Engaging Young Engaging Young Adolescents in Adolescents in Substantive Substantive ContentContent

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For more information or discussion on any of these topics:For more information or discussion on any of these topics:

Rick WormeliRick Wormelirwormeli@cox.netrwormeli@cox.net

703703--620620--24472447Herndon, Virginia, USAHerndon, Virginia, USA

(Eastern Time Zone)(Eastern Time Zone)

The Gettysburg AddressFour score and seven years ago our fathers

brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow --this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract…

With hocked gems financing him,With hocked gems financing him,Our hero bravely defied all scornful laughterOur hero bravely defied all scornful laughterThat tried to prevent his scheme.That tried to prevent his scheme.Your eyes deceive, he had said;Your eyes deceive, he had said;An egg, not a tableAn egg, not a tableCorrectly typifies this unexplored planet.Correctly typifies this unexplored planet.Now three sturdy sisters sought proof,Now three sturdy sisters sought proof,Forging along sometimes through calm vastnessForging along sometimes through calm vastnessYet more often over turbulent peaks and valleys.Yet more often over turbulent peaks and valleys.Days became weeks,Days became weeks,As many doubters spreadAs many doubters spreadFearful rumors about the edge.Fearful rumors about the edge.At last from nowhereAt last from nowhereWelcome winged creatures appearedWelcome winged creatures appearedSignifying momentous success.Signifying momentous success.

---- DoolingDooling and and LachmanLachman (1971)(1971)pp. 216pp. 216--222222

What What DisDisengages Young Adolescents?engages Young Adolescents?Removing students from Removing students from p.ep.e., fine and performing arts ., fine and performing arts classes to doubleclasses to double--up on math and reading classes for up on math and reading classes for state examsstate examsUnwavering adherence to pacing guides.Unwavering adherence to pacing guides.Homework that does not advance our cause. Homework that does not advance our cause. Assuming all students have reviewed content because Assuming all students have reviewed content because we called on a few to answer recall questions. we called on a few to answer recall questions. Telling students to study for the test. Telling students to study for the test. Relying solely on talking to students as our primary way Relying solely on talking to students as our primary way to get information across. to get information across. Watching videos for the whole class period. Watching videos for the whole class period. Lecturing for the majority of the period Lecturing for the majority of the period –– Lectures Lectures chunked works well.chunked works well.Teachers who are not interested in their own subjects. Teachers who are not interested in their own subjects.

What What EngagesEngages Young Adolescents? Young Adolescents?

1. 1. Expertise in young adolescents.Expertise in young adolescents.

Circle in your lesson plans where you see evidence of your Circle in your lesson plans where you see evidence of your expertise in teaching young adolescents.expertise in teaching young adolescents.

You Should find:You Should find:

Structure and clear limitsStructure and clear limitsPhysical activity every single day Physical activity every single day Frequent and meaningful experiences with fine and Frequent and meaningful experiences with fine and performing artsperforming artsOpportunities for selfOpportunities for self--definitiondefinitionSafe and inviting emotional atmosphereSafe and inviting emotional atmosphereStudents experiencing real competence daily Students experiencing real competence daily Meaningful participation in families, school, and communitiesMeaningful participation in families, school, and communities

““PhysicalizingPhysicalizing”” the abstract and symbolic:the abstract and symbolic:

Gets oxygen and nutrients to cognitive Gets oxygen and nutrients to cognitive centers of the brain via the bloodstreamcenters of the brain via the bloodstreamRelieves bone growth plate stressRelieves bone growth plate stressRelaxes students and improves their Relaxes students and improves their perspective/attitude perspective/attitude –– creates mild euphoria creates mild euphoria Supports cognitive theory regarding how Supports cognitive theory regarding how students best learnstudents best learnMakes abstract content vivid and thereby Makes abstract content vivid and thereby illuminates it illuminates it ItIt’’s fun and intrinsically motivating s fun and intrinsically motivating

Premise:Premise:

There is not any There is not any curriculum so symbolic curriculum so symbolic or abstract that we or abstract that we cannot cannot ““physicalizephysicalize”” it it for better student for better student learning. learning.

PhysicalizingPhysicalizing Process:Process:

Identify essential components, pieces, or Identify essential components, pieces, or definition of whatever wedefinition of whatever we’’re teachingre teachingPhysicalizePhysicalize those pieces and present them to those pieces and present them to the class.the class.Class critiques the Class critiques the physicalizationphysicalization in terms in terms of accuracy, comprehensiveness, of accuracy, comprehensiveness, appropriateness, and clarity. appropriateness, and clarity. ‘‘Makes Makes suggestions for improvement.suggestions for improvement.

All three steps are learning experiences that All three steps are learning experiences that help students internalize the knowledgehelp students internalize the knowledge. .

Concrete or Shape SpellingsConcrete or Shape Spellings

Ask students to spell words in ways Ask students to spell words in ways that demonstrate their meanings. For that demonstrate their meanings. For example, if the word is example, if the word is ““tall,tall,”” the letters the letters will be very tall on the page. If the word will be very tall on the page. If the word is is ““analysis,analysis,”” the letters will be broken the letters will be broken into smaller pieces, showing their into smaller pieces, showing their essential elements. If it is essential elements. If it is ““synthesis,synthesis,””students will write the letters coming students will write the letters coming together and forming something new together and forming something new as a result. as a result.

Share One, Get OneShare One, Get One

What Else Indicates Expertise in What Else Indicates Expertise in Young Adolescent Learning?Young Adolescent Learning?

Basic of students met: food, water, rest, good health, Basic of students met: food, water, rest, good health, physical presence. physical presence. Promotion of sleep Promotion of sleep ---- Make it a regular homework Make it a regular homework assignment assignment Teacher AdvisoryTeacher AdvisoryStudents involved in their own learning, including Students involved in their own learning, including assessmentassessmentStudentsStudents’’ knowing themselves as learners and becoming knowing themselves as learners and becoming their own advocatestheir own advocatesTeamingTeamingOutdoor Education programs Outdoor Education programs TeachersTeachers’’ patience with the emotional roller coasterpatience with the emotional roller coasterStress on growth plates on the ends of bones relieved Stress on growth plates on the ends of bones relieved regularly regularly –– get them moving every 15 minutes! get them moving every 15 minutes!

2. Formative assessment 2. Formative assessment 3. Creating prior knowledge where there was none3. Creating prior knowledge where there was none4. Summarization 4. Summarization 5. Structure: Our ability to retrieve information 5. Structure: Our ability to retrieve information

based on how it was structured when it first based on how it was structured when it first entered our minds, not how we studied itentered our minds, not how we studied it

6. Primacy6. Primacy--recency effectrecency effect7. Priming/preparing students7. Priming/preparing students’’ minds for learning minds for learning

prior to teaching important conceptsprior to teaching important concepts

What Else Engages Young Adolescents in Substantive Content?

8. Vividness in learning experiences8. Vividness in learning experiences9. Examples contrasted with near examples9. Examples contrasted with near examples10. Service learning10. Service learning11. Ample opportunities for articulating and 11. Ample opportunities for articulating and

defending thinkingdefending thinking12. Metaphors and analogies 12. Metaphors and analogies 13. Writing as a tool for learning more13. Writing as a tool for learning more14. Collaborative efforts among students14. Collaborative efforts among students15. Non15. Non--linguistic representationslinguistic representations

16. Not having to take notes during lectures 16. Not having to take notes during lectures and media presentations and media presentations

17. Getting students to learn the material in 17. Getting students to learn the material in terms of relationships, connections, and terms of relationships, connections, and patterns, not individual discreet piecespatterns, not individual discreet pieces

18. Flexible thinking among students; creating 18. Flexible thinking among students; creating mental dexteritymental dexterity

19. Teachers who know their subjects and how 19. Teachers who know their subjects and how to teach themto teach them

20. Teachers who sincerely enjoy being in the 20. Teachers who sincerely enjoy being in the presence of their students presence of their students

21. Students have a role in their own learning 21. Students have a role in their own learning

MetaphorsMetaphors

““Getting the picture does not mean Getting the picture does not mean writing the formula or crunching the writing the formula or crunching the numbers, it means grasping the numbers, it means grasping the metaphor.metaphor.””

