© 2009 aha! process, inc. · the growth of the mind and the endangered origins of intelligence....

© 2009 aha! Process, Inc.

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aha Process Inc.

People Training Tools

Agenda

I. Introduction

II. Ten Steps to Enhancing Motivation

1. Creating a relationship of mutual respect (Dorothy)

2. Enhancing Courage (Cowardly Lions)

3. Enhancing ability awareness (Scarecrows)

4. Enhancing Connectedness (Tin Men and Women)

5. Paving the yellow brick road with Positive Possible Self-

images and tools

6. Creating awareness of flying monkeys and poppy

fields

7. Identifying good witches and munchkins (Counselors, Help

Seeking skills, etc).

8. Building Emerald City (Future Story)

9. Enhancing Intrinsic Motivation (The Wizard and his Gists)

10. Enhancing enjoyment of life (Toto)

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Two major camps of motivational theories:

1. Beliefs, values and goals

2. Wants, needs, desires and reinforcements

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1. Beliefs, Values, and Goals Theories

Motivated People Believe in

– Themselves (confidence)

– The value of the task or content

– Positive outcomes

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inc. All rights reserved.

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aha Process Inc.


2. “Wants” and “Needs” Theories

Babies are born with wants, needs, and

desires. Belongingness Curiosity

Family Honor

Social justice Independence

Order Purpose

Power Social contact

Status Tranquility

Accomplishment Competence

Physical Activity

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Both camps acknowledge:

Individual’s motivational development is

strongly influenced by socialization agents,

such as parents, teachers, and peers, and

by the contexts in which they develop.

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Desires to achieve or positive self-beliefs are

enhanced or thwarted by environmental

factors (socializing agents).

Both camps acknowledge:

_______

_______

Research on motivation-thwarting agents generally fall into one of three categories:

Encouragers, please review with your group: • Two Camps of Theories

oWants, Needs, Desires oBeliefs, Values, Goals

• Both Camps Acknowledge Impact of Environment (Motivation can be Enhanced or Thwarted)

• Thwarting Agents Generally Fall into Three

Categories: oSelf-Efficacy oCourage oConnectedness

Agenda

I. Introduction

II. Ten Steps to Enhancing Motivation 1. Creating a relationship of mutual respect (Dorothy) 2. Enhancing ability awareness (Scarecrows)

3. Enhancing Courage (Cowardly Lions) 4. Enhancing Connectedness (Tin Men and Women) 5. Paving the yellow brick road with Positive Possible Self- images and tools 6. Creating awareness of flying monkeys and poppy fields 7. Identifying good witches and munchkins (Counselors, Help Seeking skills, etc). 8. Building Emerald City (Future Story) 9. Enhancing Intrinsic Motivation (The Wizard and his Gists) 10. Enhancing enjoyment of life (Toto)

The scarecrow would still be hanging on a post if it were not for…

Dorothy

(or Dan, or

another

key person)

Have students dedicate their

projects or test performance to

someone who cares abut them

and supports their efforts.

(Names of supportive people can trigger

goals.)

Disrespect looks like

Respect looks like

Explain what respect and disrespect look

like to you.

Disrespect looks like

Respect looks like

Ask your students what respect and

disrespect look like through their eyes.”

Disrespect looks like:

Acting like I’m bothering you

Respect looks like: Smiling at people

My Instructor’s Responsibilities:

My Responsibilities:

Re = again

Spect = to look or see

When we respect someone, we do not give up on relationship-building and other efforts.

What does the word respect mean?

We Begin by Examining our

Expectations

Brookover, et al. (1982), Cooper (1984),

Good (1987), and others have identified

numerous factors which can lead

teachers to hold lower expectations for

some students than others.

In your groups see how many of the top 13 factors

identified by Brookover, et al. (1982), Cooper (1984),

Good (1987), you can list in three minutes.

1. 6. 11.

2. 7. 12.

3. 8. 13.

4. 9.

5. 10.

GENDER. (Sex role stereotyping.)

All students can do well in this math class.

All students can do well in this English class.


SOCIOECONOMIC STATUS.



RACE/ETHNICITY.

All students can do equally well in this class.



