deb pickering at oakland schools march 2012 can i do this? how do i feel?

Deb Pickering at Oakland Schools

March 2012

Can I Do This?How Do I Feel?

Model of Attention and Engagement

Emotions: How do I feel?

Importance: Is this important?

Efficacy: Can I do this?


Interest: Am I interested?


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

relationships.



relationships.

• Incorporate physical movement.

Movement to lift energy Movement that furthers understanding of content Movement for the whole class or school

Research: Sabine Kubesch

Intervention: A single thirty-minute exercise program with thirteen- and fourteen-year old students

Results: Improvement in the maintenance of on-task attention in the face of distraction.

Kagan’s StructuresNumbered Heads Together (mastery, thinking)

Teammates work together to ensure all members understand; one is randomly selected to be held accountable.

• Teacher poses a problem and gives wait time (Example: “Everyone think about how rainbows are formed. [Pause] Now make sure everyone in your team knows how rainbows are formed.”)

• Students stand up to put their heads together, discuss and teach.

• Students sit down when everyone knows the answer or has something to share or when time is up.

• Teacher calls a number. The student with that number from each team answers question individually.

Kagan’s Structures

Inside-Outside Circle

In concentric circles, students rotate to face new partners and answer questions.

• Students stand in two concentric circles, facing a partner. The inside circle faces out; the outside circle faces in.

• Students ask questions of their partner, or they may take turns responding to a teacher question(s).

• Partners switch roles: outside circle students ask, listen, then praise or coach.

• After each question or set of questions, students in the outer or inner circle rotate to the next partner.



relationships.

• Demonstrate intensity and enthusiasm. Personal stories Verbal and non-verbal signals Zest for teaching

• Demonstrate intensity and enthusiasm.

...everything about the teacher’s tone and manner (pace, voice, gestures) communicates to the student that what is being learned is interesting, important, and meaningful.



relationships.

• Demonstrate intensity and enthusiasm. Personal stories Verbal and non-verbal signals Zest for teaching

• Use humor. Self-directed humor Funny headlines and quotes Movie clips and media entertainment A class symbol for humor

• Use humor.

1. Include Your Children When Baking Cookies

2. Teachers Strike Idle Kids

4. Safety Experts Say School Bus Passengers Should Be Belted

3. Police Begin Campaign to Run Down Jaywalkers

5. High School Dropouts Cut in Half

Snopes.com

Did these headlines actually appear?

9. British Left Waffles on Falkland Islands

8. Panda Mating Fails; Veterinarian Takes Over

7. Iraqi Head Seeks Arms

6. Astronaut Takes Blame for Gas in Spacecraft

Did these headlines actually appear?

kids.yahoo.com/jokes

Q: Why don’t ducks tell jokes when they fly?

A: Because they would quack up.


Q: Why did the farmer separate the chicken and the turkey?

A: He suspected fowl play.


Q: How many knees do people have?

A: 4. Your left knee, your right knee, and two kidneys.

The dog watch is actually a "clock for keeping time at a rate other than human time" and was invented in 1991. Why would you need to know dog time? Beats the heck out of us but with this handy watch you can perceive time at your animals rate instead of your own.

How does it work? According to the inventor the watch multiplies every human second, minute and hour by seven, thus giving us "doggy time". If Fido lives to be the ripe old age of 14, that translates into 98 human years! Or is that 98 dog years?

Dog Watch US Patent Issued In

1991

totallyabsurd.com (no www) America's Goofiest Patents!

Sven is a happy camper. Why is Sven so happy? Because it's cold outside and his new Happy Camper sleeping bag allows him to unzip some zippers and poke his arms and legs out and walk around. Why walk around in your sleeping bag? So you can answer Mother Nature's call, that's why!

Other strategically placed zippers allow you to open strategically placed openings for necessary nighttime relief, all within the comfort of your warm, downy sleeping bag. Oh sure, there may be a draft or two but it sure beats leaving your warm bag. Might we also recommend the BumperDumper.com? Is it just us or does Sven look like a big burrito for bears?

Happy CamperUS Patent Issued In

1985

Many people live in big cities and enjoy the companionship of man's best friend. But with the master working all day, poor Benji can only count on relief during his morning and evening walks, putting a strain on… their relationship. Now it's possible to end canine discomfort with the Portable Pet Potty.This revolutionary invention is made from hermetically sealed polyethylene and is strapped to the hinny of your hound. While this solution may prevent unwanted accidents, don't forget to take Benji for his walks. The Portable Pet Potty doesn't collect Tootsie Rolls.

Portable Pet Potty

US Patent Issued In 1998



relationships.

• Build positive teacher-student and peer relationships.

