Firing Up Motivated Learners

Firing Up Motivated LearnersBuilding Neuronal Networks

through Integrated Instruction

Created by: Patricia McDermottEdFS 377Summer 2008

Psych Ed. Project

An integrative unit of study based on “Concept Oriented Reading Instruction (CORI)”, an instructional framework developed at the University of Maryland

Guthrie, Van Meter, et. al. 1998 & Guthrie, Cox et. al. 2000

Goals for the Project

The goal for this project is twofold:

1. To work collaboratively with teachers to implement CORI in classrooms

2. To provide teachers with a model of integrated instruction that will intrinsically motivate students to learn and gain deep knowledge

Rational for “The Project”

• Zull points to the need for educators to help students "make connections" in order to gain comprehension and reach deep understanding.

• CORI provides teachers with a framework to make these connections while increasing flexibility in utilizing class time efficiently and effectively

Rational for “CORI” in the Classroom

The principles for integrated instruction contain three vital connections:

1. connections between disciplines, such as science and language arts, taught through conceptual themes

2. connections between strategies for learning, such as searching, comprehending, interpreting, composing, and the teaching of content knowledge

3. connections among classroom activities that support motivations and social and cognitive development” (Guthrie & McCann, 1997)

Additional Rational for “CORI”

CORI is based on the premise that classrooms should be structured to

• build self-efficacy• promote curiosity• foster collaboration• challenge students• intrinsically motivate students to seek new

knowledge

The Zull, Kolb, CORI Connection

Provide students with opportunities to• connect prior knowledge with new knowledge through

concrete experiences (building on existing neuronal networks)

• engage in self-directed learning (allowing control)• work collaboratively with peers toward a common goal

(reflecting and social networking)• strengthen meaning and understanding through conceptual

learning (forming new neuronal networks) • integrate knowledge to formulate ideas and carry out plans

of action that will, ultimately, serve as evidence of deep understanding (action)

The CORI, Zull, Kolb Connection

CORI’S Framework of Instruction

Reading GLEs and Science GEs

READING SCIENCE GLE R1:9 Reads grade-level-appropriate material with accuracy and fluency GLE R1:7 Uses comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text. EXAMPLES of reading-comprehension strategies might include: • using prior knowledge; • predicting and making simple text-based inferences; • generating clarifying questions; • constructing sensory images (e.g., making pictures in one’s mind); or making connections (text to self, text to text, and text to world) GLE R1:12 Demonstrate initial understanding of informational texts by

• Using explicitly stated information to a nswerquestions

1:1R 6 Analysis and Interpretation o f Informational Tex t

read al oud or read independently, cit ing evidenc e where appropria te by

• Identifying th e topic • Telling what was learned • Making basic inferences or drawing basic

conclusions

1S -2:41

Students demonstrat e their understand ing of Huma nBody Systems by… · Identifyin g the sen ses neede d to meet survival needs

fora given scenari .o Science Concep :ts .a People use their senses t o find ou t abou t thei r

surroundings and meet th .eir needs b. Body parts he lp people satisfy th eir need for f .ood - /eyes nos:e fi nd food - legs/hands: get food - mouth: eat food .c Senses help people satis fy their nee d to avoi d

.danger - nose: smell fire - ears: hear danger

Establishing Prior Knowledge

Reading

• Primary Observation Assessments• Teacher Observations

Science

• Teacher-made Pre-assessment on the Five Senses

Assessing Prior Knowledge of the

Five Senses

Assessment on the Five Senses (Pretest & Posttest)

Note to the teacher: Students may write answers, draw answers, or answer questions verbally. 1. What are the five senses? 2. How do your senses help you? 3. Explain how your senses help you in times of danger. Given the picture: 4. Match the part of your body would you most likely use. 5. Match the word that describes what the body does?