---- James Bullock, 1994, p. 737James Bullock, 1994, p. 737

In math, models are the metaphors. In math, models are the metaphors.

LetLet’’s frame todays frame today’’s conversations conversation……II’’m a bit rusty on thism a bit rusty on this……LetLet’’s peel away the layers and see what lies in the center.s peel away the layers and see what lies in the center.It was anarchy in the cafeteria! It was anarchy in the cafeteria! There was an upturn in the economy.There was an upturn in the economy.Breaking newsBreaking news……Are you on the fence about it?Are you on the fence about it?Attack the arguments, not the person.Attack the arguments, not the person.If x = 2 and y = 4, what does 3x + 6y equal?If x = 2 and y = 4, what does 3x + 6y equal?Toss the idea around.Toss the idea around.The sinking of the The sinking of the LusitaniaLusitania was the catalyst forwas the catalyst for……You need to have parallel structure in this sentence You need to have parallel structure in this sentence WouldnWouldn’’t it be great to harness the power of the sun?t it be great to harness the power of the sun?WhatWhat’’s our benchmark for this standard? s our benchmark for this standard? How many main body paragraphs do you have?How many main body paragraphs do you have?WeWe’’re not on the same wavelength.re not on the same wavelength.Can I grab two minutes of your time today?Can I grab two minutes of your time today?This is a lot to absorb.This is a lot to absorb.I was floored by his behavior.I was floored by his behavior.Google it. Google it. Endoplasmic Reticulum is like the circulatory system of the cellEndoplasmic Reticulum is like the circulatory system of the cell..WhatWhat’’s the root of the word?s the root of the word?Do you get the point of this?Do you get the point of this?

Students must have a frame of reference to understand Students must have a frame of reference to understand the metaphor:the metaphor:

““He He flozzledflozzled his Website.his Website.””

---- Is this a good or a bad thing? We donIs this a good or a bad thing? We don’’t know. t know.

““He He flozzledflozzled his Website, and the fallout his Website, and the fallout was considerable.was considerable.””

This is probably something bad because we This is probably something bad because we understand that understand that ““falloutfallout”” usually refers to bad things, usually refers to bad things, such as the radioactive aftermath of a nuclear such as the radioactive aftermath of a nuclear detonation. We can gather meaning for the unknown detonation. We can gather meaning for the unknown phrase, phrase, ““flozzledflozzled,,”” because we understand the fallout because we understand the fallout metaphor. metaphor.

Ask students to reinforce their metaphors occasionally with assoAsk students to reinforce their metaphors occasionally with associated ciated attributes and verbs. Examples:attributes and verbs. Examples:

If students state that debate opponents If students state that debate opponents squared offsquared off about a controversial about a controversial issue, they can continue the metaphor by describing who was in eissue, they can continue the metaphor by describing who was in each ach cornercorner of the controversy. of the controversy. If they describe a particular year in Congress as a If they describe a particular year in Congress as a threethree--ring circusring circus, they , they can identify a particular policy or political party as the can identify a particular policy or political party as the ringmasterringmaster. . Students can observe a Students can observe a herdherd of classmates of classmates stampeding stampeding down the hallway. down the hallway.

It helps to make the implicit explicit:It helps to make the implicit explicit:

What does it mean to triangulate something?What does it mean to triangulate something?If our thinking is parallel to someone elseIf our thinking is parallel to someone else’’s thinking, what do we mean?s thinking, what do we mean?The character said that life was like a carnival TiltThe character said that life was like a carnival Tilt--aa--Whirl. What did she Whirl. What did she mean by that?mean by that?KiraKira just said she going to be toast tonight with these grades. Is just said she going to be toast tonight with these grades. Is this good this good or bad for her?or bad for her?

Metaphors Metaphors (Gallagher)(Gallagher)

IcebergIcebergSquare Peg, Round HoleSquare Peg, Round HoleBrake Pedal, Gas PedalBrake Pedal, Gas PedalPencil/EraserPencil/EraserBilliards TableBilliards TableSnow GlobeSnow Globe_______ is like a _______ because _______ is like a _______ because ________.________.

Metaphors Metaphors –– Analysis ChartAnalysis ChartSymbol to RepresentSymbol to RepresentExplanation of SymbolExplanation of SymbolHow this Symbol Connects to How this Symbol Connects to Character/EventCharacter/EventPassages Cited to Support this ConnectionPassages Cited to Support this Connection

---- ““SeenSeen”” and and ““UnseenUnseen””Elements/CharacteristicsElements/Characteristics

Great Books on Using Metaphors to TeachGreat Books on Using Metaphors to Teach::Deeper Reading (Gallagher) Deeper Reading (Gallagher) and and Metaphors Metaphors

We Live By (We Live By (LakoffLakoff and Johnson)and Johnson)

VividnessVividness““a lota lot”” –– Running to each wall to shout, Running to each wall to shout, ““aa”” and and ““lot,lot,”” noting space betweennoting space betweenComparing Constitutions Comparing Constitutions –– Former Former Soviet Union and the U.S. Soviet Union and the U.S. –– names names removedremovedReal skeletons, not diagramsReal skeletons, not diagramsSimulations Simulations Writing Process described while Writing Process described while sculpting with claysculpting with clay

Relating to StudentsRelating to StudentsRelationships transcend everything.

They don’t care how much we know

until they know how much we care.

Subject, teacher: It’s the same thing.

Let them know they make good

company.

Relating to Students Relating to Students (continued)(continued)

Affective versus academic is not a zero-sum.

Get them to like you?

Remember, they’re kids first.

Accept students as they are, not as you want

them to be.

Relating to Students Relating to Students (continued)(continued)

Model healthy responses to

struggle and failure.

Use the power of wait time.

Affirm; create rites of passage.

Allow physical touch.

Taking Positive RisksTaking Positive Risks

““The fellow who never makes a mistake The fellow who never makes a mistake takes his orders from one who does.takes his orders from one who does.””

---- Herbert Herbert ProchnowProchnow

““If I had been a kid in my class today, If I had been a kid in my class today, would I want to come back tomorrow?would I want to come back tomorrow?””

---- ElsbethElsbeth MurphyMurphy

““Nothing ventured, something lost.Nothing ventured, something lost.””---- Roland BarthRoland Barth

Negating StudentsNegating Students’’ Incorrect Responses Incorrect Responses While Keeping Them in the ConversationWhile Keeping Them in the Conversation

Act interestedAct interested, , ““Tell me more about thatTell me more about that…”…”Empathy and SympathyEmpathy and Sympathy: : ““I used to think that, I used to think that, too,too,”” or or ““I understand how you could conclude I understand how you could conclude thatthat…”…”Alter the realityAlter the reality: : ---- Change the question so that the answer is Change the question so that the answer is

correctcorrect---- ThatThat’’s the answer for the question Is the answer for the question I’’m about to m about to

askask---- When student claims he doesnWhen student claims he doesn’’t know, ask, t know, ask, ““If If

you DID know, what would you say?you DID know, what would you say?””

