Deb Pickering at Oakland Schools March 2012 Am I Interested? Is this important?

Deb Pickering at Oakland Schools

March 2012

Am I Interested?Is this important?

Model of Attention and Engagement

Emotions: How do I feel?

Importance: Is this important?

Efficacy: Can I do this?


Interest: Am I interested?

• Use effective pacing.• Incorporate physical movement.• Demonstrate intensity and enthusiasm.• Use humor.• Build positive teacher-student and peer

relationships.• Use games and inconsequential

competition.• Initiate friendly controversy.• Present unusual information.• Question to increase response rates.

• Connect to students’ lives.• Connect to students’ life ambitions.• Encourage application of knowledge.• Provide choice.

• Track and study progress.• Use effective verbal feedback.• Provide examples of self-efficacy.• Teach self-efficacy.

Strategies

Strategies

• Use effective pacing.• Incorporate physical movement.• Demonstrate intensity and

enthusiasm.• Use humor.• Build positive teacher-student

and peer relationships.

• Track and study progress.• Use effective verbal feedback.• Provide examples of self-

efficacy.• Teach self-efficacy.

Efficacy: StrategiesEmotion: Strategies






• Use games and inconsequential competition.• Initiate friendly controversy.• Present unusual information.• Question to increase response rates.


• Use games and inconsequential competition.

Vocabulary games Turning questions into games

Effects of Games and Game-like Activities on Student Achievement

SynthesisStudy

Average Percentile

Gain

Szczurek, 1982 13VanSickle,1986 17

Haystead &Marzano, 2009

18

Vocabulary Games

Talk a Mile a Minute--Nonlinguistic

1

Famous people

65

32

74

Winston Churchill

Marie Curie

Joseph Stalin

Condoleezza Rice

NapoleonBonaparte

Vincent Van Gogh

Muhammad Ali

Famous people

1

4

3

65

7

2

Mahatma Gandhi Nelson

Mandela

Mother Teresa

Martin Luther King

Princess Diana

Osama bin Laden

George Clooney

1

6

5

3

7

4

Countries of the World

2United

Kingdom

Australia India

Spain Sweden

Turkey

Afghanistan

Math Terms

14/16

1/33/4

6/12

1

65

32

7

4

Diameter or Radius Percent Fractions

Octagon

Hypotenuse Pentagon

Pie Chart

icivics.org

Turning questions into games

Other sources of games:

Games made up by teachers and students Software and on-line adaptations of traditional gamesVideo games—general or developed for specific content

A teacher’s experience in the classroom with the video game Civilization:

The teacher explained that “students were intrigued with ‘what if’ questions they were able to pose through the simulation.”

For example, they asked, “What if historically weak civilizations were to become global superpowers? What would it take to get them there?”

Video Games in the Classroom? What the Research is Telling Usby John Rice

The teacher ... observed that “students engaging in the game often referenced traditional materials for help.”

“Rather than replace textbooks and other paper-based learning materials, the game encouraged students to consult them, and use them to gain knowledge for the sake of the game.”


Article downloaded December, 2010 fromhttp://www.eduquery.com/papers/Rice/techedge/Video_Games_in_the_Classroom.pdfNote: Article was originally published in the Winter, 2005 TechEdge, the quarterly journal of the Texas Computer Education Association.

http://www.eduquery.com/papers/Rice/techedge/Video_Games_in_the_Classroom.pdf

Other findings:• In math classes, students with the games completed three times as

many practice problems as the control groups.

• Students in experimental groups using video games showed higher motivation and post-test scores.

• Researchers “surveyed close to 2000 people in business and discovered positive links toward

work attitudes, willingness to take risks, and problem solving

among professionals who grew up playing video games versus those who did not.”




• Initiate friendly controversy.

Class vote Debate model Town hall meeting Legal model Perspective analysis

• Initiate friendly controversy.

Note: This was reported in Chip and Dan Heath’s book, Made to Stick.Citation for original article: Lowry, N., & Johnson, D. W. (1981). Effects of controversy on epistemic curiosity, achievement, and attitudes; Journal of Social Psychology, Vol 115(1) Oct 1981, 31-43.

Study: Grades 5/6, Discussions of controversial topic

Group One: Discussions designed to come to consensus

Group Two: Discussions designed to end without resolving

18% 45%

Interest in topic?

Study time?

Likely to visit library to get additional information?Attendance at film on the topic shown at recess?

Open-ended Controversy

A. Viking B. Samurai

If a Viking and a Samuraihad a battle, who would win?

Be ready to defend answer in terms of the culture, technology, mission, and the role in society of the warriors.

