InventionIs there something you want to improve upon? Is there something new you want to create?

Investigation

Is there some new idea or new theory that should be described in detail?


Historical

Investigation

Is there something that happened in the past that should be studied?

Projective

Investigation

Is there a possible or hypothetical event that should be studied?

Experimental

Inquiry

Is there a prediction you want to make and test out?

Systems

Analysis

Are there parts of a system or the interactions of the parts of a system that could be analyzed?






Instruction










Similarities & Differences

Identifying Similarities and Differences


1. Giving students with explicit guidance in identifying similarities and differences enhances their understanding of and ability to use knowledge.

2. Asking students to independently identify similarities and differences enhances their understanding of and ability to use knowledge.

3. Using graphic or symbolic forms to represent similarities and differences enhances student understanding of and ability to use knowledge.

4. Can be accomplished in a variety of ways and is a highly robust activity.



1. Comparing

2. Classifying

3. Creating Metaphors

4. Creating Analogies

Identifying Similarities and Differences can be accomplished in a variety of ways:

See definitionson page 17

Comparing

Classifying

Analogy

Metaphor

: :

About Comparison Reasoning

COMPARING

Identifying and describing similarities and differences among items.

A and B are similar because they both

________________

________________

________________

A and B are different because

A is __________, but B is ___________.

A is __________, but B is ___________.

A is __________, but B is ___________.

Fun and Enjoyment are similar because they both

________________.

________________.

________________.

Fun and Enjoyment are different because

Fun is ___, but Enjoyment is ___________.

Fun is____, but Enjoyment is ___________.

Fun is ____, but Enjoyment is ___________.

A win and a victory are similar because they both

________________.

________________.

________________.

A win and a victory are different because

Win is ___, but Victory is __________.

Win is ___,but Victory is ________.

Win is ___,but Victory is ________.

Fractions and Decimals are similar because they both ________________. ________________. ________________.

Fractions and Decimals are different because

Fractions __, but Decimals __.



A monarchy and a dictatorship are similar because they both ________________. ________________. ________________.

A monarchy and a dictatorship are different because

a monarchy___, but a dictatorship____.



2. Examine the items and decide what characteristics would lead to an interesting comparison.

The STEPS to Comparison Reasoning

1. Identify what you are comparing and decide on a format to organize your information and guide your thinking.

3. For each characteristic, explain how the items are similar and different.

4. Re-examine your information, and state what you learned or thought about by doing this comparison.

1. Identify what you are comparing and decide on a format to organize your information and guide your thinking.

Tip: If you only have two items, you might want to use a Venn diagram to organize your information.

If you are comparing more than two items, you will probably have better luck with a matrix.


2. Examine the items and decide what characteristics would lead to an interesting comparison.

Tip: The quality of the characteristics will influence the learning that results from the comparison.

Try several different characteristics before deciding which characteristics will help you learn---will help you discover a new distinction, come to a conclusion, gain a new understanding, validate a hunch, relearn an important lesson, etc.


Compare these cities:

Chicago

San Diego

Denver


Food eaten during frontier days

Food eaten today

Easy to see that items are very different for this characteristic…

Characteristic 1________________

Characteristic 2________________

…and very similar for this characteristic.

Attack on Pearl Harbor

Attack on World Trade Center

Characteristic _______________

Attack on Pearl Harbor

Attack on World Trade Center

Motivation of attackers

Characteristic _______________Effect on Americans

Characteristic _______________


Food eaten today

VarietyPreservativesPreparation

Item 1 Item 2 Item 3

Characteristic 1

Similarities and Differences

Characteristic 2


Characteristic 3


Characteristic 4


Characteristic 2:Similarities and Differences.




For characteristics 1, Item 1 and Item 2 and are mainly similar. They both……

Food eaten Frontier Days

Food eaten today

Item 3

Characteristic 1


Characteristic 2


Characteristic 3


Characteristic 4


Example from Dimensions of Learning, ASCD, 1999

1. Lewis & Clark expedition

Pike’s 1806 Arkansas River expedition

Who went on the expedition

How long the trip lasted

What kind of clothes the members of the expedition wore

How much was written about the expedition

. Characteristics Rule!

.

2. Lewis & Clark expedition

Pike’s 1806 Arkansas River expedition

Purpose of the expedition

Areas explored

Outcomes of the expedition

YOU ADD ONE:

.Characteristics Rule!

3. For each characteristic, explain how the items are similar and/or different.


DisneyMovies

Bellein

Beauty & the Beast

Jasminein

Aladdin

Arielin

Little Mermaid

Family Background

•Poor•Daughter of inventor•No mother

•Rich•Daughter of ruler•No mother

•Rich•Daughter of king•No mother

Personality

Traits

•Reading/staying home•Opinionated•Obeys dad

•Likes adventures•Opinionated•Disobeys father

•Likes adventures•Opinionated•Disobeys father

Ending

•Marries the prince•Father lives with her

•Marries Prince

Al.adin• Father lives w/her

•Marries the prince•Lives w/o

father

Her Enemy

•Gaston:wanted to

marry her• Prince saves her

•Sorcerer:wanted

to marry her•Aladdin saves her

•Sea witch: wanted

to destroy dad• Prince saves her




All similar in that no mother in story; Jasmine and Ariel were similar because they were rich with father as ruler; Belle was different from them -- was poor and father was inventor

Characteristic ________________


Food eaten today

Variety

The variety of food today and in past is very different. The food in past was mainly what was grown and what was hunted in the region where a person lived. Today we have food from all over the world. In addition, the number of recipes available to us and the prepared foods we can now buy contributes to major variety we enjoy today, not present in frontier days.

Square

1x 1

Square

2 x 2

Square

4 x 4

Square

5 x 5

Rectangle

4 x 6

Rectangle

3 x 7Char. 1

4” 8” 16” 20” 20” 20”

Char. 2

1 sq”

4 sq”

16 sq”

25 sq” 24 sq” 21”

Two rectangles can have same perimeter but different areas. A square and a rectangle could have same perimeter but different areas.

If you double the size of a square, the perimeter doubles, but the area increases 4 times.

Perimeter

Area

Venus Fly Trap Pitcher Plant Sundew

Location Coastal marshes, No & So America

Bogs;marshes in various parts of U.S.