For exampl e: Given a p ic ture of a sunset, the student wil l need to matc h the pi cture to: A. a pi cture of the EYE B. the word card, SEE

Use the following checklist to record the students’ answers:

Picture Body Part Picture Sense Word Card light bulb piano skunk pencil ice cream sunset horn blowing smoke hamburger thorn

Rubric for Assessing Prior Knowledge

Five Senses - Knowledge Rating Chart 1 2 3

Task/Objective No Knowledge Some Knowledge Sound Knowledge

Name the Five Senses

Explain how our senses help us

Explain how our senses help us avoid danger

Match body parts to senses

Match pictures to the sense that is most likely used

• Activate background knowledge• Observe and record information• Compare and contrast• Relate experiences• Pique interest for learning• Pose questions (use “Curiosity Chart”)

Differentiation: Learning Styles

Students interact with the real world

Week 1: Observe & PersonalizeZull’s sensory cortex; Kolb’s concrete experiences

"At-a-Glance”: Sample of a lesson plan for the first week

CORI – Observe and Personalize First Week At-a-Glance

Day 1 Day 2 Day 3 Day 4 Day 5

Objec tives

• Estab lishpurpos efor fluent reading

• Practice Fluency • New Vocabulary

• Practice Fluency – Emphasize rhythm

• Analyze poem and connect tosenses

• Practice Fluency - Emphasize Prosody

• Author’s Mood &Theme

• Practice Fluency - Emphasize Prosody

•

• Practice Fluency • Read an /d or perfor m

actions fo r poem

Activities Introduce Poem on th eFive Senses • Model readi ngpoem • Chora l rea d poem • Discuss n ew an d

interesting words

• Chora l rea d poem with an empha sisi onrhythm

• Pose Questio :n Which senses are being used?

• Allow time fo rreflection

• Turn and talk • Sh areand record

thoughts

• Partner read poem • Pose Questio :ns -

What is t he author’ smood? - Wha t does the author want us tolearn (them )e ?

• Allow time fo rreflection

• Turn and talk • Sh areand record

thoughts

• Partner read poem • Students work i n

twos or threes to create a plan fo rpoetry performanc e(read an /d or actio )ns

• Sh are ideas fo rperformance

• Students practi ceperformance (rea dor perfor mactio )ns

• Students perform fo reach other oranother class

Reading

Materials • “Wha t Fluent Readi ng Soun dsLike” poster

• Poem ont he Five Senses (on cha )rt

• Poem ont he Five Senses (on cha )rt

• Chart paper wit hquestion an d spac eto record thoughts

• Poem ont he Five Senses

• Copy of poem fo reach student

• Chart paper wit hquestion

• Poem ont he Five Senses

• Copy of poem fo reach student

• Chart paper wit hquestion

• Poem ont he Five Senses

Objectives • T apprior knowled ge(make connectio )ns

• Estab lishpurpos efo r important concepts

• Use concrete experiences to explore senses

• Expl ore the sense san d make connections to pa stexperiences

• Find relationships on observatio ns abou tsenses

• Make predictio nsand as k questions about observations

• Based on observatio ns an dexperienc ,e form hypotheses about h owthe senses hel pus

Activities • Students turn & tal kabout wha t they kn ow about th e five senses

• Record thoughts on cha rtan d display it

• Students go outsi dewith recor d t hesenses they notic eas they walk/sit

• Sh aredata

• Student work at stations to explore the five senses

• Each station has a different sense toexplore

• Student recor dreactions on cha rts(words/picture )s

• Students sort & categorize reactions to senses (by face )s

• Students for mhypotheses about their findings

• Students pos equestions about t hesenses

• In smal l groups, stude nts discuss an drecord answers to t woquestio :ns

1. How do our sense shel p us satisfy our needs? (i.e., fin dfoo )d

2. How do our sense shel p avoi d dange ?rs

Science

Materials • “Wha t We Thin k We Know about the Five Sense ”s Chart

• Visual display of important concepts

• Recording cha , rtsclip boar ,ds pencils

• Chart pape r fo rrecordin gobservations

• Work stations fo reach sense

• Recording sheets

• Scissors • Constructio n paper

and glue • Chart pape r fo r

questions

Science/ Literacy

Connections/ Integrations

• Use language an /d orimages to describe what isexperienced

• Ask questions about the senses

• Thin k abou tresources that cou ldb e used to ans werquestions

Sample of a Five Senses Recording Sheet

(to be used at Stations)

Senses Recording Sheet

Taste

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Describe th e

taste i n w o r ds

Co nn e ct i o n s

W hat does t h e

taste m ak e

you th i nk of ?