Negating StudentsNegating Students’’ Incorrect Responses andIncorrect Responses andWhile Them in the ConversationWhile Them in the Conversation

Affirm riskAffirm risk--takingtakingAllow the student more timeAllow the student more time or to ask for or to ask for assistanceassistanceFocus on the portions that are correctFocus on the portions that are correct

Remember: Whoever is responding to Remember: Whoever is responding to students is processing the information students is processing the information and learning. Who, then, should be and learning. Who, then, should be responding to students in the classroom? responding to students in the classroom? Students.Students.

Relating to Students:Relating to Students:Putting it all TogetherPutting it all Together

Merit Trust.

Be a member of humanity.

Know your students and their culture – It’s harder to be callous.

See students as capable.

Be the adult.

Be Inviting, Not Be Inviting, Not DisinvitingDisinviting

Greeting at the doorGreeting at the doorStudent work up in the roomStudent work up in the roomDirecting students to one anotherDirecting students to one anotherNegating incorrect responses Negating incorrect responses diplomaticallydiplomaticallyLocation of the teacherLocation of the teacher’’s desks desk

““All thinking begins with wonder.All thinking begins with wonder.””---- SocratesSocrates

Our job is not to make up Our job is not to make up anybodyanybody’’s mind, but to s mind, but to open minds and to make open minds and to make the agony of decisionthe agony of decision--making so intense you can making so intense you can escape only by thinking.escape only by thinking.””

---- Fred Friendly, Fred Friendly, broadcasterbroadcaster

CELL BODY

AXON

Myelin sheath

Schwann cellNode of Ranvier

Synaptic terminals

Dendrites Nucleus Synapses

Neuron

Oxygen/NutrientOxygen/Nutrient--Filled Filled BloodflowBloodflowWhen the Body is in Survival ModeWhen the Body is in Survival Mode

Vital OrgansVital Organs

Areas associated with Areas associated with growthgrowth

Areas associated with Areas associated with social activitysocial activity

CognitionCognition

The BrainThe Brain’’s s DilemnaDilemna::What Input to Keep, and What Input to Discard?What Input to Keep, and What Input to Discard?

SurvivalSurvivalFamiliarity/ContextFamiliarity/ContextPrimingPrimingIntensityIntensityEmotional ContentEmotional ContentMovementMovementNoveltyNovelty

---- Summarized from Pat WolfeSummarized from Pat Wolfe’’s s Brain MattersBrain Matters, 2001, 2001

Priming means we show students:

1) What they will get out of the experience (the objectives)

2) What they will encounter as they go through the experience (itinerary, structure)

Prime the brain prior to asking students to do any learning experience.

Chronological OrderChronological OrderDefinition and Key wordsDefinition and Key words: This involves putting facts, : This involves putting facts,

events, a concepts into sequence using time events, a concepts into sequence using time references to order them. Signal words include on references to order them. Signal words include on (date), now, before, since, when, not long after, and (date), now, before, since, when, not long after, and gradually. gradually.

““Astronomy came a long way in the 1500s and Astronomy came a long way in the 1500s and 1600s. In 1531, Halley1600s. In 1531, Halley’’s Comet appeared and caused s Comet appeared and caused great panic. Just twelve years later, however, great panic. Just twelve years later, however, Copernicus realized that the sun was the center of Copernicus realized that the sun was the center of the solar system, not the Earth, and astronomy the solar system, not the Earth, and astronomy became a way to understand the natural world, not became a way to understand the natural world, not something to fear. In the early part of the next something to fear. In the early part of the next century, Galileo made the first observations with a century, Galileo made the first observations with a new instrument new instrument –– the telescope. A generation later, the telescope. A generation later, Sir Sir IssacIssac Newton invented the reflecting telescope, a Newton invented the reflecting telescope, a close cousin to what we use today. Halleyclose cousin to what we use today. Halley’’s Comet s Comet returned in 1682 and it was treated as a scientific returned in 1682 and it was treated as a scientific wonder, studied by Edmund Halley.wonder, studied by Edmund Halley.””

Compare and ContrastCompare and ContrastDefintionDefintion and Key wordsand Key words: Explains similarities and : Explains similarities and

differences. Signal words include however, as well differences. Signal words include however, as well as, not only, but, while, unless, yet, on the other as, not only, but, while, unless, yet, on the other hand, either/or, although, similarly, and unlike. hand, either/or, although, similarly, and unlike.

““Middle school gives students more autonomy Middle school gives students more autonomy than elementary school. While students are asked to than elementary school. While students are asked to be responsible for their learning in both levels, be responsible for their learning in both levels, middle school students have more pressure to middle school students have more pressure to follow through on assignments on their own, rather follow through on assignments on their own, rather than rely on adults. In addition, narrative forms are than rely on adults. In addition, narrative forms are used to teach most literacy skills in elementary used to teach most literacy skills in elementary school. On the other hand, expository writing is the school. On the other hand, expository writing is the way most information is given in middle school.way most information is given in middle school.””

Cause and EffectCause and EffectDefinition and Key wordsDefinition and Key words: Shows how something : Shows how something

happens through the impact of something else. happens through the impact of something else. Signal words include because, therefore, as a result, Signal words include because, therefore, as a result, so that, accordingly, thus, consequently, this led to, so that, accordingly, thus, consequently, this led to, and nevertheless.and nevertheless.

““Drug abusers often start in upper elementary Drug abusers often start in upper elementary school. They experiment with a parentschool. They experiment with a parent’’s beer and s beer and hard liquor and they enjoy the buzz they receive. hard liquor and they enjoy the buzz they receive. They keep doing this and it starts taking more and They keep doing this and it starts taking more and more of the alcohol to get the same level of buzz. As more of the alcohol to get the same level of buzz. As a result, the child turns to other forms of stimulation a result, the child turns to other forms of stimulation including marijuana. Since these are the initial steps including marijuana. Since these are the initial steps that usually lead to more hardcore drugs such as that usually lead to more hardcore drugs such as Angel Dust (PCP), heroin, and crack cocaine, Angel Dust (PCP), heroin, and crack cocaine, marijuana and alcohol are known as marijuana and alcohol are known as ““gateway gateway drugs.drugs.”” Because of their addictive nature, these Because of their addictive nature, these gateway drugs lead many youngsters who use them gateway drugs lead many youngsters who use them to the world of hardcore drugs.to the world of hardcore drugs.””

Problem and SolutionProblem and SolutionDefinition and Key wordsDefinition and Key words: Explains how a difficult situation, : Explains how a difficult situation,

puzzle, or conflict develops, then what was done to solve it. puzzle, or conflict develops, then what was done to solve it. Signal words are the same as Cause and Effect above.Signal words are the same as Cause and Effect above.

““The carrying capacity of a habitat refers to the The carrying capacity of a habitat refers to the amount of plant and animal life its resources can amount of plant and animal life its resources can hold. For example, if there are only 80 pounds of hold. For example, if there are only 80 pounds of food available and there are animals that together food available and there are animals that together need more than 80 pounds of food to survive, one or need more than 80 pounds of food to survive, one or more animals will die more animals will die –– the habitat canthe habitat can’’t t ““carrycarry””them. Humans have reduced many habitatsthem. Humans have reduced many habitats’’ carrying carrying capacity by imposing limiting factors that reduce its capacity by imposing limiting factors that reduce its carrying capacity such as housing developments, carrying capacity such as housing developments, road construction, dams, pollution, fires, and acid road construction, dams, pollution, fires, and acid rain. So that they can maintain full carrying capacity rain. So that they can maintain full carrying capacity in forest habitats, Congress has enacted legislation in forest habitats, Congress has enacted legislation that protects endangered habitats from human that protects endangered habitats from human development or impact. As a result, these areas development or impact. As a result, these areas have high carrying capacities and an abundance of have high carrying capacities and an abundance of plant and animal life.plant and animal life.””