No description

General Appear.

Small, 12 leaves in a circle on ground, stem w/ blossoms

Author does not describe

Very small, size of a button or pincushion

Catch Lure Mechanism

Outer ends of leaves hinged with spines on edges; secretes sweet liquid

Horn-shaped leaves; glands secrete sweet material

Red leaves like spoons; covered with hairs like flypaper

Catch Lure Process

1. Insect presses trigger hairs2. Red center of leaf secretes liquid3. Hinge closes and traps insect4. Digestive juices dissolve insect

1. Insects go for material,

get caught in neck hairs,

struggle and slip2. Drug makes insect unconscious

1. Bugs stick on hairs, struggle, get stuck

2. Hairs bend to pin insect

3. Digested how?

Comparison Matrix and Comparison Essay for Insect-Eating Plants


The author describes three insect-eating plants found in marshes and bogs in various parts of the U.S: the Venus fly trap, the pitcher plant and the sundew. The article focuses on three categories of information: what the plant looks like, what features of the plant trap insects, and the process of catching digesting insects. Throughout this passage, the author states that each of the three plants is quite different in the way it catches and eats insects. However, it seems that the plans catch and eat insects in much the same way, although they look quite different. In terms of general appearance,m each of the three insect-eating plants is strikingly different. The Venus fly trap has small leaves that lie in a circle on the ground, whereas the pitcher plan has leaves shaped like horns with a canopy over the opening. The sundew is tiny, only as large as a button, with reddish leaves that look like spoons around the stem. In spite of these differences, all three plans have hairlike features and special fluids for trapping and eating insects. The Venus fly trap has hairlike spines around the edges of the leaves and fluids that digest the insects. The pitcher plant has hairs inside the hornlike leaves that secrete a sweet material to catch the insects, a drug that makes the insects unconscious and digestive juices to digest the insects. The sundew plan has hairs around the edges of the spoon-shaped leaves, and each leaf has a drop of liquid that acts like flypaper. Additionally, there appear to be some digestive fluids.


The process of catching and eating the insects is also quite similar for each of the plants. All three plants trap the insect first, using the airs and the sticky fluids. Then, once the insect is trapped, its struggle to get free traps it further in all three plants. Also, as the trapped insect struggles, digestive juices begin to digest it. The only major difference among the plans in how they catch and eat insects seems to be that the Venus fly trap and the sundew plants move their parts to help trap the insect, whereas the pitcher plant does not move; instead, it traps insects by its shape (the long, slippery canopy and false windows), and the drug it secretes to make the insect unconscious. In conclusions, the plans do have important differences that distinguish them from each other and from non-insect eating plants. However, the plants seem to have similar mechanisms and processes for catching and eating insects.

SOURCE: Teaching Reading As Thinking (Facilitator’s Manual, ASCD (Alexandria, VA) and McREL, 1986.

Learning Reasoning Processes(e.g., Comparing, Classifying)

Three Phases of learning a skill or process (Procedural Knowledge):


2. Shape

3. Internalize

Develop a rough model of the steps of the process

Modify, adapt, and increase understanding of the process

Practice to achieve automaticity and fluency

Learning Reasoning Processes(e.g., Comparing, Classifying)

Time Involved in Learning a Process


2. Shape

3. Internalize

About Classifying Reasoning

1. Mummies

2. Fossils

3. Lightning

4. Bacteria

5. Seaweed

6. The Loch Ness Monster

7. Thoughts

8. Coral reefs

9. Petrified wood

10. Ghosts

11. Active volcanoes

12. Fingernails

13. Pearls

14. blood

Exercise: Life and DeathClassify the following as living, dead or _________. Explain your thinking. Living Dead ______

SOURCE: Philosophy of Children, 1980, Lipman, Sharp, Oscanyan


Classifying

Blue Purple Red Yellow


Classifying

HamletHuckleberry FinnWhere the Red Fern GrowsThe Scarlet LetterThe Grass Is Always Greener Over the Septic TankTo Kill a Mockingbird1984Catcher in the RyeA Tale of Two CitiesThe Outsiders

Hollywood WivesThe Hobbit

The Grapes of WrathDimensions of Learning

Crime and PunishmentGone with the wind

Death of a SalesmanIacocca

Wuthering HeightsMoby Dick

The Accidental Tourist

The STEPS to Classifying Reasoning

1. Identify the items you want to classify.2. Select what seems to be an important item and identify

other items like it based on their attributes.3. State the rule that describes membership in this category.4. Select another item and identify others that are like it.5. State the rule that describes membership in this category.6. Repeat the previous two steps until all items are classified

and each category has a rule that describes it.7. If necessary, combine categories or split them into smaller

categories and state the rules for those categories.

Grouping items into definable categories on the basis of their attributes

Geography Terms

Basin

Bay

Canal

Canyon

Channel

Continent

Delta

Divide

Fall line

Fjord

Foothill

Glacier

Gulf

Harbor

Highland

Hill

Isthmus

Lowland

Marsh

Mesa

Mountain

Range

Mouth (of a river)

Peak

Peninsula

Plain

Plateau

Port

Prairie

Rain forest

Reservoir

Source (of a river)

Strait

Stream

Swamp

Tributary

Tundra

Valley

Volcano

• Organize the following into three or more groups.• Based on your categories, identify the characteristics that made each category distinct from the others.• Try to see if all of the elements within a category have the defining characteristics for that category.• Write a summary statement about what you learned from this.

The Civil WarThe War of 1812

The Vietnam WarThe Napoleonic Wars

World War IWorld War II

The French and Indian WarThe American Revolution

The Spanish American WarThe War in the Persian Gulf


Graphic Organizer for Classifying

Categories


Graphic Organizer for Classifying

About Abstract Reasoning

Analogy

Metaphor

: :


When C.L. Sholes was inventing a typewriting machine in the early 1870’s, he found that the machine jammed if he typed too fast. So he deliberately arranged the positions of the letters in a way that forced typists to work slowly. Nevertheless, Sholes’ typewriter design was still a great improvement over earlier models, and so it was soon in use all over the world. Today, even though typewriters have been improved in many ways, nearly all of them have keyboards like the one Sholes devised in 1872. The letter arrangement is called QWERT, after the five left-hand keys in the top letter row. You can see QWERT keyboards on computer consoles as well as on typewriters.