Ensuring fair and equitable treatment for all students Showing interest in, and affection for, students Identifying and using positive information about students

Vary Your Response to Students’ Incorrect Answers or Their Lack of Response.

1. What is the most frequently broken bone in the body? (The clavicle—collar bone)

2. Spell broccoli.3. What do you call a baby rabbit? (A kitten)4. What is the name of the first shot in a billiards game? (The

break)5. What is Queen Elizabeth’s surname? (Windsor)6. What is the second tallest mountain in the world? (K2)7. What book did Ken Kesey write that was turned into an

Academy Award winning movie? (One Flew Over the Cuckoo’s Nest)

Vary Your Response to Students’ Correct Answers.

1. Explain two causes of the American Civil War.2. Identify an influential author, scientist, artist, or athlete of

the 20th century, and explain in what ways he or she was influential.

3. What is censorship? When is it a good idea?4. ________is to a tree as ________is to a person.

Complete this analogy. Try not to use the most obvious relationships, such as “Branch is to tree as arm is to a person.”

5. Why do we have the electoral college?

From: The Art and Science of Teaching

Brophy 1983 Research Synthesis

• Teachers wait less time for “lows” to answer questions and call on “lows” less frequently to answer questions.

• Teachers give “lows” answers or call on someone else to answer the question as opposed to trying to delve into the logic underlying the answer or improve on the answers of “lows.”

• Teachers give “lows” briefer and less informative feedback on their responses.

1. Identify the expectation levels of your students.2. Identify differential treatment of low-expectancy students3. Make sure low expectancy students receive verbal and nonverbal

indications that they are valued and respected.4. Ask questions of low expectancy students.5. When low-expectancy students do not answer a question correctly or

completely, stay with them.

Recommendations from The Art and Science of Teaching:

Recommendations from The Art and Science of Teaching:

Other recommendations for low-expectancy students:

• Demonstrate gratitude for students’ responses.• Do not allow negative comments from other students.• Point out what is correct and incorrect about students’ responses.• Restate the question.• Provide ways to temporarily let students off the hook.

React this statement

• You do not have to like and respect every student in your class, but you must behave as if you do.



relationships.

• Use effective pacing.

Administrative tasks Transitions Seatwork Presentation of new content


Administrative tasks Transitions Seatwork

• Classrooms need few rules but many procedures.• Procedures need to be developed, taught, and practiced.


Presentation of new content

• ChallengeStudents acquire understanding and skill at different rates. “Too quick” for some students is “too slow” for others.

Technology

http://www.facebook.com/photo.php?pid=6130040&id=665056934



relationships.

Select one strategy from this list, or one of your own, that you use to energize your classroom and positively influence students’ feelings. Select one that you don’t use—but might need to add to your repertoire.

Give one; Get one


What are some classroom practices that communicate to students they “can do this?” What practices contribute to students’ perception that they probably “can’t?”

• Track and study progress.


Academic Topic:

Academic Topic:

Academic Topic:

Academic Topic:

Academic:

Work on Time:

Homework:

Nonacademic/Life Skills:

Overall Grade for

Class/Subject

?????

[A grade is] an •inadequate report of an •inadequate judgment by a •biased and variable judge

of the extent to which a student has attained an •undefined level of mastery of an •unknown proportion of •indefinite material.

Source: P. Dressel (1983). "Grades: One More Tilt at the Windmill." In A. W. Chickering (Ed.), Bulletin. Memphis: Memphis State Univ., Center for Study for Higher Education, p. 12.

Grading practices

How do they influence engagement?

Specifically, how do they contribute to students’ perceptions of whether they “can do it?”


A Vision for a Formative System

Developing a Formative System

• Standards-referenced

Standards

K 1st 2nd 3rd 4th 5th 6th 7th 8th Frsh Soph Jr. Sr.

Standards-referenced

AssessmentInstruction

Curriculum

Report Cards

Grade Levels

Kinder Standards1st grade standards

2nd grade standards


Standards-referenced


Curriculum

Grade Level standardsCourse

Standards

Report Cards

Grade Levels



• Standards-based

K 1st

2nd 3rd 4th 5th 6th 7th 8th Frsh. Soph. Jr. Sr.