Proposition and SupportProposition and SupportDefintionDefintion and Key wordsand Key words: The author makes a general statement : The author makes a general statement

followed by two or more supporting details. Key words followed by two or more supporting details. Key words include: In addition, also, as well as, first, second, finally, include: In addition, also, as well as, first, second, finally, in in sum, in support of, therefore, in conclusion. sum, in support of, therefore, in conclusion.

““There are several reasons that teachers should There are several reasons that teachers should create prior knowledge in students before teaching create prior knowledge in students before teaching important concepts. First, very little goes into longimportant concepts. First, very little goes into long--term memory unless itterm memory unless it’’s attached to something s attached to something already in storage. Second, new learning doesnalready in storage. Second, new learning doesn’’t t have the meaning necessary for longhave the meaning necessary for long--term retention term retention unless the student can see the context in which it unless the student can see the context in which it fits. Finally, the brain likes familiarity. It finds fits. Finally, the brain likes familiarity. It finds concepts with which it is familiar compelling. In concepts with which it is familiar compelling. In sum, students learn better when the teacher helps sum, students learn better when the teacher helps students to create personal backgrounds with new students to create personal backgrounds with new topics prior to learning about them.topics prior to learning about them.

Claim and EvidenceClaim and EvidenceDefintionDefintion and Key wordsand Key words: The author makes a general statement : The author makes a general statement

followed by two or more supporting details. Key words followed by two or more supporting details. Key words include: In addition, also, as well as, first, second, finally, include: In addition, also, as well as, first, second, finally, in in sum, in support of, therefore, in conclusion. sum, in support of, therefore, in conclusion.

““There are several reasons that teachers should There are several reasons that teachers should create prior knowledge in students before teaching create prior knowledge in students before teaching important concepts. First, very little goes into longimportant concepts. First, very little goes into long--term memory unless itterm memory unless it’’s attached to something s attached to something already in storage. Second, new learning doesnalready in storage. Second, new learning doesn’’t t have the meaning necessary for longhave the meaning necessary for long--term retention term retention unless the student can see the context in which it unless the student can see the context in which it fits. Finally, the brain likes familiarity. It finds fits. Finally, the brain likes familiarity. It finds concepts with which it is familiar compelling. In concepts with which it is familiar compelling. In sum, students learn better when the teacher helps sum, students learn better when the teacher helps students to create personal backgrounds with new students to create personal backgrounds with new topics prior to learning about them.topics prior to learning about them.

EnumerationEnumerationDefinition and Key wordsDefinition and Key words: Focuses on listing facts, : Focuses on listing facts,

characteristics, or features. Signal words include to characteristics, or features. Signal words include to begin with, secondly, then, most important, in fact, begin with, secondly, then, most important, in fact, for example, several, numerous, first, next finally, for example, several, numerous, first, next finally, also, for instance, and in addition. also, for instance, and in addition.

““The moon is our closest neighbor. ItThe moon is our closest neighbor. It’’s 250,000 s 250,000 miles away. Itmiles away. It’’s gravity is only 1/6 that of Earth. This s gravity is only 1/6 that of Earth. This means a boy weighing 120 pounds in Virginia would means a boy weighing 120 pounds in Virginia would weigh only 20 pounds on the moon. In addition, weigh only 20 pounds on the moon. In addition, there is no atmosphere on the moon. The footprints there is no atmosphere on the moon. The footprints left by astronauts back in 1969 are still there, as left by astronauts back in 1969 are still there, as crisply formed as they were on the day they were crisply formed as they were on the day they were made. The lack of atmosphere also means there is made. The lack of atmosphere also means there is no water on the moon, an important problem when no water on the moon, an important problem when traveling there.traveling there.””

DataData--Retrieval ChartRetrieval Chart

Question 1 Question 2 Question 3 Question 4

Source 1

Source 2

Source 3

Components of Blood Content MatrixComponents of Blood Content Matrix

Red Cells White Cells Plasma Platelets

Purpose

Amount

Size & Shape

Nucleus ?

Where formed

PerceptionPerception

What do you see?What do you see?What number do you see?What number do you see?What letter do you see?What letter do you see?

Perception is when we bring meaning Perception is when we bring meaning to the information we receive, and to the information we receive, and it depends on prior knowledge and it depends on prior knowledge and what we expect to see. (Wolfe, what we expect to see. (Wolfe, 2001)2001)

Are we teaching so that students Are we teaching so that students perceive, or just to present perceive, or just to present curriculum and leave it up to the curriculum and leave it up to the student to perceive it?student to perceive it?

Visuals and Graphics are Powerful!Visuals and Graphics are Powerful!

Examples: Examples: When students are learning When students are learning

vocabulary terms, vocabulary terms, significantly more are significantly more are learned when students learned when students portray the words portray the words graphically (ex: Shape graphically (ex: Shape spellings) instead of spellings) instead of defining terms and using defining terms and using them in a sentence. them in a sentence.

Students can portray AristotleStudents can portray Aristotle’’s s Rhetorical Triangle (ethos, Rhetorical Triangle (ethos, pathos, logos) by juggling.pathos, logos) by juggling.

Sample Anticipation GuideSample Anticipation Guide

CC

Theme Me My Group Author“AQOTWF is not an accusation nor a confession, and least of all an adventure.”“War changes people.”“War forces people to reject traditional values and civilized behavior.”“Cruel trainers are the best instructors for soldiers about to go to war.”“True friendship endures all.”“Whole generations are destroyed by war.”“Nature is indifferent to mankind’s pain and decisions.”“To no man does the Earth mean so much as to the soldier.”“Every soldier believes in Chance.”

Use and Teach AnalogiesUse and Teach AnalogiesAntonymsAntonymsSynonymsSynonymsPart : WholePart : WholeWhole : PartWhole : PartTool : Its ActionTool : Its ActionTool user : ToolTool user : ToolTool: Object ItTool: Object It’’s Used Withs Used WithCategory : ExampleCategory : ExampleEffect : CauseEffect : CauseCause : EffectCause : Effect

• Increasing Intensity

• Decreasing Intensity

• Action : Thing Acted Upon

• Action: Subject Performing the Action

• Object or Place: Its User

• Noun : Closely Related Adjective

Journalistic vs. Encyclopedic WritingJournalistic vs. Encyclopedic Writing

““The breathing of The breathing of BenbowBenbow’’ss pit is deafening, pit is deafening, like uplike up--close jet engines mixed with a cosmicclose jet engines mixed with a cosmicbelch. Each new breath from the volcano belch. Each new breath from the volcano heaves the air so violently my ears pop in the heaves the air so violently my ears pop in the changing pressure changing pressure –– then the temperature then the temperature momentarily soars. Somewhere not too farmomentarily soars. Somewhere not too farbelow, redbelow, red--hot, pumpkin size globs of ejectedhot, pumpkin size globs of ejectedlava are flying through the air.lava are flying through the air.””

---- National GeographicNational Geographic, November 2000, p. 54, November 2000, p. 54

““A volcano is a vent in the Earth from which A volcano is a vent in the Earth from which molten rock (magma) and gas erupt. The molten rock (magma) and gas erupt. The molten rock that erupts from the volcano molten rock that erupts from the volcano (lava) forms a hill or mountain around the (lava) forms a hill or mountain around the vent. Lava may vent. Lava may flowoutflowout as viscous liquid, as viscous liquid, or it may explode from the vent as solid or or it may explode from the vent as solid or liquid particlesliquid particles…”…”

---- Global EncyclopediaGlobal Encyclopedia, Vol. 19 T, Vol. 19 T--UU--V, p. 627V, p. 627

TT--List or TList or T--Chart: WilsonChart: Wilson’’s 14 Pointss 14 Points

Reasons President Wilson Designed the Plan for Peace

Three Immediate Effects on U.S. Allies

Three Structures/Protocols created by the Plans

Main Ideas Details/Examples

1.