(continued on next slide)


Unfortunately, the QWERT arrangement slows typing, encourages errors, and causes greater fatigue than another arrangement devised by August Dvorak in 1930, which has proved in several tests to be much faster and more accurate than QWERT. Millions of people have learned the QWERT keyboard, however, and it is being taught to students in schools right now. So it seems that we will continue to live with this 19th century mistake.

The STEPS to Abstract Reasoning

Identifying a general or basic pattern in a specific topic and then finding another topic that appears to be quite different but that has the same general pattern

1. Identify what is considered important or basic to the information or situation with which you are working.

2. Write that basic information in a more general form by replacing words referring to specific things with words referring to more general things, and by summarizing information whenever possible.

3. Find new information or a situation to which the general pattern applies.

Specific/Literal General/Abstract Specific/Literal1. C.L. Sholes invented a keyboard, QWERT, that would slow down typists, thus solving the problem of the keys sticking

1. Someone invented or created something to address an issue or problem.

2. Typewriter keys stopped sticking.

2. The issue or problem went away.

3. Another keyboard was invented that was shown to be superior than QWERT.

3. Something else was invented that was shown to be superior to the original.

4. QWERT is still used despite the fact that keys no longer stick and another keyboard configuration was shown to be better.

4. The original invention is still used or accepted even though the issue or problem is no longer present & something new is shown better.


THE EMPEROR’S NEW CLOTHES

There once was an emperor who loved new clothes. One day two swindlers convinced him that they could make him very special clothes that would be invisible to anyone foolish or unfit for office. The emperor placed an order immediately, thinking that he would now be able to distinguish wise men from foolish men. As the swindlers set up their looms and began to work, many people stopped to see the fabric they were weaving. Each person, afraid to admit that they could see no fabric, raved about the beautiful color and texture.

(continued on next slide)

Identifying Similarities and Differences Finally, one morning the clothes were ready. The swindlers presented them to the emperor and pretended to dress him and put imaginary final touches on each piece. The emperor, staring at himself naked in the mirror, agreed that they were the finest clothes he’d ever seen. The emperor’s subjects had gathered from far and wide to view the new clothes they had all heard so much about. As the emperor marched through the streets, people talked of how beautiful the clothes were. Then, a little boy, not knowing that he would seem foolish if he could not see the clothes, shouted out, “The Emperor has nothing on!” Soon, everyone joined in, “the Emperor is naked!” The Emperor now felt foolish, but he held his head high & tried to maintain his dignity. The crowd laughed & laughed.

Specific/Literal General/Abstract Specific/LiteralA vain emperor was convinced by swindlers that they could make him special clothes that would be invisible to anyone foolish or unfit for office.

A person in power with a flaw or an obsession is taken advantage of by someone who promises something unrealistic.

People raved about the color & texture of the fabric, afraid to admit they could see nothing.

Other people see that what was delivered is not what was promised but are afraid to speak out.

When the clothes were ready, the naked emperor paraded through the streets to show off his new clothes.

The person in power, because of his flaw or obsession, refuses to acknowledge the reality of the situation.

A little boy shouted, “The emperor has nothing on!”

An innocent person exposes the truth.

Specific/Literal General/Abstract1. C.L. Sholes invented a keyboard, QWERT, that would slow down typists, thus solving the problem of the keys sticking

1. Someone invented or created something to address an issue or problem.

2. Typewriter keys stopped sticking.

2. The issue or problem went away.

3. Another keyboard was invented that was shown to be superior than QWERT.

3. Something else was invented that was shown to be superior to the original.

4. QWERT is still used despite the fact that keys no longer stick and another keyboard configuration was shown to be better.

4. The original invention is still used or accepted even though the issue or problem is no longer present & something new is shown better.

Specific/Literal General/AbstractA vain emperor was convinced by swindlers that they could make him special clothes that would be invisible to anyone foolish or unfit for office.

A person in power with a flaw or an obsession is taken advantage of by someone who promises something unrealistic.

People raved about the color & texture of the fabric, afraid to admit they could see nothing.

Other people see that what was delivered is not what was promised but are afraid to speak out.

When the clothes were ready, the naked emperor paraded through the streets to show off his new clothes.

The person in power, because of his flaw or obsession, refuses to acknowledge the reality of situation

Boy says, “Emperor has nothing on

Innocent person exposes the truth.

Even though everyone laughed at the emperor, he continued to pretend that he had on clothes

All other people speak out, but the person in power still refuses to acknowledge the truth.

RUBRICs

Scoring Guides that explain levels of performance

Potentially, they focus students on “the learning”

Use in conjunction with checklists, when appropriate

When assessing students’ DEPTH of understanding. as they apply information and ideas in novel situations…

4 The student demonstrates a thorough, in-depth understanding all of the important aspects of the information and ideas;is able to see distinctions or make connections that are subtle; can use the information in novel situations to generate unique ideas and conclusions related those situations.

Specific examples from this assignment:

3 The students demonstrates a solid, accurate understanding of the important aspects of the information and ideas; can accurately and appropriately use the information in novel situations in order to generate ideas and conclusions related to those situations.


2 The student demonstrates a limited, understanding of the important aspects of the information and ideas; some aspects are missing or, as the student uses the information and ideas, there are some misconceptions.


1 The student demonstrates a significantly limited understanding of the important aspects of the information and ideas;is unable to use the information in novel situations or, when an attempt is made, there are significant gaps or misconceptions.


4 I have a thorough, in-depth understanding of these weather processes. I understand each of the processes and the major interactions, and I can explain even subtle, unusual interactions among them.


3 I have a solid, accurate understanding of these weather processes. I understand the processes and the major ways that they they interact to produce weather.


I will…understand how interactions of air masses, as they move across the oceans and land, create fronts and how these fronts become thunderstorms, tornadoes, and hurricanes.

2 I have a limited understanding of these weather processes. Although I have some understanding, I lack important information or have some significant misconceptions.


1 I have an extremely limited understanding of these weather processes.


Graphic Organizer for the Abstract Reasoningin Metaphors

Element# 1

Element# 2

LiteralPattern

# 1

LiteralPattern

# 2

Abstract

Making a Sandwich Another Way to Say It Writing a Paragraph

What are you hungry for?