RACE/ETHNICITY.

TYPE OF SCHOOL. (Inner city schools or rural schools are sometimes

presumed to be less capable.)



RACE/ETHNICITY.

TYPE OF SCHOOL. (inner city schools or rural schools are sometimes

presumed to be less capable

APPEARANCE. (The expense or style of students' clothes and students'

grooming habits)



RACE/ETHNICITY.




grooming habits.)

ORAL LANGUAGE PATTERNS. The presence of any nonstandard English

speaking pattern can sometimes lead teachers to hold lower expectations.



RACE/ETHNICITY.




grooming habits.)

ORAL LANGUAGE PATTERNS. The presence of any nonstandard English

speaking pattern can sometimes lead teachers to hold lower expectations.

MESSINESS/DISORGANIZATION. Students whose work areas or

assignments are messy are sometimes perceived as having lower ability.

READINESS. (Immaturity or lack of experience)


HALO EFFECT. Some teachers generalize from one characteristic a student

may have.



may have.

SEATING POSITION. If students seat themselves at the sides or back of the

classroom, some teachers perceive this as a sign of lower learning

motivation and/or ability and treat students accordingly.



may have.




NEGATIVE COMMENTS ABOUT STUDENTS. (The negative comments

of other staff members.)



may have.






OUTDATED THEORIES. Educational theories which stress the limitations

of learners can lead to lowered expectations.



may have.






OUTDATED THEORIES. Educational theories which stress the limitations

of learners can lead to lowered expectations.

TRACKING OR LONG-TERM ABILITY GROUPS. Placement in "low"

tracks or groups

I can’t do this work …

I don’t like this class …

I don’t understand …

yet.

yet.

yet.

yet.

I don’t like you ….

1. Calling on everyone in the room equitably.

2. Providing individual help.

3. Giving “wait time” (allows student enough time

to answer).

4. Asking questions to give the student clues

about the answer.

5. Asking questions that require more thought.

6. Telling students whether their answers are

right or wrong.

7. Giving specific praise.

How do we demonstrate expectations

in classrooms?

8. Giving reasons for praise.

9. Listening.

10. Accepting feelings of student.

11. Getting within arm’s reach of each student each day.

12. Demonstrating courtesy to students.

13. Showing personal interest and give compliments.

14. Touching students’ space to get their attention

(appropriately).

15. Desisting (do not call attention to every negative

student behavior).

Foster Relationships of Mutual Respect

In a study of 14,879 individuals aged 12–25 years against 1.5 million data points.

What makes the biggest difference in the success of a child?

—Dr. Tony Bates, in a speech in Dublin, Ireland, April 19, 2012

ONE GOOD ADULT

Parent

(telling)

Child (whining)

Adult (asking)

You shouldn’t do that.

It’s wrong to …

That’s stupid,

immature.

You are good, bad,

worthless, beautiful.

Quit picking on me!

You don’t love me!

I hate you!

You’re ugly.

It’s your fault.

You made me do it.

I need …

What’s your plan?

What are your

choices?

If you did know, what

would you say?

Voices

Note. Adapted from work of Eric Berne

Negotiation

Skills:

Voices

In what ways could this be resolved? What factors will be used to determine the effectiveness/quality of ______? I would like to recommend ______. What are choices in this situation? I am comfortable (uncomfortable) with ______. Options that could be considered are ______. For me to be comfortable, I need the following things to occur: ______. These are the consequences of that choice/action: ______. We agree to disagree.

Quit picking on me. You made me do it. You don't love me. You made me mad. You want me to leave. She, he ______ did it. Nobody likes (loves) me. Don't blame me. I hate you. It's your fault. You're ugly. You make me sick.

CH I LD

ADUL

T

P A R E N T

Adapted from work

of Eric Berne.

You (shouldn't) should do that. It's wrong (right) to do ______. That's stupid, immature, out of line, ridiculous. Life's not fair. Get busy. You are good, bad, worthless, beautiful (any judgmental comment). You do as I say. If you weren't so ______, this wouldn't happen to you. Why can’t you be like ______?

Issue Reframing (use adult voice)

Talking back to the

teacher

Physical fighting

I can’t do it.

