sde 2014 cultivating resilience and “stick-to-it”- iveness in students acamis 2015

SDE 2014Cultivating Resilience and “Stick-to-it”-iveness in Students

ACAMIS 2015

For further conversation about any of these topics:

Rick Wormelirwormeli@cox.net

703-620-2447Herndon, Virginia, USA(Eastern Standard Time Zone)

Twitter: @RickWormeli2

There is no such thing as laziness.

We teach in such a way as to engender hope and trust. Absent either, children will not invest personal energy in our

requests.

William Wilberforce: In the 1700’s to the early 1800’s led an extremely challenging campaign to end all slavery in the British empire.

Malala Yousafzai: Pakastani girl

who fought for education rights

for women, but was shot in the

face and neck on a school bus by the Taliban, and

after a long healing process,

continues her fight for

education today.

Led his human team in 1925 across the frozen tundra to

Nome to deliver the diphtheria antitoxin so desperately

needed there.

Balto

Jo Rowling: 12 Rejections for the first Harry Potter book

Theodore Geisel (Dr. Seuss): 27 rejections before publisher accepted And To Think I Saw It On Mulberry

Street

Share stories of individuals persevering through difficulty.

Tortoise and the hare Bilbo’s journey to confront SmaugMilo’s great adventure with Tock Apollo 13 that was impossible RudyStruggles for Civil Rights Jaime EscalanteHomer Hickam and the Rocket Boys told in, “October Sky”

Discrete mathematics is the study of mathematical structures that are fundamentally discrete rather than continuous. In contrast to real numbers that have the property of varying "smoothly," the objects studied in discrete mathematics – such as integers, graphs, and statements in logic – do not vary smoothly in this way, but have distinct, separated values. Discrete mathematics therefore excludes topics in, "continuous mathematics," such as calculus and analysis. Discrete objects can often be enumerated by integers. More formally, discrete mathematics has been characterized as the branch of mathematics dealing with countable sets (sets that have the same cardinality as subsets of the natural numbers, including rational numbers but not real numbers). However, there is no exact, universally agreed, definition of the term "discrete mathematics.“ Indeed, discrete mathematics is described less by what is included than by what is excluded: continuously varying quantities and related notions.

The set of objects studied in discrete mathematics can be finite or infinite. The term finite mathematics is sometimes applied to parts of the field of discrete mathematics that deals with finite sets, particularly those areas relevant to business. Research in discrete mathematics increased in the latter half of the twentieth century partly due to the development of digital computers which operate in discrete steps and store data in discrete bits. Concepts and notations from discrete mathematics are useful in studying and describing objects and problems in branches of computer science, such as computer algorithms, programming languages, cryptography, automated theorem proving, and software development. Conversely, computer implementations are significant in applying ideas from discrete mathematics to real-world problems, such as in operations research. Although the main objects of study in discrete mathematics are discrete objects, analytic methods from continuous mathematics are often employed as well.

The history of discrete mathematics has involved a number of challenging problems which have focused attention within areas of the field. In graph theory, much research was motivated by attempts to prove the four color theorem, first stated in 1852, but not proved until 1976 (by Kenneth Appel and Wolfgang Haken, using substantial computer assistance).

In logic, the second problem on David Hilbert's list of open problems presented in 1900 was to prove that the axioms of arithmetic are consistent. Gödel's second incompleteness theorem, proved in 1931, showed that this was not possible – at least not within arithmetic itself. Hilbert's tenth problem was to determine whether a given polynomial Diophantine equation with integer coefficients has an integer solution. In 1970, Yuri Matiyasevich proved that this could not be done.

The need to break German codes in World War II led to advances in cryptography and theoretical computer science, with the first programmable digital electronic computer being developed at England's Bletchley Park. At the same time, military requirements motivated advances in operations research. The Cold War meant that cryptography remained important, with fundamental advances such as public-key cryptography being developed in the following decades. Operations research remained important as a tool in business and project management, with the critical path method being developed in the 1950s. The telecommunication industry has also motivated advances in discrete mathematics, particularly in graph theory and information theory. Formal verification of statements in logic has been necessary for software development of safety-critical systems, and advances in automated theorem proving have been driven by this need.

• What kept you reading this passage?

• What would have helped you invest more thought into what you were reading?

Model reliability. Goodwin and Miller: 2013 study demonstrating that adult experimenters who followed through on promises positively affected children’s resilience. Children whose experimenters did not keep their promises were less resilient than the other group. Actions speak louder than words.