What kind of bread?

What will I put in the sandwich that will make it tasty?

Shall I add something to make it better? Pickles? Mustard? Banana slices?

What is my goal?

What will hold it together:

What will go in the middle that will all go together?

How can I make it even better?

What is the topic or purpose of the paragraph?

What will be my first and last sentences?

What sentences do I need to help the topic of my paragraph?

What can I do to make it more interesting or easier to understand? Adjectives? Another detail?

Using A Graphic Organizer to Create a Metaphor

frog

bean plant

i saw that a frog and a bean plant – how they are alikeThey grow the same but are difrintThey start out little things and grow bigger and bigger

I saw that a frog and a bean plant are the same Because a seed helps a plant grow and the egg helps the frog growI saw that a frog and a bean plant are the same in some waysThey both have something like a seed and an eggThey have babies – teenagers - adults


TYPES OF RELATIONSHIPSCOMMON TO ANALOGIES

Similar Concepts

Dissimilar Concepts

Class Membership

Class Name or Class Member

Part to Whole

Change

Function

Quantity/Size

ABSTRACTING

EXAMPLES…..WITH CONTENT…..AND FOR FUN!

• She was a grizzly bear in the morning.

• He is walking on thin ice.

• A cell is a factory.

• A DNA molecule is a ladder.

• Heart to a force pump.

• Kidney to a water filter.

• Eye to a camera.

• My brother is a tyrant.!

• Disease is ________________

• The brain is _____________

• The Great Wall of China is ___________

• Sedimentary rock is _________________


Graphic Organizer for the Abstract Reasoningin Analogies

thermometer temperature

odometer distance

is to

is toas

Relationship: Measure incremental changes in something


Graphic Organizer for the Abstract Reasoningin Analogies

is to

is to

as

Relationship:

COMPARISON

CLASSIFICATION

METAPHORS

RECOMMENDATIONS FORCLASSROOM PRACTICE

1. Give students a model for the process.

2. Use familiar content to teach students the steps for comparing.

3. Give students graphic organizers for comparing.

4. Guide students as needed.

What do this research and these recommendations mean for the classroom teacher?

Ask myself regularly:

How effective am I

In teaching students a process to

identify similarities and differences?

What do this research and these recommendations mean for the classroom teacher?

When I assign identifying similarities and differences, to what extent do I believe that my students

Not at all To a great extent

1 2 3 4

Understand the concepts of comparing, classifying, and abstracting

Know the steps to doing the reasoning process

Makes new connections, discovers or rediscovers meanings, gain new insights regarding the content as a result of apply it with the complex reasoning process?

What else do this research and

these recommendations

mean for YOU,

and the specific

populations you work with?






Instruction










Cues, Questions & Advance Organizers










Using Cues, Questions & Advance

Organizers

Using Cues and Questions


1. Cues and questions should focus on what is important as opposed to what is unusual.

2. “Higher level” questions produce deeper learning than “lower level” questions.

3. “Waiting” briefly before accepting responses from students has the effect of increasing the sophistication of students’ answers.

4. Questions are effective learning tools even when asked before a learning experience.

Using Advance Organizers


1. Advance organizers should focus on what is important as opposed to what is unusual.

2. “Higher level” advance organizers produce deeper learning than “lower level” advance organizers.

The procedure is actually quite simple. First, you arrange items into different groups. Of course, one pile may be sufficient depending how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many, In the short run, this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell.

After the procedure is complete, you arrange the materials, into different groups again. Then you can put them into their appropriate places. Eventually, they will be used again, and the whole cycle will then have to be repeated. However, that is part of life.

What I

KNOWabout…..

What I

WANTto knowabout….

What I

LEARNEDabout….

Time Sequence

Cause

Generalization/ Principle

Common Patterns

EffectCause

Cause

Cause

Example

ExampleExample

Description

Cause

1 2

Comparison

Situation: Students are going to the Natural History Museum to spend time viewing the nature dioramas.

Identify the knowledge that you might want students to gain as a result of this trip.

Prepare an advance graphic organizer for them to use during their visit.

Be sure to identify the Essential Knowledge for which student should create summaries, notes, and non-linguistic representations, and which warrant the use of cues, advance organizers, and questions.

1 Bun

2 Shoe

3 Tree

4 Door

5 Hive

6 Sticks

7 Heaven

8 Gate

9 Line

10 Hen

About Constructing Support

Reasoning

The STEPS to Constructing Support Reasoning

Building systems of support for assertions. More simply, it is the process of providing support for statements.

1. Am I stating a fact or opinion?

2. If I am stating an opinion, do I need to offer support?

3. What will I include (Facts? Examples? Evidence? Appeals?) when I provide my support?

Devices Used to Develop Persuasive Arguments

1. FACTS

2. EVIDENCE

3. EXAMPLES

4. APPEALS - 4 Types: - Personality, - Tradition or accepted beliefs, - Rhetoric, - Reason (see common components of)

4 TYPES OF APPEALS

PERSONALITY: speaker or writer tries to get you to like him; use of personal stories; congeniality.

TRADITION OR ACCEPTED BELIEFS: “doing the right thing;” power of the argument comes from t the fact that there is a general acceptance of the beliefs or values alluded to; “the American way….”

RHETORIC: persuade through beauty and style of language, relies on the use of impressive phrases, idioms, and even gestures.

REASON: appeal to logic; speaker makes claims and systematically provides evidence for those claims

COMPONENTS OF APPEAL TO REASON

EVIDENCE: information that leads to a claim (“Last night five crimes were committed within two blocks of one another.”)

CLAIM: assertion that something is true (“The crime rate in our city is escalating dramatically.”)

ELABORATION: examples or explanations of the claim (The dramatic increase can be seen by examing the crime rates in the downtown area over the past twenty years.”)

QUALIFIERS: restriction on the claim or evidence counter to it (“The crime rate has stabilized on some areas, however.”)