2.

3.

1.

2.

3.

1.

2.

3

Cornell NoteCornell Note--Taking FormatTaking FormatReduceReduce RecordRecord

[Summarize in[Summarize inshort phrasesshort phrasesor essentialor essentialquestions next questions next to each blockto each blockof notes.]of notes.]

ReviewReview ---- Summarize (paragraphSummarize (paragraph--style) style) your points or responses to the questions. your points or responses to the questions. Reflect and comment on what you learned. Reflect and comment on what you learned.

[Write your notes on this side.]

Text StructuresText Structures[Taking Notes with Compare/Contrast][Taking Notes with Compare/Contrast]

Concept 1 Concept 2

Somebody Wanted But SoSomebody Wanted But So[Fiction][Fiction]

SomebodySomebody (characters)(characters)……

wanted wanted (plot(plot--motivation)motivation)……, ,

but but (conflict)(conflict)……, ,

soso (resolution)(resolution)…… . .

Something Happened And ThenSomething Happened And Then[Non[Non--fiction]fiction]

Something (independent variable)…

happened (change in that independent variable)…,

and (effect on the dependent variable)…,

then (conclusion)… .

Narrowing the TopicNarrowing the Topic

The Civil WarPeople

Battles InventionsReasons

Is the topic narrow enough to be focused, but broad enough to have plenty to write about?

Battles of the Civil War

Gettysburg

ManassasAntietam Vicksburg

Is the topic narrow enough to be focused, but broad enough to have plenty to write about?

Battles of Gettysburg

Statistics

GeographyFamous People

Strategies

Is the topic narrow enough to be focused, but broad enough to have plenty to write about?

What was the “Fish hook” strategy used at the

Battle of Gettysburg?

Yeah. That’s it.

Provide ModelsProvide Models

Begin with the end in

mind.Students will outgrow their

models.

Teacher ActionTeacher ActionResult on Student Result on Student

AchievementAchievementJust telling students # correct and Just telling students # correct and incorrectincorrect

Negative influence on Negative influence on achievementachievement

Clarifying the scoring criteria Clarifying the scoring criteria Increase of 16 percentile pointsIncrease of 16 percentile points

Providing explanations as to why Providing explanations as to why their responses are correct or their responses are correct or incorrectincorrect

Increase of 20 percentile pointsIncrease of 20 percentile points

Asking students to continue Asking students to continue responding to an assessment until responding to an assessment until they correctly answer the itemsthey correctly answer the items

Increase of 20 percentile pointsIncrease of 20 percentile points

Graphically portraying student Graphically portraying student achievementachievement

Increase of 26 percentile pointsIncrease of 26 percentile points

-- Marzano, CAGTW, pgs 5-6

Getting StudentsGetting Students’’ AttentionAttention

How much instructional time is lost in How much instructional time is lost in the course of school year if you donthe course of school year if you don’’t t have an effective attention signal?have an effective attention signal?Task cardsTask cards

Attention SignalsAttention Signals

MovementMovementSoundSoundRain stickRain stickPower locationPower locationSpeak quietly, requesting an actionSpeak quietly, requesting an actionMinimize light blinkingMinimize light blinking

Attention MovesAttention Moves

Using studentsUsing students’’namesnamesProximityProximityRedirectingRedirectingStartlingStartlingPrePre--alertingalertingPromptsPromptsHumorHumorDramaDrama

•Students as assistants•Vocal inflection•Unison task•Argue (Devil’s Advocate)•Props•Connect to student’s imagination or life•Praise

Reading NotationsReading Notations

I agree with this. I agree with this.

XX I disagree with this. I disagree with this.

???? I donI don’’t understand this. t understand this.

!!!! Wow! (Wow! (‘‘Elicits a strong emotion)Elicits a strong emotion)

CLCL General ClaimGeneral Claim

EVEV Evidence for the Claim Evidence for the Claim (These can be numbered to indicate (These can be numbered to indicate

their sequence, too: EV1, EV2, EV3their sequence, too: EV1, EV2, EV3……))

Interactive NotebooksInteractive NotebooksUse Interactive Notebooks: Students record information and Use Interactive Notebooks: Students record information and skills they learn, then make personal responses to their skills they learn, then make personal responses to their learning, followed by teachers responding to studentslearning, followed by teachers responding to students’’explorations. The notebook contains everything that is explorations. The notebook contains everything that is ““testabletestable”” from the lessons, including handouts, charts, from the lessons, including handouts, charts, graphics, discussion questions, essays, and drawings. In graphics, discussion questions, essays, and drawings. In addition to teachersaddition to teachers’’ insights into studentsinsights into students’’ thinking, the thinking, the notebooks provide students themselves with feedback on their notebooks provide students themselves with feedback on their own learning. own learning.

Notebook KnowNotebook Know--HowHow by Aimee Bruckner (2005) by Aimee Bruckner (2005) ((www.stenhouse.comwww.stenhouse.com) (Pembroke in Canada)) (Pembroke in Canada)

http://http://interactivenotebook.jot.com/WikiHomeinteractivenotebook.jot.com/WikiHomewww.historyalive.comwww.historyalive.com (from the Teachers' Curriculum Institute(from the Teachers' Curriculum Institutehhttp://ttp://pages.prodigy.net/wtrucillo/interactive_notebook.htmpages.prodigy.net/wtrucillo/interactive_notebook.htm

33--22--113 3 –– Identify three characteristics of Renaissance art Identify three characteristics of Renaissance art

that differed from art of the Middle Agesthat differed from art of the Middle Ages2 2 –– List two important scientific debates that occurred List two important scientific debates that occurred

during the Renaissanceduring the Renaissance1 1 –– Provide one good reason why Provide one good reason why ““rebirthrebirth”” is an is an

appropriate term to describe the Renaissanceappropriate term to describe the Renaissance

3 3 –– List three applications for slope, yList three applications for slope, y--intercept intercept knowledge in the professional worldknowledge in the professional world

2 2 –– Identify two skills students must have in order to Identify two skills students must have in order to determine slope and ydetermine slope and y--intercept from a set of points intercept from a set of points on a planeon a plane

1 1 –– If (x1, y1) are the coordinates of a point W in a If (x1, y1) are the coordinates of a point W in a plane, and (x2, y2) are the coordinates of a different plane, and (x2, y2) are the coordinates of a different point Y, then the slope of line WY is what?point Y, then the slope of line WY is what?

Exclusion BrainstormingExclusion Brainstorming

The student identifies the word/concept that The student identifies the word/concept that does not belong with the others, then either orally or does not belong with the others, then either orally or in writing explains his reasoning:in writing explains his reasoning:

Mixtures Mixtures –– plural, separable, dissolves, no formula plural, separable, dissolves, no formula Compounds Compounds –– chemically combined, new properties, chemically combined, new properties, has formula, no compositionhas formula, no compositionSolutions Solutions –– heterogeneous mixture, dissolved heterogeneous mixture, dissolved particles, saturated and unsaturated, heat increases particles, saturated and unsaturated, heat increases Suspensions Suspensions –– clear, no dissolving, settles upon clear, no dissolving, settles upon standing, larger than moleculesstanding, larger than molecules

Save the Last Word for MeSave the Last Word for MeStudents read the passage, making notations as they go. Students read the passage, making notations as they go. They identify three or more sentences to which they have a They identify three or more sentences to which they have a response. response. Place students in groups of 3 to 5, then ask one member of Place students in groups of 3 to 5, then ask one member of each group to read a line that he has identified. He reads onlyeach group to read a line that he has identified. He reads only; ; there is no commentary or reason for choosing it given. there is no commentary or reason for choosing it given. Each group member other than the reading person responds to Each group member other than the reading person responds to that one line that one line –– agreeing, refuting, supporting, clarifying, agreeing, refuting, supporting, clarifying, commenting, or questioning. commenting, or questioning. After everyone else has had a chance to make a personal After everyone else has had a chance to make a personal response to the statement, the originator of the line gets to response to the statement, the originator of the line gets to offer his or her commentary offer his or her commentary –– ““getting the last wordgetting the last word”” on the on the topic.topic.When this round of discussion is done, the next person in the When this round of discussion is done, the next person in the circle calls out his chosen line from the text, and everyone circle calls out his chosen line from the text, and everyone responds to the line before this second person offers his responds to the line before this second person offers his commentary. So it goes with each member of the group. commentary. So it goes with each member of the group.