If you worked for Time Magazine and had to choose a “Person of the Decade” for the 1960’s, who would you select?

A. Martin Luther King, Jr. B. John F. Kennedy

C. The Beatles D. Lyndon Johnson

The 1960s Decade

Which character would you most like to have as a friend from Charlotte’s Web? Be ready to discuss the character traits that influenced your decision.

A. Wilbur

B. Charlotte

C. Templeton

http://en.wikipedia.org/wiki/File:CharlotteWeb.png

Could an asteroid crashing into Earth wipe out the human race?

A. YesB. I think soC. I don’t think soD. No way

National Geographic

Robert MacDougall Blog (robmacdougall.org)/

A. Viking B. Samurai

If a Viking and a Samuraihad a battle, who would win?

http://www.robmacdougall.org/index.php/2010/03/would-you-rather/

Sam made the following scores on unit tests for the term:

92, 92, 15, 65, 77, 92

Sam's teacher said that his grade would be based on the mean of his grades. Sam argued that his grade should be based on the median score of his grades. Sam’ parents argued for the mode. Which do you think best reflects Sam's work for the term? Be ready to explain your answer.

A. Mean B. Median C. Mode D. Other(be ready to explain)

Teaching the process of perspective analysis

1. Identify your position on a controversial topic.2. Determine the reasoning behind your position.3. Identify an opposing position.4. Describe the reasoning behind the opposing position.5. When you have finished, summarize what you have

learned.

Perspective analysis

Issue

Personal perspectiveReasons or

logicDifferent

perspectiveReasons or

logic

Different perspective

Reasons or logic

Issue

Personal perspectiveReasons or

logicDifferent

perspectiveReasons or

logic

Different perspective

Reasons or logic

Troops to AfghanistanI believe it was wrong to send in more troops.

It was, and still is, the right thing to do.

The decision was fine; setting a pull-out date made it wrong.



• Present unusual information.

Introducing a lesson Allowing students to research and collect interesting facts Inviting guest speakers

Dr. Seuss’ real name was Theodor Geisel. He was not a doctor, but his father had always wanted him to be one.

A man named Bennett Cerf bet Dr. Seuss $50 that he could not write a book that had only 50 words. That is how we got the book, Green Eggs and Ham.

His first book was rejected by 27 publishers before it was finally published.

Dr. Seuss

In a group of 23 people, at least two have the same birthday with the probability greater than ½.

12+3-4+5+67+8+9=100 There exists at least one other representation of 100 with 9 digits in the right order and math operations in between.

Math

http://www.cut-the-knot.org/do_you_know/coincidence.shtml

http://www.cut-the-knot.org/do_you_know/digits.shtml

What a Slice of Pi! As of 2005, the greatest calculation of pi has been done by Professor Yasumasa Kanada and a team of researchers who set a new world record by calculating the value of pi to 1.24 trillion places (that's 1,240,000,000,000).

A Strange Prime Number!The prime number 73,939,133 has a very strange property. If you keep removing a digit from the right hand end of the number, each of the remaining numbers is also prime. It's the largest number known with this property.

111,111,111 x 111,111,111 = 12,345,678,987,654,321

Pick any 3 digit number. (682) 1. Write this number backwards and subtract the smaller

number from the other. (682 - 286 = 396) 2. Take this answer and again invert it. (693) 3. Add your answer in 1. to the answer in 2.

(396 + 693 = 1089)

You will always get either 0 or 1089.

What's the difference between a million, a billion, and a trillion?

A million seconds is 12 days.

A billion seconds is 31 years.

A trillion seconds is 31,688 years

Unit: National Economics (GNP, national debt, deficit, etc.) Learning Goal: Students developing and understanding of:

The national debit is measured in trillions of dollars.

Bad idea #1- Time: The rich pay more in taxes but they get to drive in carpool lanes, and they are served first at all government offices, like the Department of Motor Vehicles.

Bad idea #2-Gratitude: The rich pay more taxes but anyone who applies for social services only receives the service after writing a thank you note to a nearby rich person—the government will keep track of who has not received one lately.

Bad idea #3-Power: The rich pay more taxes but they get two votes per election.

How to Tax the RichTry giving them perks and privileges in return, says Dilbert creator Scott Adams

The rich– Top 2%Three Bad ideas:

Give them Time, Power, Gratitude

• Present unusual information.

http://search.barnesandnoble.com/booksearch/imageviewer.asp?ean=9781550225204&imId=27576365

http://search.barnesandnoble.com/booksearch/imageviewer.asp?ean=9780060923303&imId=9335292

There is a car behind one of three doors; there is a goat behind each of the other two. The game show host invites you to pick a door.