GRAPHIC ORGANIZER FOR CONSTRUCTING SUPPORT

Opinion

Appeal throughpersonality

Appeal throughtradition or accepted beliefs

Appeal throughrhetoric

Appeal throughReason

Evidence:

Claim:

Elaboration:

Qualifier:

About Analyzing Errors

Reasoning

The STEPS to Analyzing Errors Reasoning

Identifying and articulating errors in thinking. More simply, it is the process of finding and describing errors in thinking.

1. Is the information I am receiving important or does it try to influence my thinking or my actions?

2. Does something seem wrong with any of the information?

3. What is wrong?4. How can I get more or better information?

Types of Errors in Thinking

1. FAULTY LOGIC

2. ATTACKS

3. WEAK REFERENCES

4. MISINFORMATION

ABOUT MISINFORMATION

1. CONFUSING THE FACTS: distoring or modifying or omitting the facts

2. MISAPPLYING A CONCEPT OR GENERALIZATION: errors can be made when a concept or generalization is misunderstood and inappropriately applied to explain a situation.

ABOUT FAULTY LOGIC

1. Contradiction: when someone presents conflicting information (e.g. a political flip-flopping on an issue)

2. Accident: when someone fails to recognize that an argument is based on an exception to a rule (e.g. concluding that the letter e always comes before the letter i after observing the spelling of: neighbor and weigh)

3. False Cause: when someone confuses an order of events with causality or when someone oversimplifies a very complex causal network (e.g. acknowledging only one cause of the Civil War – when the reasons were numerous and complexly related)

ABOUT FAULTY LOGIC

4. Begging the question: (circularity): making a claim and then arguing for the claim using statements that are the equivalent of the original claim (e.g. Claim: “That product is not very useful.” Back up assertion: “You can’t do anything with it.”_

5. Evading the issue: sidestepping the issue by changing the topic (e.g. when asked about a country’s involvement in arms trade to foreign countries, a leader changes the topic to the necessity of weapons.)

ABOUT FAULTY LOGIC

6. Arguing from ignorance: arguing that a claim is justified simply because its opposite cannot be proven (e.g. no intelligent life beyond Earth because we cannot prove that extraterrestrial life exists)

7. Composition: asserting about a whole something that is true of its parts (e.g. everyone in the Ewy family must be smart because Robert is)

8. Division: asserting about all of the parts something that is true of the whole (e.g. a specific city in Washington receives a lot of rain simply because the state as a whole is noted for its rainfall)

ABOUT ATTACKS

1. POISONING THE WELL: being so committed to your position you explain away everying offered in opposition; signaled by an unwillingness to listen to or consider anything contradictory to her opinion.

2. ARGUING AGAINST THE PERSON: rejecting a claim on the basis of derogatory facts (real or alleged) about the person

3. APPEALING TO FORCE: use of threats to establish validity of a claim

ABOUT WEAK REFERENCES

1. USING SOURCES THAT REFLECT HABITUAL AND CONFIRAMTORY BIASES:Habitual biases: unconsciously built into our thinking and are specific to certain people, places, things, and events. (e.g. bias toward rejecting ideas from a specific radio talk show host)Confirmatory biases: only accept info that supports what we already think or feel

2. USING SOURCES THAT LACK CREDIBILITY:source is known to be biased; reputation for communicating false info or rumors; or has little knowledge of the topic

ABOUT WEAK REFERENCES

3. APPEALING TO AUTHORITY: involving authority as the last word on an issue

4. APPEALING TO THE PEOPLE: attempt to justify a claim on the basis of its popularity

5. APPEALING TO EMOTION: using a “sob-story,” as proof for a claim

GRAPHIC ORGANIZER FOR ANALYZING ERRORS

Information

Is this information important or intended to persuade?

No Yes

Stopanalysis

Does anything seem wrong?

No Yes

What is wrong with the thinking underlying the information?

Faultylogic?

Weakreferences?

Attacks?

Mis-information?

Ask for more information

About Analyzing Perspectives

Reasoning

The STEPS to Analyzing Perspectives Reasoning

Identifying multiple perspectives on an issue and examining the reasons or logic behind each. More simply, it is the process of describing reasons for different points of view.

1. What is one point of view?

2. What are the reasons for this point of view?

3. What is another point of view?

4. What might be some reasons for this other point of view?

GRAPHIC ORGANIZER FOR ANALYZING PERSPECTIVES

PERSPECTIVE EXAMINATION MATRIX(when students are focused on establishing the reasons or logic for their own perspective)

Statement or Concept

Assigned Value Reasoning or Logic Behind My Value

A 75-mph speed limit

I think this is a good idea

The new rule that all students have to wear a common uniform

I think this is not a very good idea

GRAPHIC ORGANIZER FOR ANALYZING PERSPECTIVES

CONFLICT CLARIFICATION MATRIX (when students are examining an issue that includes their personal perspective)

Issue A new mass transit system for the city

Personal Perspective I think this is a good idea for the city.

Reasons/logic behind my personal perspective

Mass transit is a good idea because…..

Different perspective Someone could think that mass transit ia abad idea for the city.

Reasons/logic behind different perspective

The reasons they might give are……

Conclusion/awareness From this I learned that…..





Instruction










Generating & Testing Hypotheses



1. Hypothesis generation and testing can be approached in a more inductive or deductive manner.

2. Teachers should ask students to clearly explain their hypotheses and their conclusions

6 Structured Tasks to Guide StudentsThrough Generating & Testing Hypotheses

1. System Analysis: Analyzing the parts of a system and the manner in which they interact

2. Problem Solving: Overcoming constraints or limiting conditions that are in the way of pursuing goals

3. Historical Investigation: Identifying and resolving issues about which there are confusions or contradictions

4. Invention: Developing unique products or processes that fulfill perceived needs

5. Experimental Inquiry: Generating and testing explanations of observed phenomena

6. Decision Making: Generating and applying criteria to select from among seemingly equal alternatives

About Decision Making

Reasoning

Two weeks in London$3,750

Two weeks in Hawaii$3,300

Two weeks in a CabinIn the Adirondacks

$1,800

1. Identify a decision you wish to make and the alternatives you are considering.

2. Identify the criteria you consider important.

3. Assign each criterion an importance score.

4. Determine the extent to which each alternative possesses each criterion.

5. Multiply the criterion scores bye the alternative scores to determine which alternative has the highest total points.

6. Based on you reaction to the selected alternative, determine if you want to change importance scores or add or drop criteria.