I don’t like you.

Another student calls

him/her a name, and the

student reacts.

I am going to quit.

Reframing Discipline Issues

Issue Reframing (use adult voice)

Talking back to the teacher How does that help you win?

How does talking back help you get what

you want?

Physical fighting It takes more strength to stay out of a fight

than get into a fight. How strong are you?

I can’t do it. Are you tough?

I don’t like you. I don’t like everything you do either. But I

care about you a great deal.

Another student calls

him/her a name, and the

student reacts.

Who is in control here? You or him?

I am going to quit. How will you be respected if you do not

know if you are being cheated or not?

Reframing Discipline Issues

Mutual respect is as much about non-verbals as it is about what we say.

• Instability (frequent moves)

• Fewer household routines

• Greater incidence of family disruptions, violence, and separations

• Harsher child-rearing patterns

• Less emphasis on self-directedness

• Greater exposure to aggressive peers and deviance

• Less interpersonal trust

• Less of a sense of belonging (connectedness) to school

Under-resourced students must suspend

the “emotional memory bank” of the

past, which includes …

–Evans, 2004, pp. 77–92; Greenspan & Benderly, 1997, p. 103

Evans, G. W. (2004). The environment of childhood poverty. American Psychologist, 59(2), 77–92.

Greenspan, S. I., & Benderly, B. L. (1997). The growth of the mind and the endangered origins of intelligence. Reading, MA: Addison-Wesley.

Establishing Trust 1. Talk Straight

2. Demonstrate Respect

3. Create Transparency

4. Right Wrongs

5. Show Loyalty 6. Deliver Results 7. Get Better

8. Confront Reality

9. Clarify Expectation

10. Practice Accountability

11. Listen First

12. Keep Commitments

13. Extend Trust

CRITERIA 1 2 3 4

ENSEMBLE

CONTRIBUTION

Does not pay

attention to

conductor

Listens only to

his/her playing

Too loud/too soft

for group

Periodically pays

attention to

conductor

Is mostly in balance

with group

Listens to his/her

section

Little understanding

of his/her

contribution to

melody

Mostly follows

conductor’s

interpretations

In balance with

group

Mostly listens to

piece as whole

Can verbally

articulate

contribution to

melody but does

not always

reflect that in

his/her playing

Follows

conductor’s

interpretation

In balance with

group

Listens to piece

as whole

Understands

his/her

contribution to

melody

Rubrics are particularly beneficial to students who are acutely concerned

about fairness.

lf-Assessment Rubric

Cowardly-Lion Students

If I only had courage

Teach and regularly remind students to:

Stand straight

Look at people when talking to them

Look people in the eyes

Look confident

Smile often

Express a positive attitude

Teach Behaviors the Enhance Courage

Hidden Rules of College

51

Syllabi

Children who are punished for

making mistakes become fearful

of trying anything new.

Fear of Failure

Ask, “What did you learn

from this mistake?”

Strategy

Say, “Thank you for

making that mistake.

Now we can learn

something.”

When students make mistakes tell

them to ask themselves three

questions:

1) What mistake did I make?

2) What could I have done differently?

3) What will I do next time?

56

Enormous elephants can be held by small chains or ropes.

Learned Helplessness

To Reverse Learned Helplessness:

Remind students about positive previous experiences. Fortunately, people can be immunized against learned helpless when they are helped to become increasing aware of previous positive experiences. (Seligman)

Economic group Affirmations

(strokes)

Prohibitions

(discounts)

Welfare 1 for every 2

Working class 2 for every 1

Professional 6 for every 1

Affirmations and Discounts

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children.

Baltimore, MD: Paul H. Brookes.

Positive self-talk

Require students to use their own names during positive self-talk practice. (Lion is brave…) (Lisa can …..)

Tin Man Students

If only had a heart (for my work)

Success = __% cognitive,

and __% emotional.

Success = 20% cognitive,

and 80% emotional.










the “emotional memory bank” of the past,

which includes …




65

Tie tasks to real-life experiences.

“The daily use of math by adolescent

street vendors in Brazil is in the 98% to

99% accuracy range. But in a laboratory,

their accuracy drops by half, even on

tasks that require the exact same skills.”