SynecticsSynectics(William J. Gordon)(William J. Gordon)

““The joining together of different andThe joining together of different andapparently irrelevant elementsapparently irrelevant elements,,”” or put more or put more

simply, simply, ““Making the familiar strange.Making the familiar strange.””

1.1. Teach a topic to students. Teach a topic to students. 2.2. Ask students to describe the topic, focusing on Ask students to describe the topic, focusing on

descriptive words and critical attributes.descriptive words and critical attributes.3.3. Teacher identifies an unrelated category to compare Teacher identifies an unrelated category to compare

to the descriptions in #2. to the descriptions in #2. (Think of a sport that (Think of a sport that reminds you of these words. Explain why you chose reminds you of these words. Explain why you chose that sport.) that sport.) Students can choose the category, too.Students can choose the category, too.

4.4. Students write or express the analogy between the Students write or express the analogy between the two: two: The endocrine system is like playing zones in The endocrine system is like playing zones in basketball. Each player or gland is responsible for basketball. Each player or gland is responsible for his area of the game.his area of the game.

44--Square Square SynecticsSynectics1.1. Brainstorm four objects from a particular category Brainstorm four objects from a particular category

(examples: kitchen appliances, household items, (examples: kitchen appliances, household items, the circus, forests, shopping malls). the circus, forests, shopping malls).

2.2. In small groups, brainstorm what part of todayIn small groups, brainstorm what part of today’’s s learning is similar in some way to the objects listed.learning is similar in some way to the objects listed.

3.3. Create four analogies, one for each object.Create four analogies, one for each object.

Example:Example: How is the human digestive system like each How is the human digestive system like each household item: sink, old carpet, microwave, broomhousehold item: sink, old carpet, microwave, broom

Example:Example: How is the Pythagorean Theorem like each How is the Pythagorean Theorem like each musical instrument: piano, drum set, electric guitar, musical instrument: piano, drum set, electric guitar, trumpet?trumpet?

““Word LinkWord Link””

1.1. Each student gets a word.Each student gets a word.2.2. In partners, students share the In partners, students share the link(slink(s) )

between their individual words.between their individual words.3.3. Partner team joins another partner team, Partner team joins another partner team,

forming a forming a ““word cluster.word cluster.””4.4. All four students identify the links among All four students identify the links among

their words and share those links with their words and share those links with the class.the class.

---- YoppYopp, Ruth Helen. , Ruth Helen. ““Word Links: A Strategy for Developing Word Word Links: A Strategy for Developing Word Knowledge,Knowledge,”” Voices in the MiddleVoices in the Middle, Vol. 15, Number 1, September , Vol. 15, Number 1, September 2007, National Council Teachers of English2007, National Council Teachers of English

InIn--Out Game: Students determine the Out Game: Students determine the classification a teacherclassification a teacher’’s statements exemplify, then s statements exemplify, then they confirm their hypothesis by offering elements they confirm their hypothesis by offering elements ““in in the clubthe club”” and elements and elements ““out of the club.out of the club.”” They donThey don’’t t identify the club, just the items in and out of it. If the identify the club, just the items in and out of it. If the studentsstudents’’ suggestions fit the pattern, the teacher suggestions fit the pattern, the teacher invites them to be a part of the club. The game invites them to be a part of the club. The game continues until everyone is a member. continues until everyone is a member.

Example: Example: SheShe is in the club but the class is not. is in the club but the class is not. TheyThey are in the are in the club, but the penguins are not. club, but the penguins are not. YouYou are in the club, but the are in the club, but the donuts are not. Give me something in and out of the club.donuts are not. Give me something in and out of the club.”” A A student guesses correctly that the club is for personal pronounsstudent guesses correctly that the club is for personal pronouns, , so she says, so she says, ““WeWe are in the club, but moon rocks are not.are in the club, but moon rocks are not.”” To To make it a bit more complex, announce the clubmake it a bit more complex, announce the club’’s elements and s elements and nonnon--elements in unusual ways that must also be exemplified by elements in unusual ways that must also be exemplified by the students, such as making all the items in and out of the cluthe students, such as making all the items in and out of the club b alliterative or related in some way. This can be as obvious or alliterative or related in some way. This can be as obvious or as as complex as you want it to be.complex as you want it to be.

SDA SDA -- Subtle Difference AnalysisSubtle Difference AnalysisIdentify words/concepts that are close in meaning, Identify words/concepts that are close in meaning, but not an exact match. Identify how they are similar but not an exact match. Identify how they are similar and what makes them and what makes them ““just offjust off”” the match. Example the match. Example pairs: pairs:

Outstanding/ExemplaryOutstanding/ExemplaryConfined/RestrictedConfined/RestrictedElaborate/ComplexElaborate/ComplexIntelligent/Smart Intelligent/Smart Child/OffspringChild/OffspringHouse/HomeHouse/HomeMature/WiseMature/WiseLate/TardyLate/TardySoil/DirtSoil/Dirt

Logical FallaciesLogical FallaciesAd HominemAd Hominem (Argument To The Man) (Argument To The Man) ---- Attacking the person Attacking the person instead of attacking his argument: instead of attacking his argument: ““Dr. JonesDr. Jones’’ conclusions conclusions on ocean currents are incorrect because he once plagiarized on ocean currents are incorrect because he once plagiarized an research article.an research article.””

Straw ManStraw Man (Fallacy of Extension) (Fallacy of Extension) ---- Attacking an exaggerated Attacking an exaggerated version of your opponent's position. "Senator Jones says that version of your opponent's position. "Senator Jones says that we should not fund the attack submarine program. I disagree we should not fund the attack submarine program. I disagree entirely. I can't understand why he wants to leave us entirely. I can't understand why he wants to leave us defenseless like that." *defenseless like that." *

The Excluded MiddleThe Excluded Middle (False Dichotomy) (False Dichotomy) ---- Assuming there are Assuming there are only two alternatives when in fact there are more. For only two alternatives when in fact there are more. For example, assuming Atheism is the only alternative to example, assuming Atheism is the only alternative to Fundamentalism, or being a traitor is the only alternative to Fundamentalism, or being a traitor is the only alternative to being a loud patriot. *being a loud patriot. *

From Jim MortonFrom Jim Morton’’ss’’ ““Practical SkepticPractical Skeptic”” website website http://members.aol.com/jimn469897/skeptic.htmhttp://members.aol.com/jimn469897/skeptic.htm) )

R.A.F.T.S.R.A.F.T.S.

R = Role, A = Audience, F = Form, T = Time/Topic, S = Strong R = Role, A = Audience, F = Form, T = Time/Topic, S = Strong adjective or adverb adjective or adverb

Students take on a role, work for a specific audience, use a parStudents take on a role, work for a specific audience, use a particular ticular form to express the content, and do it within a time reference, form to express the content, and do it within a time reference, such such as preas pre--Civil War, 2025, or ancient Greece. Civil War, 2025, or ancient Greece.