- Education Leadership, ASCD, September 2013, p. 75

Walter Mischel on his Marshmallow Experimenthttp://www.youtube.com/watch?v=0b3SWsjWzdA

Writer, Mark Bauerlein, speaking about today’s students surfing the Internet:

“Their choices are never limited, and the initial frustrations of richer experiences send them elsewhere within seconds. With so much abundance, variety, and speed, users key in to exactly what they already want. Companionship is only a click away….Why undergo the labor of revising values, why face an incongruent outlook, why cope with disconfirming evidence, why expand the sensibility…when you can find ample sustenance for present interests? Dense content, articulate diction and artistic images are too much....They remind them of their deficiencies, and who wants that? Confirmation soothes, rejections hurts. Great art is tough, mass art is easy. Dense arguments require concentration, adolescent visuals hit home instantly. “

Fixed Intelligence Mindset[Nov. 5, 2013 Webinar Ed Week with Dr. Carol Dweck]

•Talent/intelligence set at birth•‘Must look smart at all costs•Showing effort/struggle is seen as a negative, something to be avoided•When failing, these individuals blame circumstance or others. They feel helpless to change anything. •Fixed mindset is much more harmful for students laboring under a negative stereotype•When we praise talents, innate qualities, we create fixed mindsets in students. “I was never good at math, nor will I ever be good at math. Just give me the test and let me get my F.”

Growth Intelligence Mindset[Nov. 5, 2013 Webinar Ed Week with Dr. carol Dweck]

Check out Brainology.us! •Talent/intelligence malleable, changeable•‘Must learn at all costs.•Effort/struggle seen as part of the process, normal, even virtuous•‘When failing, these individuals analyze their own decisions and actions, then revise efforts and try again. ‘Very resilient. •Colleges are looking for growth mindset quality in freshman candidates•Include, “yet” in any statement of content or skill not yet attained•Praise process/decisions made when work done well:

“Who had a terrific struggle today?” “Great persistence!” “You kept trying different things until it worked.” “Nice strategies.” “Who has an interesting mistake to share?”

Model how to stick with

something. Students need clear vision for

how to fail, even in multiple

attempts, before succeeding. Be realistic: “Wow,

this is taking longer than I

thought it would,” and constructive, “That’s one thing

I’ll never forget the next time I do

this!”

Re-Do’s & Re-Takes: Are They

Okay?

More than “okay!” After 10,000 tries, here’s a working light bulb. ‘Any questions?

Thomas Edison

Students should be allowed to re-do assessments until they achieve acceptable mastery, and they should be given full credit for having achieved such.

• A• B• C• I, IP, NE, or NTY

Once we cross over into D and F(E) zones, does it really matter? We’ll do the same two things: Personally investigate and take corrective action

I = Incomplete IP = In Progress NE = No EvidenceNTY = Not There Yet

If an “F” on a project really motivated students to work harder and achieve, retention rates would have dropped by now. They haven’t; they’ve increased. We need to do something more than repeatedly document failure.

Recovering in full from a failure teaches more than being labeled for failure ever could teach.

It’s a false assumption that giving a student an “F” or wagging an admonishing finger from afar builds moral fiber, self-discipline,

competence, and integrity.

United States Air Force Training Manual

Quotes for the Classroom, Mindsets for Parenting and Teaching:

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

-- Herbert Prochnow

“I have learned throughout my life as a composer chiefly through my mistakes and pursuits of false assumptions, not my exposure to founts of wisdom and knowledge.” -- Igor Stravinsky

“An expert is a man who has made all the mistakes which can be made, in a narrow field.” -- Neils Bohr

F.A.I.L.

First Attempt in Learning

Taking Positive Risks

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

-- Herbert Prochnow

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

-- Elsbeth Murphy

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

Negating Students’ Incorrect Responses While Keeping Them in the Conversation

• Act interested, “Tell me more about that…”• Empathy and Sympathy: “I used to think that, too,” or “I

understand how you could conclude that…”• Alter the reality:

-- Change the question so that the answer is correct-- That’s the answer for the question I’m about to ask

-- When student claims he doesn’t know, ask, “If you DID know, what would you say?”

Negating Students’ Incorrect Responses and While Them in the Conversation

• Affirm risk-taking• Allow the student more time or to ask for

assistance• Focus on the portions that are correct

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

When it comes to cognitive

perseverance, carrots and

stick approaches don’t work.