–Jensen, Enriching the Brain (2006, p. 20)

Let’s design one of your bulletin boards for the year…

Example: (From Indiana Standards)

Geometry involves relationships among shapes and their properties and offers ways to interpret our physical environment.

Post and Discuss a Purpose Statement for Each Discipline Bransford, J. D., Brown, A. L., and Cocking, R. R. (Eds.). (2000). Hill, H. C., Blunk, M. L., Charalambous, Y., Lewis, J. M., Phelps, G. C., Sleep, L.,

and Ball, D. L. (2008). Kilpatrick, J., Swafford, J., and Findell, B. (Eds.). (2001). Krauss, S., Brunner, M., Kunter, M., Baumert, J., Neubrand, M.,

Blum, W., et al. (2008). National Research Council. (2005). Senge, P. (1994). Shulman, L. (1987).

With your neighbor, please develop a purpose statement for one of the core disciplines subjects.

Post and Discuss a Purpose Statement for Each Discipline Bransford, J. D., Brown, A. L., and Cocking, R. R. (Eds.). (2000). Hill, H. C., Blunk, M. L., Charalambous, Y., Lewis, J. M., Phelps, G. C., Sleep, L.,

and Ball, D. L. (2008). Kilpatrick, J., Swafford, J., and Findell, B. (Eds.). (2001). Krauss, S., Brunner, M., Kunter, M., Baumert, J., Neubrand, M.,

Blum, W., et al. (2008). National Research Council. (2005). Senge, P. (1994). Shulman, L. (1987).

Plan-Work-Celebrate

Celebratory rewords improve attitudes about content.

Autonomy has a direct correlation to motivation: intrinsic motivation decreases as autonomy decreases.

The more autonomous a person’s motivation, the greater their persistence, performance, and wellbeing.

–Ryan & Deci, 2000

In a research study, people were asked to perform mental tasks in the presence of distracting noises.

After they were told that they could use a switch to turn off the noise, their performance improved, even though few ever flipped the switch.

Autonomy Independence ≠

72

If you choose , then you have chosen .

–Ruby Payne

Make Future-Oriented Choices

If I choose , then I have chosen .

–Ruby Payne

Make Future-Oriented Choices

Continue the Conversation

@bethanieHtucker

#ahaBridges

#ahaEd

Ask Key Question

What is your plan?

77

You want to ask someone out on a date … you have the flu, allergic reaction

resulting in whelps on your fact, and you spilled ketchup on your clothes.

1st Group: Rate your chances of getting a date.

2nd Group: Think of ways you can make this happen in spite of … then rate your chances.

20%

80%

Developing a Sense of Connectedness

Think/Pair/Share

Copyright © 2005 aha! Process, Inc. www.ahaprocess.com

OHT 78

79

Teach students how to express their opinions

formally, and to cite reasons or evidence:

I think _____ because ______.

Say This

Not this

I disagree because…

That’s stupid!

When you disagree

81

Give reasons why you agree or disagree.

I agree because …

I disagree because …

I agree, and …

I have evidence …










the “emotional memory bank” of the past,

which includes …




• Anxiety • Hopelessness • Shame • Boredom • Anger

• Acceptance (I accept that this has happened.) • Putting into perspective (Worse things could happen.) • Positive refocusing (I’ll think about something happy instead of what happened.) • Positive reappraisal (I can learn something from this.)

Teach students to identify and

regulate their emotions.

Gratitude Journals

Scarecrow Students

If I only had a brain


•Competence •Self-Efficacy

Mediation

STIMULUS

What

MEANING

Why

STRATEGY

How

Mental Prowess

Socioeconomic Status (SES) and Neurocognitive Development

SES disparities in language and memory ability are statistically significant.

Farah, M. J., Shera, D. M., Savage, J. H., Betancourt, L., Giannetta, J. M., Brodsky, N. L., … Hurt, H. (2006). Childhood

poverty: Specific associations with neurocognitive development. Brain Research, 110(1), 166–174.

With your neighbor, please define self-efficacy.