Sample assignment chosen by a student:Sample assignment chosen by a student:

A candidate for the Green Party (role), trying to convince electA candidate for the Green Party (role), trying to convince election ion board members (audience) to let him be in a national debate withboard members (audience) to let him be in a national debate withDemocrats and the Republicans. The student writes a speech Democrats and the Republicans. The student writes a speech (form) to give to the Board during the Presidential election in (form) to give to the Board during the Presidential election in 2004 2004 (time). Within this assignment, students use arguments and (time). Within this assignment, students use arguments and information from this past election with third party concerns, ainformation from this past election with third party concerns, as s well as their knowledge of the election and debate process. well as their knowledge of the election and debate process. Another student could be given a RAFT assignment in the same Another student could be given a RAFT assignment in the same manner, but this time the student is a member of the election bomanner, but this time the student is a member of the election board ard who has just listened to the first studentwho has just listened to the first student’’s speech. s speech.

Change the VerbChange the VerbAnalyzeAnalyze…… ExplainExplain……ConstructConstruct…… ReviseRevise……Decide betweenDecide between…… Argue againstArgue against……Why didWhy did…… Argue forArgue for……DefendDefend…… ExamineExamine……ContrastContrast…… DeviseDevise……IdentifyIdentify…… PlanPlan……ClassifyClassify…… CritiqueCritique……DefineDefine…… RankRank……ComposeCompose…… OrganizeOrganize……InterpretInterpret…… InterviewInterview……ExpandExpand…… Find support forFind support for……PredictPredict…… DevelopDevelop……CategorizeCategorize…… SupposeSuppose……InventInvent…… ImagineImagine……RecommendRecommend……

OneOne--Word SummariesWord Summaries

““The new government regulations for the The new government regulations for the meatmeat--packing industry in the 1920packing industry in the 1920’’s could s could be seen as an be seen as an opportunityopportunity……,,””

““PicassoPicasso’’s work is actually an s work is actually an argumentargumentforfor…….,.,””

““NASANASA’’s battle with Rockwell industries s battle with Rockwell industries over the warnings about frozen over the warnings about frozen temperatures and the Otemperatures and the O--rings on the rings on the space shuttle were space shuttle were trench warfaretrench warfare……..””

Basic Idea: Argue Basic Idea: Argue forfor or or againstagainst the word as the word as a good description for the topic. a good description for the topic.

Inquiry MethodInquiry Method1.1. Something Something arouses studentsarouses students’’ curiositycuriosity..

2.2. Students Students identify questionsidentify questions regarding topic. There is regarding topic. There is usually one main question with several subusually one main question with several sub--questions that questions that help answer the main question. These questions are help answer the main question. These questions are submitted to classmates for review. submitted to classmates for review.

3. Students 3. Students determine the process of investigationdetermine the process of investigation into topic. into topic. Their proposal for how to conduct the investigation is Their proposal for how to conduct the investigation is submitted to classmates for review and revision as submitted to classmates for review and revision as necessary. necessary.

4.4. Students Students conduct the investigationconduct the investigation..

5.5. Students Students share their findingsshare their findings..

Socratic SeminarSocratic SeminarPrePre--SeminarSeminar::A.A. Shared experiences, chosen for richness of ideas, issues, Shared experiences, chosen for richness of ideas, issues,

ambiguity, ambiguity, ““discussabilitydiscussability””B.B. Students reflect on material Students reflect on material

Group dynamics, ground rules, and courtesy are understood Group dynamics, ground rules, and courtesy are understood and accepted. and accepted.

SeminarSeminar: : A. Teacher asks a provocative question. Opening, Core, and A. Teacher asks a provocative question. Opening, Core, and

Closure QuestionsClosure QuestionsB. Students respond to the provocative question and each other. B. Students respond to the provocative question and each other. C. Teacher offers core questions that help students interpret anC. Teacher offers core questions that help students interpret and d

to reto re--direct, also direct, also evalutesevalutes and tries to keep mouth shut.and tries to keep mouth shut.C. Closing C. Closing –– connect to the real world of the student connect to the real world of the student

PostPost--SeminarSeminarWritings, Summations, Artwork, Reflection, Critique, AnalysisWritings, Summations, Artwork, Reflection, Critique, Analysis

Debate FormatDebate Format

1.1. Statement of the General Debate Topic and Why itStatement of the General Debate Topic and Why it’’s s Important Important –– 1 min.1 min.

2.2. Affirmative Position Opening Remarks Affirmative Position Opening Remarks –– 3 min. 3 min. 3.3. Negative Position Opening Remarks Negative Position Opening Remarks –– 3 min.3 min.4.4. Affirmative Position Arguments Affirmative Position Arguments –– 5 min.5 min.5.5. Negative Position Arguments Negative Position Arguments –– 5 min.5 min.6.6. Caucus Caucus –– Students on both teams consider their Students on both teams consider their

arguments and rebuttals in light of what has been arguments and rebuttals in light of what has been presented. presented. –– 3 min.3 min.

7.7. Affirmative Rebuttal and Questioning of the NegativeAffirmative Rebuttal and Questioning of the Negative’’s s Case Case –– 3 min.3 min.

8.8. Negative Rebuttal and Questioning of the AffirmativeNegative Rebuttal and Questioning of the Affirmative’’s s Case Case –– 3 min.3 min.

9.9. Closing Arguments Affirmative Position Closing Arguments Affirmative Position –– 2 min.2 min.10. Closing Arguments Negative Position 10. Closing Arguments Negative Position –– 2 min.2 min.

Taboo CardsTaboo Cards

PhotosynthesisPhotosynthesis

LightLightGreenGreenWaterWaterSunSun

ChlorophyllChlorophyllPlantPlant

ProduceProduce

Categorizing GamesCategorizing GamesAny game in which students categorize items Any game in which students categorize items

according to identified criteria. No one category can according to identified criteria. No one category can have less than three items. Individuals or teams can have less than three items. Individuals or teams can compete to be accurate and first. compete to be accurate and first.

ExamplesExamples: : Categorize the Greek gods and goddesses three Categorize the Greek gods and goddesses three different ways different ways (domains/powers, relationships, chronological (domains/powers, relationships, chronological appearance, frailties, usesappearance, frailties, uses……))

““Word SortsWord Sorts””Sort these student essays (products) into Sort these student essays (products) into ““Proficient,Proficient,”” ““Good, but in need of improvement,Good, but in need of improvement,””and and ““StrugglingStruggling””

Clever E

ndeavor

1. There’s no need to write substitute teacher plans or travel to a conference

2. One of the probable futures of teacher professional development

3. Can be archived

4. Interactive experience with a national presenter who doesn’t need to leave his own home

5. Requires the use of a computer hooked to the Internet

6. A spider’s home tossed like a fisherman would do

Human ContinuumHuman Continuum

A

D

Human ContinuumHuman ContinuumUse a human continuum. Place a long strip of Use a human continuum. Place a long strip of

masking tape across the middle of the masking tape across the middle of the floor, with an "Agree" or floor, with an "Agree" or ““YesYes”” taped at one taped at one end, and "Disagree" or end, and "Disagree" or ““NoNo”” at the other at the other end. Put a notch in the middle for those end. Put a notch in the middle for those unwilling to commit to either side. Read unwilling to commit to either side. Read statements about the daystatements about the day’’s concepts aloud s concepts aloud while students literally stand where they while students literally stand where they believe along the continuum. Be pushy believe along the continuum. Be pushy ––ask students to defend their positions.ask students to defend their positions.

LineLine--upup

Groups of students line up according to Groups of students line up according to criteria. Each student holds an index card criteria. Each student holds an index card identifying what he or she is portraying. identifying what he or she is portraying. Students discuss everyoneStudents discuss everyone’’s position with s position with one another one another ---- posing questions, posing questions, disagreeing, and explaining rationales. disagreeing, and explaining rationales.