Avoid them.

Three elements in intrinsic motivation:

•Autonomy -- the ability to choose what and how tasks are completed•Mastery -- the process of becoming adept at an activity•Purpose -- the desire to improve the world.

-- Daniel H. Pink Drive: The Surprising Truth about What Motivates Us

2009

Characteristics of Motivational Classrooms(Rick Lavoie, The Motivation Breakthrough, 2007)

1.Relevance2.Control3.Balance of Support and Challenge4.Social Interaction5.Safety and Security

Motivational Forces (Needs):

To Belong To be Acknowledged

To be Independent To ControlTo be Important To AssertTo Know

Practice

•Repeated, but not the same thing over and over

•Spaced Out•Interleavened

•Increase Complexity

“Learning is fundamentally an act of creation, not

consumption of information.”

- Sharon L. Bowman, Professional Trainer

“The Inner Net”- David Bowden

It is counter-cultural, subversive, to differentiate instruction .

‘Anyone out there know

me?

Drop the one-size-fits-all adherence to the textbook or pacing guide. Textbooks, novels, Websites, and

novels are resources, not the curriculum.

From Assessment/Grading Researcher, Doug Reeves, The Chronicle of Higher Education, September 18, 2009:

“The Class of 2013 grew up playing video games and received feedback that was immediate, specific, and brutal – they won or else died at the end of each game. For them, the purpose of feedback is not to calculate an average or score a final exam, but to inform them about how they can improve on their next attempt to rule the universe.”

Feedback vs Assessment

Feedback: Holding up a mirror to students, showing them what they did and comparing it what they should have done – There’s no evaluative component!

Assessment: Gathering data so we can make a decision

Greatest Impact on Student Success:

Formative feedback

…comment on decisions made and their impact,

NOT quality of work.

When providing descriptive feedback that builds perseverance,

Two Ways to Begin Using Descriptive Feedback:

• “Point and Describe” (from Teaching with Love & Logic, Jim Fay, David Funk)

• “Goal, Status, and Plan for the Goal”

1. Identify the objective/goal/standard/outcome2. Identify where the student is in relation to the goal

(Status)3. Identify what needs to happen in order to close the gap

Effective Protocol for Data Analysisand Descriptive Feeddback found in many Schools:

Here’s What, So What, Now What

1. Here’s What: (data, factual statements, no commentary)

2. So What: (Interpretation of data, what patterns/insights do we perceive, what does the data say to us?)

3. Now What: (Plan of action, including new questions, next steps)

Meaning Matters

An English professor wrote the words, “A woman without her man is nothing,” on the blackboard

and directed the students to punctuate it correctly. The men wrote: “A woman, without her

man, is nothing,” while the women wrote, “A woman: without her, man is nothing.”

----------------------------------------------

“Let’s eat, Dad!”

“Let’s eat Dad.”

(Punctuation saves lives.)

“To a person uninstructed in natural history, his country or

seaside stroll is a walk through a gallery filled with wonderful works

of art, nine-tenths of which have their faces turned to the wall.”

-- Thomas Huxley, 1854

Expertise increases engagement and understanding. (Physics students example)

Chance favors the prepared

mind. -- Pasteur

‘Put another way:

Yes, teach students to memorize content.

Which one leads to more willingness to stick with a lengthy article and learn how microscopes work?

1. Kellen plays with the microscope, trying out all of its parts, then reads an article about how microscopes work and answers eight comprehension questions about its content.

2. Kellen reads the article about how microscopes work, answers eight comprehension questions about its content, then plays with the microscope, trying out all of its parts.

Perception

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

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

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

Journalistic vs. Encyclopedic Writing

“The breathing of Benbow’s pit is deafening, like up-close jet engines mixed with a cosmic belch. Each new breath from the volcano heaves the air so violently my ears pop in the changing pressure – then the temperature momentarily soars. Somewhere not too far below, red-hot, pumpkin size globs of ejected lava are flying through the air.”

-- National Geographic, November 2000, p. 54

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

-- Global Encyclopedia, Vol. 19 T-U-V, p. 627

Read complex text aloud with proper vocal inflection and pacing. Students can understand text in

readabilities above their own independent, silent reading

proficiency when the complex text is read aloud by someone who

understands the material.

And students who understand text are

more inclined to stick with it when reading it

silently later.