Bandura (1977, 1997) defines self-efficacy as individuals' confidence in their ability to organize and execute a given course of action to solve a problem or accomplish a task.

Effort Luck Ability

Know why You Succeed or Fail

92

"You really stuck to that until you got it.

That's wonderful!"

"It was a hard project, but you did it one step

at a time and it turned out great!"

"I like how you chose the tough problems to

solve. You're really going to stretch yourself

and learn new things."

“Your efforts paid off. Good job.”

When a student tries hard but

still fails, say,

“I think you had trouble with this

because you didn’t think about

the questions as effectively as

you could. Let me suggest … ”

Attribution Theory, continued

93

When a student does not put

forth adequate effort, say,

"You can do better on the

next test if you work harder."

Attribution Theory, continued

94

Mindset

By Carol Dweck

Intelligence Is Developmental

Even Einstein wasn't Einstein until he put in years of focused hard work.

Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House.

Point students’ growth out to them.

Look at what you can do now that you

couldn’t do a week (month, year) ago.


Expert teachers add visuals to auditory instruction.

Research by Mayer (2005) found that adding visuals resulted in an 89% advantage in learning outcomes.

© 2012 by aha! Process, inc. All rights reserved. www.ahaprocess.com

99


Question:

Who benefits most from visuals?

A. Novice learners

B. Expert learners

C. Both groups benefit equally

© 2012 by aha! Process, inc. All rights reserved. www.ahaprocess.com

100


SES disparities in language and memory ability are statistically significant.

Farah, M. J., Shera, D. M., Savage, J. H., Betancourt, L., Giannetta, J. M., Brodsky, N. L., … Hurt, H. (2006). Childhood

poverty: Specific associations with neurocognitive development. Brain Research, 110(1), 166–174.

Visual and spatial cognition did not differ significantly.


Active Voice:

Subject Verb Object

The horses pulled the wagon.

Passive Voice: Subject (object of the verb) Verb

The wagon was pulled by the horses.

Mental Model for Active and Passive Voice


There are two ways to get from the first floor

to the top floor: the stairs, and an elevator …


When your income takes the stairs …

and the cost of living takes the elevator,

This is inflation!


This is blood pressure.

Mental Model for Blood Pressure


+ Good guy – Bad guy

Get

+ Coming to town – Leaving town

+

+ –

–

+ –

+

–

+ –

–

+

Mental Models in Math for Multiplication

of Positive and Negative Numbers


Mental Models

in Math for the

Pythagorean

Theorem


MENTAL MODEL

FOR WRITTEN

EXPRESSION

Source: Project

Read® excerpt

reprinted with

permission of

copyright holder,

LanguageCircle

Enterprises, Inc., and

its creators Victoria

Greene and Mary Lee

Enfield, Ph.D.

Contact: (800) 450-

0343.

www.projectread.com


FIVE MODELS TO USE FOR ORGANIZIN WRITING

1. HAND 2. LADDER

3. CAR 4. CROSS 5. HAMBURGER


Create a mental picture of what

organization looks like.


Help students accept the fact that

relationships will change.


Tyranny of the Moment

“The need to act overwhelms any willingness people have to learn.”

Source: The Art of the Long View by Peter Schwartz.

“The healthier you are psychologically, or the less you may seem to need to change, the more you can change.”

Source: Management of the Absurd, (1996), by Richard Farson.


Internet addiction

Internet

Online gambling

Social networking

Substance abuse

Beware!


Interview Someone who Graduated

(from High School or College)

•Process Skills •Self-Regulation Skills

Process Feedback!

What is perhaps the most effective

strategy teachers can provide

students in terms of motivation

and achievement?

1. Use planning behaviors.

2. Focus perception on specific stimulus.

3. Control impulsivity.

4. Explore data systematically.

5. Use appropriate and accurate labels.

6. Organize space using stable systems of reference.

7. Orient data in time.

8. Identify constancies across variations.

9. Gather precise and accurate data.

10. Consider two sources of information at once.

11. Organize data (parts of a whole).

12. Visually transport data.

Adapted from the work of Reuven Feuerstein

Process Skills

STEPS AMOUNT

OF TIME 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Plan steps of a project.