LineLine--upupStudents can lineStudents can line--up according to:up according to:

chronology, sequences in math chronology, sequences in math problems, components of an essay, problems, components of an essay,

equations, sentences, verb tense, equations, sentences, verb tense, scientific process/cycle, patterns: scientific process/cycle, patterns:

alternating, category/example, alternating, category/example, increasing/decreasing degree, increasing/decreasing degree,

chromatic scale, sequence of events, chromatic scale, sequence of events, cause/effect, components of a larger cause/effect, components of a larger

topic, opposites, synonymstopic, opposites, synonyms

Meeting of Mindsat Rachel Carson Middle School

Portrayals of Dr. Sally Ride, Albert Einstein, Josef Stalin, Bob Dylan, Boss

Tweed, Dr. Robert Oppenheimer, Senator Joseph McCarthy, the

Unsinkable Molly Brown, Rosa Parks. In the background: Advisors for each

historical figure

Meeting of MindsMeeting of MindsStudents portray historical figures whoStudents portray historical figures who’’ve been called together ve been called together to discuss modern world issues and complex ideas. This to discuss modern world issues and complex ideas. This debate is moderated by the teacher. debate is moderated by the teacher. Each team of students researches the figure and shares a Each team of students researches the figure and shares a summary of what they discover with the class prior to the summary of what they discover with the class prior to the debate. debate. Prior to the debate, each team identifies how their figure wouldPrior to the debate, each team identifies how their figure wouldprobably respond to several the identified modern issues, and probably respond to several the identified modern issues, and what what ““holesholes”” they can poke in other figuresthey can poke in other figures’’ responses. responses. Each team has 5 Each team has 5 -- 6 members: 1 performing as the historical 6 members: 1 performing as the historical figure, 1 figure, 1 –– 3 who design a personalized backdrop for the figure 3 who design a personalized backdrop for the figure during the debate, 1during the debate, 1-- 3 who design and prepare an accurate 3 who design and prepare an accurate costume and props for the figure.costume and props for the figure.All team members research and discuss responses, citing All team members research and discuss responses, citing evidence for how the group determined the figureevidence for how the group determined the figure’’s responses s responses to the issues.to the issues.

Meeting of MindsMeeting of MindsPotential Topics for Discussion:Potential Topics for Discussion:

Should Earth have one language or Should Earth have one language or many? What are the roles of men and many? What are the roles of men and women in society?women in society?Should students be required to wear Should students be required to wear uniforms in school?uniforms in school?What are the qualities of a good leader?What are the qualities of a good leader?Should rap music lyrics be censored?Should rap music lyrics be censored?Should our country have gone to war?Should our country have gone to war?

Ropes Course GamesRopes Course Games

Ropes Course GamesRopes Course Games

Electric FenceElectric Fence (Getting over triangle fence (Getting over triangle fence without touching)without touching)

Spider WebSpider Web (Pass bodies through (Pass bodies through ““webbingwebbing”” withotwithot ringing the attached bells)ringing the attached bells)

Group BalanceGroup Balance (2(2’’X2X2’’ platform on which platform on which everyone stands and sings a short song)everyone stands and sings a short song)

NitroNitro--glycerin Relocationglycerin Relocation (previous (previous slide)slide)

Trust FallsTrust Falls (circle style or from a chair)(circle style or from a chair)

Rummy GamesRummy Games‘‘Played just like Rummy card games. Instead Played just like Rummy card games. Instead of a straight such as the four, five, six, seven of a straight such as the four, five, six, seven of spades, however, students get the of spades, however, students get the components of a sequence or set youcomponents of a sequence or set you’’ve ve taught. Examples: steps in photosynthesis, taught. Examples: steps in photosynthesis, process for dividing fractions, all the process for dividing fractions, all the elements for a animalelements for a animal’’s habitat, four things s habitat, four things that led to the Civil War, four equivalent that led to the Civil War, four equivalent fractions, four verbs in the past perfect tense fractions, four verbs in the past perfect tense

Students work off a central pile, drawing Students work off a central pile, drawing cards, discarding cards, just as in they would cards, discarding cards, just as in they would do in a Rummy or Gin Rummy game until do in a Rummy or Gin Rummy game until they achieve a winning hand. they achieve a winning hand.

SimulationsSimulations

www.teachinteract.comwww.teachinteract.comDale Seymour PublicationsDale Seymour Publications““Education SimulationsEducation Simulations”” on the Neton the NetExamples:Examples:Toothpick bridges, WWI Boot camp, Toothpick bridges, WWI Boot camp,

Mock Trials, Walking through the heart Mock Trials, Walking through the heart as blood cells, Ionic/Covalent bond as blood cells, Ionic/Covalent bond dancedance

Statues (Body Sculpture)Statues (Body Sculpture)

Students work in small groups Students work in small groups using every using every groupmembergroupmember’’ss body body to symbolically portray concepts to symbolically portray concepts

in frozen tableau. in frozen tableau.

Where does the learning occur? Where does the learning occur?

Resources for GamesResources for GamesMindwareMindware: : www.mindwareonline.comwww.mindwareonline.com (1(1--800800--999999--0398)0398)FluegelmanFluegelman, Andrew, Editor. , Andrew, Editor. The New Games BookThe New Games Book, Headlands , Headlands Press Book, Press Book, DoubedayDoubeday and Company, New York, 1976and Company, New York, 1976Henton, Mary (1996) Henton, Mary (1996) Adventure in the Classroom.Adventure in the Classroom. Dubuque, Dubuque, Iowa: Kendall HuntIowa: Kendall HuntLundberg, Elaine M.; Thurston, Cheryl Miller. (1997) Lundberg, Elaine M.; Thurston, Cheryl Miller. (1997) If TheyIf They’’re re LaughingLaughing…… Fort Collins, Colorado: Cottonwood Press, Inc.Fort Collins, Colorado: Cottonwood Press, Inc.RohnkeRohnke, K. (1984). , K. (1984). Silver BulletsSilver Bullets. Dubuque, Iowa: Kendall Hunt.. Dubuque, Iowa: Kendall Hunt.RohnkeRohnke, K. & Butler, S. (1995). , K. & Butler, S. (1995). QuickSilverQuickSilver.. Dubuque, Iowa: Dubuque, Iowa: Kendall HuntKendall HuntRohnkeRohnke, K. (1991). , K. (1991). The Bottomless Bag AgainThe Bottomless Bag Again. Dubuque, Iowa: . Dubuque, Iowa: Kendall HuntKendall HuntRohnkeRohnke, K. (1991). , K. (1991). Bottomless BaggieBottomless Baggie. Dubuque, Iowa: Kendall . Dubuque, Iowa: Kendall Hunt Hunt RohnkeRohnke, K. (1989). , K. (1989). CowstailCowstail and Cobras IIand Cobras II. Dubuque, Iowa: . Dubuque, Iowa: Kendall HuntKendall Hunt

Motivating Students Motivating Students When Nothing Else WorksWhen Nothing Else Works

• Teacher Assistance Teams• Specialists• Coaches or Pastors/Rabbis• Alternative Instruction• Strong relationship with trusted adult • Diet• Sleep• Doctor’s Physical Exam• Looping• Deal with poverty issues

Motivating Students When Motivating Students When Nothing Else Works Nothing Else Works (cont.)(cont.)

• Middle school concept• Teacher training in young adolescence • Videotaping• Behavior checklist• Use inertia• Deal with loneliness and/or powerlessness• Multiple intelligences• Ask the student

““I was put on earth by God I was put on earth by God in order to accomplish in order to accomplish

a certain number of thingsa certain number of things……right now I am so far behindright now I am so far behind……

I will never die!I will never die!””

--Calvin and HobbesCalvin and Hobbes