The STEPS to Decision Making Reasoning

Generating and applying criteria to select from among seemingly equal alternatives. More simply, it is the process of developing and using criteria to select from choices that seem to be equal.

Decision Making

?

Criteria

Nutritious

Tasty

Inexpensi

ve

Decision Making

?

Criteria

Nutritious

Tasty

Inexpensi

ve

Criteria

Nutritio

us

Has

Peppero

ni Tasty

Inexpensiv

e

Criteria

Tele-phone

Email Tele- graph

Wire- less phone

Fax Inter- net chat

What is most important communication mechanism invented?

Alternatives

Criteria

Romeo & Juliet

Of Mice & Men

Scarlet Letter

Harry Potter & ___

People still read it today

Broad appeal—speaks to many

Meaningful message about life

Extends, breaks, or creates techniques with the form

Yugo Tempo Blazer Lexus

Cost

MPG

Roomy

Safety

Style

4

2

2

4

1

4x 4x 4x 4x

2x 2x 2x 2x

2x 2x 2x 2x

4x 4x 4x 4x

1x 1x 1x 1x

Cost

MPG

Roomy

Safety

Style


4

2

2

4

1

4x 4x 4x 4x

2x 2x 2x 2x

2x 2x 2x 2x

4x 4x 4x 4x

1x 1x 1x 1x

Approx

$18,000

Approx.

15 in city

Room for 3 kids

Consum.

Report

How I look IN the car

4x4 4x4 4x2 4x0

2x4 2x4 2x2 2x2

2x0 2x2 2x2 2x2

4x0 4x4 4x2 4x1

1x0 1x2 1x3 1x4


Cost

MPG

Roomy

Safety

Style

4

2

2

4

1

4x 4x 4x 4x

2x 2x 2x 2x

2x 2x 2x 2x

4x 4x 4x 4x

1x 1x 1x 1x

Approx

$18,000

Approx.

15 in city

Room for 3 kids

Consum.

Report


4x4 4x4 4x2 4x0

2x4 2x4 2x2 2x2

2x0 2x2 2x2 2x2

4x0 4x4 4x2 4x1

4x4 4x4 4x2 4x0

1x0 1x2 1x3 1x4

2x4=8 2x4=8 2x2=4 2x2=4

4x4=16 4x4=16 4x2=8 4x0=0

2x0=0 2x2=4 2x2=4 2x2=4

4x0=0 4x4=16 4x2=8 4x1=4

1x0=0 1x2=2 1x3=3 1x4=4

24 46 27 16


Cost

MPG

Roomy

Safety

Style

4

2

2

4

1

4x 4x 4x 4x

2x 2x 2x 2x

2x 2x 2x 2x

4x 4x 4x 4x

1x 1x 1x 1x

Approx

$18,000

Approx.

15 in city

Room for 3 kids

Consum.

Report


4x4 4x4 4x2 4x0

2x4 2x4 2x2 2x2

2x0 2x2 2x2 2x2

4x0 4x4 4x2 4x1

4x4 4x4 4x2 4x0

1x0 1x2 1x3 1x4

2x4=8 2x4=8 2x2=4 2x2=4

4x4=16 4x4=16 4x2=8 4x0=0

2x0=0 2x2=4 2x2=4 2x2=4

4x0=0 4x4=16 4x2=8 4x1=4

1x0=0 1x2=2 1x3=3 1x4=4

24 46 27 16

Approx.

$45,000

Color = 4

Graphic Representations ofDECISION MAKING

Choices

Criteria

TOTALS

DECISION MAKING Task

It is 1969. You are on the board of Time magazine. For the cover of the December issue, you want to select a Person of the Decade. Your job is to decide which person should be selected and justify your decision to the publishers by listing the people that were considered, the criteria you used, and how each person was rated under each criterion. Report on:

a. The criteria you used and the weights you applied to each;

b. The individuals you considered and the extent to which they met your criteria; and

c. Your final selection.

TIME Person of the Year

1960

1961

1962

1963

1964

1965

1966

1967

1968

1969

U.S. Scientists

John R. Kennedy

Pope John XXIII

Martin Luther King Jr.

Lyndon Johnson

General Westmoreland

The Young Generation

Lyndon Johnson

Apollo Astronauts (Anders, Borman, Lovell)

Middle Americans

TIME Person of the Year

1982 Machine of the Year

1989 Man of the Decade

Personal Computer

Mikhail Gorbachev

About Problem Solving

Reasoning

The STEPS to Problem Solving Reasoning

1. Identify the goal you are trying to accomplish

3. Identify different solutions for overcoming the barriers or constraints and hypothesize which solution is likely to be the most effective.

4. Try your solution —either in reality or through a simulation.

2. Describe the barriers or constraints that are preventing you from achieving your goal—that are creating the problem.

5. Explain whether your hypothesis was correct. Determine if you want to test another hypothesis, using a different solution.

Overcoming constraints or limiting conditions that are in the way of pursuing goals. More simply, it is the process of overcoming limits or barriers that are in the way of reaching goals.

Goal

Problem Solving

Goal

Goal

Problem Solving

Goal

Problem Solving

Goal Ach

ieved

The Picture of Problem Solving Thinking

ConstraintsLimiting Conditions

“Brick Walls!”

PossibleSolutionPossible

Solution

PossibleSolution

The GoalThe Goal

SELECTEDSOLUTION

Workedwell

ProblemSolved

Did notworkwell

Try Another SolutionSOURCE: Marzano & Pickering, Dimensions of Learning

PROBLEM SOLVING Task

Some people are calling for mandatory drug testing in many job settings and other areas of life (for example, in sports). Yet mandatory testing is rare. What is behind the call for mandatory drug testing? That is, what benefits are there to mandatory drug testing?

Imagine that you have been hired by a group that supports mandatory drug testing to solve the problems that have prevented mandatory testing from becoming a more widespread reality. You are also charged with designing a campaign that will encourage more people to institute mandatory drug testing.

PROBLEM SOLVING Task

Use a variety of resources to learn about the issue and plan your presentation, which you will make to a group of your choice. You will be assessed on and provided rubrics for the following:

Sci & SS:

Your understanding of the effects of drug use on society.