•Process Skills •Self-Regulation Skills

Only 40% of doctoral students, after completing their coursework, ever complete their dissertations.

Marshmallow Test

126

–Mischel, Ebbesen, & Raskoff Zeiss, “Cognitive and Attentional Mechanisms in Delay of Gratification” (1972)

Self-monitoring Identifying task strategies

Self-instruction Time management

Self-consequences Self-evaluation

Goal setting Environmental structuring

Help seeking Organizing

Information seeking Rehearsing

Memorizing Reviewing notes

Considering choices Evaluating results

Focusing

Self-regulation skills

“I will think before beginning … ”

“I am in control.”

“What is the first step?”

“Look at all of the possibilities.”

Controlling Impulsivity

• “What is your plan?”

• Step Sheets









Focusing


131 www.achievethecore.org

Print Features bold print colored print italics Footnotes Font

titles

headings subheadings sidebars and pull-down boxes parenthetical references number of columns on a page

labels captions symbols and icons quotations bullets

Graphic Aids diagrams graphs schedules

figures Tables overlays

maps Charts articles

cross-sections timelines documents

Organizational Aids table of contents guide words

index preface

glossary headers and footers

pronunciation guide appendix

Illustrations photographs drawings cartoons

posters

sketches

acrylic, watercolor, oil paintings advertisements

Structures of Informational Texts

Find purpose

Overview chapter headings

Charts, graphs, and pictures

Understand each paragraph

Summarize

Focusing Strategy

Word Know it well Have seen

or heard it

No

clue

rhombus

triangle

pentagon

quadrilateral

trapezoid

square

X

X

X

X

X

X

Knowledge Rating Scale









Focusing Sorting


Criteria Unsatisfactory Satisfactory Good Excellent

Completion of

Assignment

• less than 50% of the assignment

has been completed

• 50–65% of the assignment

has been completed


has been completed


has been completed

Presentation and

Organization

• no name, date, or assignment title

included

• poor use of white space

(indentation, blank lines)

• disorganized and messy

• name, date, and

assignment title included

• use of white space makes

program easy to read

• organized work

• name, date, and

assignment title included

• good use of white space

• organized work

• name, date, and assignment

title included

• excellent use of white space

• effective use of bold and

italics

• creatively organized work

Correctness • program does not execute due to

errors

• no error-checking code included

• no testing has been completed

• program executes without

errors

• program handles some

special cases

• some testing has been

completed


errors

• program handles most

special cases

• thorough testing has been

completed


errors

• program handles all special

cases

• program contains error-

checking code

Efficiency • program uses a difficult and

inefficient solution

• programmer has not considered

alternate solutions

• program uses a logical

solution that is easy to

follow, but it is not the most

efficient

• programmer has

considered alternate

solutions

• program uses an efficient

and easy to follow solution

(i.e., no confusing tricks)

• programmer has

considered alternate

solutions and has chosen

the most efficient

• program uses a solution that

is easy to understand and

maintain

• programmer has analyzed

many alternate solutions and

has chosen the most efficient

Documentation • no documentation included • basic documentation has

been completed, including

descriptions of all variables

• program has been clearly

documented, including


• clearly and effectively

documented, including


Compare Your Work with Rubric Criteria









Focusing Sorting


Teach Students to

Build their own reward system.

Self-Regulatory Skills

Self-consequences Identifying task strategies


Self-monitoring Self-evaluation







Create Word Awareness

Teach Students How to Learn New Words

Learners need vocabulary instruction that is generative so they are learning how to learn new words they encounter during independent literacy experiences.

Learners need vocabulary instruction that is generative so they are learning how to learn new words they encounter during independent literacy experiences.