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

-- Dooling and Lachman (1971)pp. 216-222

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.

Creating Background Where There is None

• Tell the story of the Code of Hammurabi before discussing the Magna Charta.

• Before studying the detailed rules of baseball, play baseball.

• Before reading about how microscopes work, play with micros copes.

• Before reading the Gettysburg Address, inform students that Lincoln was dedicating a cemetery.

Creating Background Where There is None• Before reading a book about a military campaign or a

murder mystery with references to chess, play Chess with a student in front of the class, or teach them the basic rules, get enough boards, and ask the class to play.

• In math, we might remind students of previous patterns as they learn new ones. Before teaching students factorization, we ask them to review what they know about prime numbers.

• In English class, ask students, “How is this story’s protagonist moving in a different direction than the last story’s protagonist?”

• In science, ask students, “We’ve seen how photosynthesis reduces carbon dioxide to sugars and oxidizes water into oxygen, so what do you think the reverse of this process called, ‘respiration,’ does?”

Meaningful Arrangement and Patterns are Everything

d-a-o-o-u-i-d-y-v-l-e

“I love you, Dad.”

Meaningful Arrangement and Patterns are Everything

CP RUSA

Dan Meyer Math Class Needs a Makeover

(on Youtube.com)

Students look for patterns

Add these numbers: 296, 302, 299, 320

Each is close to 300, so identify the relationship to 300: -4, +2, -1, +20 = -5 + 22 = +17

(300 x 4) + 17 = 1,217

Jamie's homework assignment requires her to write a short biography of five female Nobel Prize winners. Help her match each nobelist to her prize category, country of origin and the year in which she won her prize. Below are all categories and options used in this puzzle:

Years Names Categories Countries

1968 Ada Alvarez chemistry Australia1972 Fay Ferguson economics France1976 Glenda Glenn literature Germany1980 Hannah Hay medicine Poland1984 Patsy Pope physics Russia

Downloaded February 2013 from www.logic-puzzles.org

1. Fay Ferguson is from Australia.2. The person from Australia didn't win the prize in literature.3. The nobelist who won in 1968 didn't win the prize in

chemistry.4. Of the nobelist who won the prize in medicine and Ada

Alvarez, one won in 1984 and the other won in 1972.5. The winner from Poland won her prize 4 years after the

nobelist from Australia.6. Patsy Pope won her prize after the winner who won the prize

in chemistry.7. Neither Fay Ferguson nor the winner who won the prize in

economics is the winner who won in 1984.8. The nobelist from Germany won her prize 4 years after the

winner from France.9. Glenda Glenn isn't from France.10. The person who won in 1976 didn't win the prize in literature.11. The five nobelists are the nobelist from France, the winner

who won in 1972, Hannah Hay, the winner who won in 1968 and the winner who won in 1980.

Clues:

Ropes Course Games

Ropes Course Games

Electric Fence (Getting over triangle fence without touching)

Spider Web (Pass bodies through “webbing” withot ringing the attached bells)

Group Balance (2’X2’ platform on which everyone stands and sings a short song)

Nitro-glycerin Relocation (previous slide)

Trust Falls (circle style or from a chair)

Line-up

• Groups of students line up according to criteria. Each student holds an index card identifying what he or she is portraying.

• Students discuss everyone’s position with one another -- posing questions, disagreeing, and explaining rationales.

Line-up

Students can line-up according to:chronology, sequences in math problems, components

of an essay, equations, sentences, verb tense, scientific process/cycle, patterns: alternating,

category/example, increasing/decreasing degree, chromatic scale, sequence of events, cause/effect,

components of a larger topic, opposites, synonyms

Human Continuum

A

D

Human Continuum

Use a human continuum. Place a long strip of masking tape across the middle of the floor, with an "Agree" or “Yes” taped at one end, and "Disagree" or “No” at the other end. Put a notch in the middle for those unwilling to commit to either side. Read statements about the day’s concepts aloud while students literally stand where they believe along the continuum. Be pushy – ask students to defend their positions.