Your understanding of the interplay of individual rights and societal protection.

Life Long Learning: Problem Solving

Your ability to accurately identify viable and important alternatives for overcoming the constraints or obstacles.

About Invention Reasoning

The STEPS to Invention Reasoning

1. Describe a situation you want to improve or a need to which you want to respond.

2. Identify specific standards for the invention that would improve the situation or would meet the need.

3. Brainstorm ideas and hypothesize the likelihood that they will work.

4. When your hypothesis suggests that a specific idea might work, begin to draft, sketch, or actually create the invention.

5. Develop your invention to the point where you can test your hypothesis.

6. If necessary, revise your invention until it reaches the standards you have set.

Developing unique products or processes that fulfill perceived needs. More simply, it is the process of developing original products or processes that meet specific needs.

??

Need Standards

Invention

DRAFT

READY TO TEST

REVISE

Brainstorm and

Hypothesize

GRAPHIC ORGANIZER FOR INVENTIONC

HO

ICE

DR

AF

T A

ND

RE

VIS

E

Need:

Standards:

Draft Draft Draft

Invention:

INVENTION Task

We have been studying the characteristics that help animals adapt to their environment. Your task now is to select an animal you’re familiar with and figure out a way to improve that animal by changing one or more of its characteristics so that it could adapt even better to its environment. Draw a picture of your new and improved animal and be ready to explain exactly how your change(s) would help it adapt. Be ready to present your picture and explanation to the class. You will be assessed on and provided rubrics for the following: Science

Your understanding of the concept of adaptation.

Lifelong Learning: Invention Thinking

Your ability to identify rigorous and important standards or criteria the invention will meet.

About Systems Analysis

Reasoning

The STEPS to Systems Analysis Reasoning

3. Identify a part of the systems, describe a change in that part, and then hypothesize what would happen as a result of the change.

4. When possible, test your hypothesis by actually changing the part or by using a simulation to change the part.

2. Describe how the parts affect each other.

1. Explain the purpose of the system, the parts of the system and the function of each part.

Analyzing the parts of a system and the manner in which they interact. More simply, it is the process of describing how the parts of a system work together.

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Systems Analysis

Cinderella

Systems Analysis

Prince

Stepsisters

Stepmother

Fears

Loves

Adm

iresLoves

Doe

sn’t

Car

e

Loves

Adores

Resen

ts

Adores

Respiratory

Systems Analysis

Digestive

Circulatory

Nervous

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??????

???

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Systems Analysis

Heating system

Ecosystem

Sports leagues

Family

Engine

Fish tank

Human body

Examples of systems

GRAPHIC ORGANIZERS FOR SYSTEMS ANALYSIS

SYSTEMS ANALYSIS Task

We have been studying ecosystems. Think about the ecosystem of a particular pond. In this ecosystem are an oak tree, a squirrel, a brown bear and her cub, a family of field mice, a barn own, a coyote, a black snake, a grove of rhododendron, and a large patch of wild raspberries. Identify other possible parts of this ecosystem. Explain how all of the parts are interrelated.

What might happen within this ecosystem if various parts changed their behavior (e.g., what if the brown bear becomes a vegetarian, if rain does not fall for six months, or if, instead of eating mice, the snake eats only raspberries)?

Science and Systems Analysis:

Understands the concept of an ecosystem and how changes in resources, climate, and organisms can affect the ecosystem.

About Investigation Reasoning

THREE TYPES OF INVESTIGATION

Definitional Investigation:Constructing a precise definition of a concept for which there is no generally agreed-upon definition (e.g. civil disobedience)

Cue Questions:

What are the important features of……………?

What are the defining characteristics of……….?

Historical Investigation:Constructing a scenario for an event/situation from the past for which there is no agreed-upon explanation or sequence of events (e.g. determine Columbus’s route to the New World)

Cue Questions:

What really happened?

Why did this happen?

Projective Investigation:Constructing a scenario for a future event or for a hypothetical past event (e.g. if Mahatma Gandhi or President Lincoln had not been assassinated or what if genetic engineering continues on its present course)

Cue Questions:What would happen if…..?What would have happened if……..?

1. Clearly describe the historical or hypothetical future event to be examined.

2. Identify what is known or agreed upon and what is confusing or contradictory.

3. Based on what you understand about the situation, offer a hypothetical scenario.

4.Seek out and analyze evidence to determine if your hypothetical scenario is plausible. If necessary, continue to refine your hypothetical scenario.

The STEPS to Investigation ReasoningIdentifying and resolving issues abut which there are confusions or contradictions. More simply, it is the process of suggesting and defending ways to clear up confusions about ideas or events.

PROJECTIVE INVESTIGATION

Select a major movement from the ’60’s that involved civil disobedience. Consider what would have happened if there had been no civil disobedience as part of the movement. Identify a different method of seeking change. Describe

1)how the movement during the decade might have played out differently, and

2)how the present would be different.

if there had been no civil disobedience and, instead, the method of change you identify had been used exclusively.

GRAPHIC ORGANIZER FOR INVESTIGATIONConcept/Scenario

Known or Agreed Upon Confusions or Contradictions

Resolution:

*

*

*

*

*

*

Research Topic

Investigation

Topic

Porpoise The confusion over the extent to which porpoises use language & the controversy surrounding the benefits of swimming with porpoises

Tennis How did the strange scoring system of tennis evolve?

The Exodus Why do some sources refer to the Red Sea and some to the Reed Sea?

Money Why do quarters and dimes have ridges while nickels and pennies do not?

Hitler The conflicting stories surrounding Hitler’s death.

Middle East How did the reference to the “Third World” countries begin and what does it mean?

Columbus What if he had landed on American’s West Coast?

THERE’S A BIG Difference!!!!

HISTORICAL INVESTIGATION Task

In recent years, controversy has arisen over the status of Christopher Columbus. Was he a hero or a villain? As we study Columbus, we will read from a number of resources penned by different historians. In cooperative groups, choose at least two resources that describe conflicting reports of events that took place upon Columbus’ “discovery” of the New World and during its settlement. Discuss the contradictions you find and try to determine why the historians reported events differently. Using the resources available, develop a clear explanation of the reasons for the contradictions or present a scenario that clears up the contradictions.