Once you've picked a door, he opens one of the OTHER two doors to show you there is a goat behind that one.

1 2 3

“Let’s Make a Deal” problem

So far, so good. Now he gives you a choice. Before he opens the next door, you can keep your original guess or change your guess.

Which is the wisest course of action?

A. Keep your original guess–odds are betterB. Change your guess–odds are betterC. It does not matter; your odds are the same either way

1 3

So far, so good. Now he gives you a choice. Before he opens the next door, you can keep your original guess or change your guess.

Which is the wisest course of action?

A. Keep your original guess–odds are betterB. Change your guess–odds are betterC. It does not matter; your odds are the same either way

1 3

B. Change your guess—odds are better

1 3Stay Change

Lose Win2

1 32Stay Change

Lose Win

132

Stay Change

Win Lose



• Question to increase response rates.

Calling on students randomly Paired response Wait time Response chaining Choral response Simultaneous individual responses

Analog

Simultaneous individual responses


• Hand signals• Response cards/boards




Digital


Clickers



Using clickers to assess and record

Michelle is having fraternal twins. Which of the following scenarios is most probable? A. Two boys B. Two girls C. A boy and a girl D. All of the above are equally probable

Using clickers to encourage students’ interactions—with knowledge and with peers




B GBG BG

BB GB

GG

Baby 1

Baby 2





Is this important?


Is this important?

• Connect to students’ lives.• Connect to students’ life ambitions.• Encourage application of knowledge.


• Connect to students’ lives.Comparison tasksAnalogical reasoning tasks

• Connect to students’ life ambitions.Personal projects

• Encourage application of knowledge.Designing cognitively complex tasks Real-world applications


•Connect to students’ lives.


Neither a borrower nor a lender be; For loan oft loses both itself and friend.

Hamlet:Excerpts from advice from Polonius to his son, Laertes

Give thy thoughts no tongue, Nor any unproportion'd thought his act.

Beware of entrance to a quarrel, but being in, Bear't that the opposed may beware of thee…

This above all: to thine ownself be true.

Give thy thoughts no tongue, Nor any unproportion'd thought his act.

Universal message

from… Art and Science of Teaching

Unit: Polynomials

…student wanted to know what types of polynomials were used when rating quarterbacks in football. As a result of some Internet research, the student identified and could explain three formulas for rating quarterbacks:

National Football League Quarterback Rating Formula

a. = (((Comp/Att x 100) -30) / 20

b. = ((TSs/Att) x 100) /5

c. = ((Yards/Att) – 3) /4

a. b. c. and d. cannot be greater than 2.375 or less than 0.

AB rating = (a + b + c + d)/ 0.06

Example:

What is the probability of several different scenarios?

What is the formula the banker uses to make the offer?

Student Goal:

Parisian love

Obama budget



• Encourage application of knowledge.Designing cognitively complex tasks Real-world applications


Teaching what is important

Inventor Study: Do a research report on an inventor including important facts as illustrated here. Use the internet to find your information and prepare a presentation using technology.

Who invented the airplane?

Organizing ideas (principles and generalizations)

Terms and details (vocabulary, facts, and time sequences)

Skills and Processes— Procedural KnowledgeMental procedures

Psychomotor procedures

Information and Ideas--Declarative Knowledge

Organizing Ideas: Principles and generalizations

Students will demonstrate an understanding of…

Declarative Knowledge that can be applied

Terms and Details: (vocabulary, facts, time sequences)

Students will demonstrate an understanding of…

The topographical features of Tennessee.

Topography and natural resources influence the culture of a region.

The plot and theme of To Kill a Mockingbird.

Literature can both reflect and influence a society.

The distinguishing features of a penguin.

Animals have characteristics that are examples of adaptation.

The major causes, people, and events of the American Civil War.

???????Civil wars are the cruelest wars because every victory is a self-inflicted wound.

When people in a region place a very different value on a resource, civil war can be the result.

Makeover… ...with emphasis on generalizations and principles

Inventors

These obstacles and challenges can be

economic, physical,

social, and personal

• FACING OBSTACLES AND CHALLENGES: Those who have contributed to our lives often must face obstacles and challenges to their ideas and work.

Facing Obstacles and Challenges

ECONOMICLack of money;

poverty; no backers


PHYSICALIllness; physical

disability


SOCIALPeople

laughing or criticizing


PERSONALAngry;

insecure; blame others


PHYSICALIllness; physical

disability

ECONOMICLack of money;

poverty

SOCIALPeople

laughing or criticizing

PERSONALAngry;

insecure; blame others

• Which of these obstacles or challenges do you think are probably most difficult to overcome? Why?