Resources…• Mindware: www.mindwareonline.com (1-800-999-0398)• Fluegelman, Andrew, Editor. The New Games Book, Headlands Press

Book, Doubeday and Company, New York, 1976• Henton, Mary (1996) Adventure in the Classroom. Dubuque, Iowa:

Kendall Hunt• Lundberg, Elaine M.; Thurston, Cheryl Miller. (1997) If They’re

Laughing… Fort Collins, Colorado: Cottonwood Press, Inc.• Rohnke, K. (1984). Silver Bullets. Dubuque, Iowa: Kendall Hunt.• Rohnke, K. & Butler, S. (1995). QuickSilver. Dubuque, Iowa: Kendall Hunt• Rohnke, K. (1991). The Bottomless Bag Again. Dubuque, Iowa: Kendall

Hunt• Rohnke, K. (1991). Bottomless Baggie. Dubuque, Iowa: Kendall Hunt • Rohnke, K. (1989). Cowstail and Cobras II. Dubuque, Iowa: Kendall Hunt

With school work, students will persevere if they perceive they have the right tools to do the job and a clear picture of what is expected.

The Gettysburg Address

Four 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…

Chronological OrderDefinition and Key words: This involves putting facts, events, a

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

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

Compare and ContrastDefintion and Key words: Explains similarities and differences.

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

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

Cause and EffectDefinition and Key words: Shows how something happens

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

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

Problem and SolutionDefinition and Key words: Explains how a difficult situation, puzzle, or

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

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

Proposition and SupportDefintion and Key words: The author makes a general statement followed

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

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

EnumerationDefinition and Key words: Focuses on listing facts,

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

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

Text Structures[Taking Notes with Compare/Contrast]

Concept 1 Concept 2

T-List or T-Chart: Wilson’s 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 Note-Taking FormatReduce Record

[Summarize inshort phrasesor essentialquestions next to each blockof notes.] Review -- Summarize (paragraph-style) your points or

responses to the questions. Reflect and comment on what you learned.

[Write your notes on this side.]

Somebody Wanted But So[Fiction]

Somebody (characters)…

wanted (plot-motivation)…,

but (conflict)…,

so (resolution)… .

Something HappenedAnd Then[Non-fiction]

Something (independent variable)…

happened (change in that independent variable)…,

and (effect on the dependent variable)…,

then (conclusion)… .

Components of Blood Content Matrix

Red Cells White Cells Plasma Platelets

Purpose

Amount

Size &

Shape

Nucleus ?

Where formed

Carries 02 and nutrients

5,000,000 per cc

Small, round,like Cheerios

No

Bone marrow, spleen

The student’s rough draft:

Red blood cells carry oxygen and nutrients around the body. They are small and indented in the middle, like little Cheerios. There are 5 million per cc of blood. There is no nucleus in mature red blood cells. They are formed in the bone marrow and spleen.

Word Morphology:Teach Prefixes, Roots, and Suffixes!

Mal – badly, poorMeta – beyond, after,

changeMis – incorrect, badMono – oneMulti – manyNeo – newNon – notOb, of, op, oc – toward,

againstOct – eight

Paleo – ancient Para – beside, almost  Penta – five  Per – throughout, completely  Peri – around  Poly – many  Post – after  Pre – before  Pseudo – false

I agree with this.  X I disagree with this.  ?? I don’t understand this.  !! Wow! (‘Elicits a strong emotion) CL General Claim EV Evidence for the Claim

(These can be numbered to indicate their sequence, too: EV1, EV2,

EV3…)

Reading Notations

Teach sudents

how to annotate

as they read.

Common Analogous Relationships

• Antonyms • Synonyms • Age• Time • Part : Whole • Whole : Part • Tool : Its Action • Tool user : Tool • Tool : Object It’s Used With • Worker: product he creates• Category : Example • Effect : Cause • Cause : Effect• Increasing Intensity• Decreasing Intensity • Person : closely related

adjective

• Person : least related adjective• Math relationship• Effect : cause• Action : Thing Acted Upon • Action : Subject Performing the Action • Object or Place : Its User • Object : specific attribute of the object• Male : Female• Symbol : what it means• Classification/category : example• Noun : Closely Related Adjective • Elements Used : Product created• Attribute : person or object• Object : Where it’s located• Lack (such as drought/water – one thing lacks

the other)

Narrowing 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.

Larry Ferlazzo

Helping Students Motivate Themselves: Practical Answers to Classroom Challenges

Practical, Creative, Real….

Study Executive Function!Late, Lost, and UnpreparedJoyce Cooper-Kohn, Laurie Dietzel

Smart, but ScatteredPeg Dawson, Richard Guare

Also, Smart, but Scattered for Teens!

General Westmoreland StoryGeneral Westmoreland Story