Your group will explain to the class why historians seem to report the same events differently and present a dramatization, panel, discussion, or debate that focuses on ideas for resolving the contradictions.

HISTORICAL INVESTIGATION Task

We will then select those presentations that will be included in our Columbus Day assembly for the schools. You will be assessed on and provided rubrics for the following:

Social Studies:Your understanding that recorded history is influenced by

the perspective of the historian.Your understanding of the events surrounding Columbus’

“discover” and settlement of the New World.Lifelong Learning: Historical Investigation

Your ability to identify and explain confusion, uncertainty, or contradiction surrounding the past event.

Your ability to develop and defend a logical and plausible resolution to the confusion, uncertainty or contradiction surrounding the past event.

PROJECTIVE INVESTIGATION Task

Select a major movement from the Sixties that involved civil disobedience in the movement. Identify a different method of seeking change. Describe:

1. How that decade might have been different, and2. How the present would be different.

If there had been no civil disobedience and, instead, the method of change you identify had been used exclusively.

The 60’s

About Experimental Inquiry

Reasoning

1. Observe something of interest to you, and describe what has occurred.

2. Explain what you have observed. What theories or rules could help you explain?

3. Based on your explanation, make a prediction.

4. Set up an experiment or activity to test your prediction.

5. Explain the results of your experiment in light of your explanation. If necessary, revise your explanation or prediction or conduct another experiment.

The STEPS to Experimental Inquiry Reasoning

Generating and testing explanations of observed phenomena. More simply, it is the process of developing and testing explanations of things we observe

EXPERIMENTAL INQUIRY Task

People who were in high school and college during the Sixties are now fifty-something. Consider this population. Some would say that it is interesting that there seems to be no lasting effect of the Sixties on these people. One possible explanation for this is that the effect is there but in a very subtle way. Try to determine what effects the experiences of the Sixties are having on lives of these people in the Nineties. Test your hypothesis and report on:

a. Your hypothesis;b. How you tested your hypothesis;c. Your findings;d. Your conclusions.

The 60’s

Experimental Inquiry

If I am right,

then…

I think that the explanation for

this is…

GRAPHIC ORGANIZER FOR EXPERIMENTAL INQUIRY

Observation:

Relevant Theory/Rule:

Possible Explanation:

Relevant Theory/Rule: Relevant Theory/Rule: Relevant Theory/Rule:

Prediction:

Activity/Experiment:

Results:

About Inductive Reasoning

CONCLUSION

Observation

Observation Observation

Observation

What Conclusions Can You Draw?

Soap operas generally involve births, deaths, affairs, marriages, divorces, murders, and lies.

The most common types of products advertised during soap operas are household cleaning products and health care products.

Many people who watch soap operas report that no matter how many episodes they have missed, it is easy to pick up on the story line.

Many people who work all day record the soap operas on their VCR’s and watch them in the evening.

The soap opera format was once limited to daytime television but is now common in prime time.

SPECIFIC TO GENERAL

Use specific information and try to generatethe mostly likely CONCLUSION

CAUTION That CONCLUSION may or may not be true!

HINTS: Like a detective…Reading between the lines….

EXAMPLES:

• Infer people’s moods from their behavior

• Infer intent of comments made to us

• Infer what people look like before meeting them 1998 B. McGarvey, South Portland, ME

INDUCTIVE REASONING

Who governs

How are decisions made

What are some early examples

Conclusions

Democracy

Republic

Monarchy

Dictatorship

Conclusions

Summary

Conclusions

The STEPS to Inductive Reasoning

Inferring unknown generalizations or principles from information or observations. More simply, it is the process of making general conclusions from specific information or observations.

1. What specific information do I have?

2. What connections or patterns can I find?

3. What general conclusions or predictions can I make?

4. When I get more information, do I need to change my general conclusions or predictions?

About Deductive Reasoning

1. Specific situation or

topic2. Related to

generalization or principle

(rules)

2. Related to generalization or principle

(rules)

4. Conclusion or prediction

4. Conclusion or prediction

Yes? No?

Does the specific situation or topic meet the conditions (rules) that make the generalization or principle apply?

GENERAL TO SPECIFIC

Use generalizations or principles to infer CONCLUSIONSabout specific information

NOTEIf the generalizations or principles are appropriate, you can have a great deal of confidence in the conclusion.

HINT: Predict with a high degree of accuracy

1998 B. McGarvey, South Portland, ME

EXAMPLES: Use generalizations or principles related to:

• FLOWERSTo draw conclusions on how to help a specific flower bloom

• COOKINGTo draw conclusions on how to cook a specific soufflé properly

• GOLFTo draw conclusions on which club to select on a specific fairway

DEDUCTIVE REASONING

The STEPS to Deductive Reasoning

Using generalizations and principles to infer unstated conclusions about specific information or situations. More simply, it is the process of using general statements to come to conclusions about specific information

1. What specific topic am I studying?2. What general information do I already have that might

help me understand my specific topic?3. Am I sure the general information applies to the

specific topic I am studying?4. If it does, how did the general information help me

understand the specific topic?

BEA and FOOD

RepeatedObservations

MeetingB & Food

MeetingB & Food

MeetingB & Food

MeetingB & Food

CONCLUSION:If I’m at a meeting Bea is running, there will be great food (and plenty of it)!

Principle

applies to

SpecificInstance

When Bea chairs a meeting, there is great food (and plenty of it)!

CONCLUSIONBea is chairing this meeting, therefore, there will be great food (and plenty of it)!

INDUCTIVE REASONING

DEDUCTIVE REASONING

Can you relate to one or more of these feelings and situations about our work together? Choose two and share your thoughts with a colleague.

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Maybe, we should write that spot down!

“This ought to do me some goodif it doesn’t kill me!”

RON EDMONDS, Effective Schools Research

We can,whenever and wherever we choose,

successfully teach all childrenwhose schooling is of interest to us.

We already know more thanwe need to do that.

Whether or not we do itmust finally depend on

how we feel about the factthat we haven’t so far.

In which order do these need to happen?

Student achievement increases.

Teachers change their beliefs about students and

learning.

Teachers try new strategies.

SOURCE: Tom Guskey, University of Kentucky

source: peter senge, the fifth discipline vision without action is merely a dream action without...

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