A book's appendix hangs on to the end of a book.

pendant appendage pendulum suspension bridge

Pend means “to hang”

Expert Teachers Teach Vocabulary Chunks Prefixes

Recycle tricycle bicycle unicycle

© 2012 by aha! Process, inc. All rights reserved. www.ahaprocess.com 144

http://www.clipart.com/en/close-up?o=885479&a=a&q=recycle&k_mode=all&s=1&e=28&show=&c=&cid=&findincat=&g=&cc=173:3:73:0:1:0:13&page=&k_exc=&pubid=&color=&b=k&date=

http://www.clipart.com/en/close-up?o=3703486&a=a&q=bicycle&k_mode=all&s=1&e=28&show=&c=&cid=&findincat=&g=&cc=1265:59:1092:0:30:17:205&page=&k_exc=&pubid=&color=&b=k&date=

http://www.clipart.com/en/close-up?o=1315080&a=a&q=unicycle&k_mode=all&s=1&e=28&show=&c=&cid=&findincat=&g=&cc=218:2:1:0:1:0:21&page=&k_exc=&pubid=&color=&b=k&date=

A book's appendix hangs on to the end of a book.

pendant appendage pendulum suspension

bridge

Pend means “to hang”

FILE

FO

LDER

4 3 2 1 ...

Folder labels can be used to name subtopics.

Numbers indicate how many note cards are needed in each category.

Topic

Topic Topic

Topic Topic

Topic

4 3 2 1 ...

4 3 2 1 ...

4 3 2 1 ...

4 3 2 1 ...

4 3 2 1 ...

Organization for Research Paper

UNIT 1 GRAVITATIONAL THEORY

1. Unit 1 Vocabulary Word Maps 2. Unit 1 Notes 3. Unit 1 Lab 4. Unit 1 Film Answers Bank 5. Unit 1 Study Questions

Steps

Deadline

Topic:

Length:

Number of sources:

Primary

Secondary

Term Paper Planning

Emerald City

Possible Selves

• Knows a large number of learning strategies.

• Understands when, where, and why these strategies are important.

• Selects and monitors strategies wisely, is extremely reflective, and plans ahead.

• Adheres to an incremental view regarding the growth of mind.

• Believes in the importance of carefully deployed effort.

• Is intrinsically motivated, task oriented, and has mastery goals.

• Does not fear failure—in fact, realizes that failure is essential for success; hence, is not anxious about tests but sees them as learning opportunities.

•Has concrete, multiple images of possible selves, both hoped-for and feared selves, in the near and distant future.

• Knows a great deal about many topics and has rapid access to that knowledge.

• Has a history of being supported in all of these characteristics by parents, schools, and society at large.

Pressley, M., Borkowski, J. G., & Schneider, W. (1989). Good information processing: What it is and how education can promote it.

International Journal of Educational Research, 13(8), 857–867. doi:10.1016/0883-0355(89)90069-4

Characteristics of Good

Information Processing

Future Selves Strategies

•Plan and Hold Mock 10-Year Reunion

•Design Business Cards

Emerald City = Future Story

Have students write a

Future Story book.

STEP ONE:

Students design a book

cover for a future-self book.

STEP TWO:

Students write an introduction

to their book telling why they

want to pursue their

career or goal.

STEP THREE:

Students dedicate their book to

someone who supports their

efforts.

(Supportive people can trigger goals.)

STEP FOUR:

Students estimate the year or date

they hope to accomplish their

designated goal, mark that date

on a calendar, and plan backward.

STEP FIVE:

Each major step (grade level, etc.)

becomes a chapter in the book.

STEP SIX: Alternate Plans

Students keep an appendix of

alternative future-self plans.

STEP SEVEN:

Index of Tools for Succeeding step sheets,

planning backward forms,

graphic organizers,

resource-assessment forms,

self-assessment forms, and

organization drill-down sheets

STEP EIGHT:

References

(People Who Can Help)

STEP NINE: The Glossary

In the glossary students compile a list

of words that can help their future

selves to communicate clearly.

167

The most effective feedback

aimed at enhancing someone’s

motivational tendencies reflects

intrinsic propensities.


Diploma was an acknowledgement of something the scarecrow had all along, but didn’t know it was there—a brain.

The ticking clock reminded the tin man that he had a heart all along.

The lion’s medal represented courage that he had all along.

Self Efficacy

If you think you can do or thing, or think you can’t do a thing,

--Henry Ford

you’re right.

Csikszentmihalyi estimated that we can process about 126 bits of information per second. Flow occurs when nearly all available bits of processing power are directed toward a task.

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