Sample of Activity (to reflect and react)

Five Senses Activity Card

1. Cut out each object with its face and words.

2. Sort the faces.

3. Think about what you see.

4. Talk to you partners.

5. How do you think your senses help you?

6. Write or draw what you think in the box.

The Next Three Phases of CORI

Phase 2:

Search & Retrieve

Phase 3:

Comprehend & Integrate

Phase 4:

Communicate to Others

Students choose subtopics and learn to search for information

Students learn strategies for comprehending and integrating information

Students become experts and develop synthesis projects to share with others

• Students choose a topic to research• Expand knowledge about topic through research • Teams search for and gather information using a

variety of modes: multiple texts, graphs, charts, maps, tables, and media

• Work collaboratively in groups according to interest

Differentiation for interest and reading ability

Students choose subtopics and learn to search for information

Phase 2: Search & RetrieveZull’s back integrative cortex; Kolb’s reflection

Main instructional focus is on reading strategies (using guided reading groups to provide scaffolding)

• Determine critical details• Summarize important information from texts• Organize important information using concept maps• Use interesting texts and sources including internet• Collaborate and create plans and ideas for presenting

information to an audience

Differentiation: Interest, readiness (reading ability), learning styles

Students learn strategies for comprehending and integrating information

Phase 3: Comprehend & IntegrateZull’s frontal integrative cortex; Kolb’s generation of abstractions

• Communicate conceptual learning: teach an audience about science content

• Present information about content knowledge using oral and written language, as well as visual images

• Given criteria (rubrics), students choose how they will share new knowledge for an audience

Differentiation: Learning Styles

Students become experts and develop synthesis projects to share with others

Phase 4: Communicate to Others Zull’s motor cortex; Kolb’s active testing

Interesting Websites on the Five Senses

• The following websites from edHelper.com have an assortment of grade-appropriate, printable reading materials for primary students (at a cost):

ｷｷ http://freda.auyeung.net/5senses/... ｷｷ http://www.edhelper.com/five_senses.htm... ｷｷ http://freda.auyeung.net/5senses/smell.htm... ｷｷ http://freda.auyeung.net/5senses/taste.htm... ｷｷ http://www.edhelper.com/ReadingComprehension_27_68.html...

• Provide good activities for activating PK and observing & personalizing: ｷｷ http://www.fi.edu/qa97/me9/... - ｷｷ http://faculty.washington.edu/chudler/chtoget.html... (called Neuroscience for

Kids)

• Excellent for accelerated readers/enrichment ｷｷ http://www.nlm.nih.gov/changingthefaceofmedicine/resources/lesson_k_2.html...

• Incredible website for teachers - talks about senses and the brain ｷｷ http://www.hhmi.org/senses/c210.html

MORE Interesting Websites

CORI-related• http://www.cori.umd.edu/development/framework/• http://www.cori.umd.edu/overview/goals/reading.php• http://www.readingrockets.org/article/284• http://www.teach.virginia.edu/go/clic/nrrc/cori_r10.html

Zull-Kolb’s Work• http://neurons.wordpress.com/2008/06/01/learning-the-brain-

%E2%80%93-taylor-lamoreaux-adult-learning-zull-model/

References

• Guthrie, John L. & McCann, Ann Dacey. (1997). Characteristics of classrooms that promote motivations and strategies for learning. In J. T. Guthrie & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 128-148). Newark, Delaware: International Reading Association.

• Perencevick, Kathleen C. (2004) How the CORI Framework looks in the Classroom. In Guthrie, John T., Wigfield, Allan, & Perencevich, Kathleen C. (Eds.), Motivating reading comprehension: Concept-oriented reading instruction (pp. 25-53). Mahwah, NJ: Lawrence Erlbaum Associates.

• Zull, James E. (2002). The art of changing the brain: enriching the practice of teaching by exploring the biology of learning. Sterling, VA: Stylus

NOT the End- IF you choose to reflect… plan… &

act!