Standards-based


Curriculum Levels

Report Cards

Grade Levels

1 2 3 4 5 6 7 8 9 10

Math: Measurement

Rdg: Comprehension

Standards-based


Curriculum Levels

Grade Levels

1 2 3 4 5 6 7 8 9 10

Required content

Specialize or Graduate

Standards-based


Curriculum Levels

Report Cards

Grade Levels

1 2 3 4 5 6 7 8 9 10Learning Progressions




• Standards-based

Formative Classroom

Topics Quarter 1 Quarter 2 Quarter 3 Quarter 4

1 2.0 3.0 3.0 3.0

2 2.0 2.5 2.5 2.5

3 2.0 2.0 2.0 3.5

4 1.5 2.5 3.0 3.0

5 3.0 3.0 3.0 3.0

6 4.0 4.0 4.0 4.0

7 2.0 2.0 3.0

8 2.0 2.5 2.5

9 2.5 3.0 3.0

10 3.0 3.0 3.0

11 3.5 3.5 3.5

12 3.0 3.0

13 3.5 3.5

14 2.0 2.5

15 3.0 3.0

16 3.5 3.5

17 3.0

18 4.0

19 2.0

20 3.0

Academic Total

Non Academic

G

STUDENT PROFILES 0 1 2 3 4

Academic Goals

1 writing—organization

2 writing- mechanics

3 literary elements

4 reading comprehension-fiction

5 reading comprehension—non fiction

6

7 add, subtract fractions

8 geometrics shapes

9 measurement

10 algebra– linear equation

11

12 absolute, relative locations map

13 conflict in history

STUDENT PROFILE 0 1 2 3 4

Academic Goals



3 literary elements



6


8 geometrics shapes

9 measurement


11



September


Academic Goals



3 literary elements



6


8 geometrics shapes

9 measurement


11



March


Academic Goals



3 literary elements



6


8 geometrics shapes

9 measurement


11



January

Formative vs.Conventional

• Time• Attendance• Compliance• Behavior• Norm-referenced• Work completion• Points• Matriculation/ Retention

• Limited choices

• Performance• Proficiency• Multiple assessments• Self-paced• Collaboration• Learning goals• Criterion-referenced• Customization• Choice

The critical attribute of a Formative System:

Assessment influences subsequent learning opportunities and behaviors

Summative

An actual test is not “summative” or “formative”; it depends on how the students’ score is treated.

Summative means the student’s score is treated as the final determination of level of knowledge.

Summative Assessment

Formative

Summative

An actual test is not “summative” or “formative”; it depends on how the students’ score is treated.

Scores are recorded and treated as the final determination of level of knowledge.

Scores are recorded but treated as an indication of level of learning at that time AND are used as a guide for what should happen next.

Key to effective formative feedback

• Group students for peer interaction

• Create support classes– double dipping

• Re-teach

Students

Teachers

• Seek help – teacher, tutor, peer

• ??????????????????

• Review materials

• Seek other resources – internet, alternative materials

• ???????????????

• Provide resources

Monday Tuesday Wednesday Thursday Friday

Whole Class

Learning Lab/

Stations/Centers

Learning Lab/

Stations/Centers


Whole class


Learning Lab/Station

s/Centers

Whole Class

T

Classroom Structure--Whole Class

Classroom Structure--Learning

Lab/Stations/Centers

T

T

T

T

Key to effective formative feedback

• Group students for peer interaction

• Create support classes– double dipping

• Re-teach

Students

Teachers

• Seek help – teacher, tutor, peer

• ??????????????????

• Review materials

• Seek other resources – internet, alternative materials

• ???????????????

• Provide resources

The critical attribute of a Formative System:

Assessment influences subsequent learning opportunities and behaviors


Why is a “formative system” so critical to this aspect of engagement?


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


• Provide examples of self-efficacy. Stories Quotations

• Teach self-efficacy. Distinguishing between growth and fixed theories Having students identify their personal theories Keeping the conversation alive


Intelligence?

A fixed attribute?A changeable attribute?

Self-TheoriesMindset

Carol Dweck

• Teach self-efficacy.


Self-Theories

No matter who you are, you can change your intelligence a lot.

Strongly Agree

Agree Mostly Agree

Mostly Disagree

Disagree Strongly Disagree

You have a certain amount of intelligence, and you can’t really do much to change it.


Research:African-American 7th graders

• Students had one 90-minute session each semester on how intelligence changes when you learn.

• College students regularly communicated to students through email.

• Students also learned about intelligence from a web-based program.

• The results? Teachers reported changed behavior in class, grades improved, and there were significant gains in test scores for both reading and math.

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

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

and peer relationships.

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

efficacy.• Teach self-efficacy.

Efficacy: StrategiesEmotion: Strategies

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

Rate yourself on these two specific instructional goal areas.


relationships.• Use games and inconsequential

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

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

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

Strategies

Strategies

deb pickering at oakland schools march 2012 can i do this? how do i feel?

Documents

humor use humor

teaching use humor

positive teacherstudent

physical movement

teacher questions

outside circle students

engagement emotions

peer relationships