??

Need Standards

DRAFT

READY TO TEST

REVISE

Brainstorm

THE PROCESS OF INVENTION

When evaluating how well the process of invention was used for a particular invention, you might ask…

Identifying Need?

Setting Standards?

Drafting, Testing and Revising?

Did these inventors do a good job with…


Identifying Need?

Setting Standards?




Identifying Need?


Identifying Need?

Setting Standards?




Identifying Need?

Setting Standards?




Identifying Need?

Setting Standards?


http://2.bp.blogspot.com/_ax5ZIdFoW1U/Stbf8pvTGGI/AAAAAAAAb-s/DZ8kYA9ZyEc/s1600-h/funny-gadgets-10.jpg

• Think of an invention that you think has been successful. Which phase, or phases, do you believe were done particularly well?


Then prompt students to apply the knowledge.

• Identified a need.

• Set standards.

• Drafted, Tested, and Revised.

How well did he/she do these? Could any of these been done better?

Describe how your inventor ..

Select an inventor. Look for information to address the following:

Describe any obstacles or challenges that your inventor faced that were

• Economic, Physical, Social, and or Personal?

Describe how he/she overcame or could not overcome these obstacles or challenges.

Describe any obstacles or challenges that your inventor faced that were

• Economic, Physical, Social, and or Personal?

Describe how he/she overcame or could not overcome these obstacles or challenges.

• Identified a need.

• Set standards.

• Drafted, Tested, and Revised.

How well did he/she do these? Could any of these been done better?

Describe how your inventor ..

Select an inventor. Look for information to address the following:


Then prompt students to apply the knowledge.

Romeo and Juliet

Alternatives

Criteria

Romeo & Juliet

Of Mice & Men

Scarlet Letter

Great Gatsby

People still read it today

Broad appeal—speaks to many

Meaningful message about life

Extends, breaks, or creates techniques with the form


In order to be transformational (21st century) and ENGAGE students in tasks THEY consider important, we would have to do more than

• Set the conditions

We would have to teach students in a way that would empower them to

• Pursue personal projects• Apply knowledge in meaningful ways

• Connect to students’ lives.

Analogical reasoning tasks

Analogy problemsMatch the relationship between the first two elements to the same relationship between the second two elements.

Example:

carpenter : hammer :: painter : _________

• Connect to students’ lives.

alligator : plover bird ::

_______ : _________

mutualism

Personal Projects

What if right now, we were to give you the rest of the day to create something (an idea, a program, a schedule, a task, strategy) that would help you, and the colleagues around you, to significantly increase the level of engagement of your students and improve their state test scores.

You would need to deliver a description of what you are creating, along with budget, time frame, expected results, etc.

•How would you react to this professional development opportunity?



• Encourage application of knowledge.Designing cognitively complex tasks Provide Real-world applications


In order to be transformational (21st century) and ENGAGE students in tasks THEY consider important, we would have to do more than

• Set the conditions

We would have to teach students in a way that would empower them to

• Pursue personal projects• Apply knowledge in meaningful ways

• Connect to students’ life ambitions.

Personal Projects

What would you do if you knew you could not fail?

Personal Projects

Phase 1: What do I want to accomplish?Phase 2: Who else has accomplished the same thing? Who

will support me?Phase 3: What skills and resources will I need?Phase 4: What will I have to change to achieve my goal?Phase 5: What is my plan? How hard will I have to work?Phase 6: What small steps can I take right now?Phase 7: How have I been doing?

What have I learned about myself?

Emotions: How do I feel?


Efficacy: Can I do this?






Importance: StrategiesInterest: Strategies

Go back to the topic or unit you identified as difficult. Does thinking about any of these strategies help you to address those difficulties?

Rate yourself on these two specific instructional goal areas.

• Use games and inconsequential competition.

• Initiate friendly controversy.• Present unusual information.• Question to increase response

rates.

• Connect to students’ lives.• Connect to students’ life

ambitions.• Encourage application of

knowledge.• Provide choice.


• Use effective pacing.• Incorporate physical movement.• Demonstrate intensity and enthusiasm.• Use humor.• Build positive teacher-student and peer

relationships.• Use games and inconsequential

competition.• Initiate friendly controversy.• Present unusual information.• Question to increase response rates.

• Connect to students’ lives.• Connect to students’ life ambitions.• Encourage application of knowledge.• Provide choice.

• Track and study progress.• Use effective verbal feedback.• Provide examples of self-efficacy.• Teach self-efficacy.

Strategies

Strategies

Documents

Deb Pickering at Oakland Schools March 2012 Am I Interested? Is this important?