This document discusses strategies for working with adolescent males. It begins by outlining gender differences in areas like cognitive development, brain structure, and learning styles. For example, research shows boys have less serotonin and their prefrontal cortex develops later. The document then discusses how these biological factors make boys more likely to struggle in school. It provides examples of strategies teachers can use to engage boys, including setting clear objectives, using nonlinguistic representations, reinforcing effort, and cooperative learning. Specific activities are outlined for each strategy to accommodate boys' strengths and needs.
The document discusses adult learning theory and six key factors that influence adult learning: learning being voluntary, mutual respect between learners and facilitators, collaboration, balancing action and reflection, facilitation of self-reflection, and self-directed learning. It provides an analysis of these six factors and how they apply to different workplace environments and training situations. The document concludes by reflecting on how applying these factors and asking critical evaluation questions can help the author become a better facilitator.
Integrative Educational Partners, LLC is an educational therapy practice located in Rockford, Michigan that offers services to people experiencing learning differences. They take a holistic approach using experts from various disciplines like education, nutrition, medicine, and psychology. Services include assessments, individualized therapeutic plans, and therapies targeting skills like motor planning, sensory processing, academics, and more using a multi-sensory approach. Typical sessions include activities to address neurological deficits and facilitate communication between the brain and body.
Personality Development is very important and if students are motivated, early in life, they would be better able to acquire the required life skills and become a better success. As a University Teacher, as a former Director of an Institute of Management, as a Trainer and Motivator, I am convinced that the best thing the educational institutions, at various levels, can do is to initiate the process of self-development, provide the required minimum initial support, and then leave the rest to the students to work out on their own. Some of my ideas are presented under the caption, Personality Development and Small Group Activity. This is a set of 4 presentations. I request the interested friends, whether representing Managements, Faculty or the Students, to kindly go through all the four parts in order to obtain a total view and then make up their mind to begin the exercise.
ASAS PSIKOLOGI thinking, language and intelligenceAmin Upsi
The document discusses thinking, language, and intelligence. It covers topics like thinking and reasoning, problem solving, language development and acquisition, intelligence testing and theories of intelligence. The key topics covered are mental representations in thinking, categorizing concepts and prototypes, types of reasoning and problem solving, stages of language development in children, measuring intelligence through IQ tests, and theories of intelligence like multiple intelligences.
Parent Seminar on Executive Functioning for the Gifted and TalentedMorgan Appel
This presentation reviews the essentials of Executive Functions as they are contextualized in gifted and talented education. Challenges and practical recommendations are presented.
[1] 20081021 Personality Development and Small Group Activity - Bhoj Redd...viswanadham vangapally
This document discusses the importance of education and learning, particularly for professional courses. It emphasizes that (1) educational institutions should prepare students to face complex challenges of the future through anticipatory learning; (2) learning goes beyond knowledge to applying what you know through effective performance; and (3) small group activities can significantly impact student behavior and learning by developing relationships and encouraging cooperation over individual competition.
The document discusses executive functioning in autism spectrum disorders. It defines executive functioning as the "conductor" that coordinates cognitive skills like inhibition, shifting, emotional control, initiation, working memory, planning/organization, organization of materials, and self-monitoring. Assistive technology can help augment executive functioning, especially in the areas of working memory, planning/organization, organization of materials, and self-monitoring. The document provides 10 steps to foster organizational skills in individuals with autism and discusses low-tech, mid-tech, and high-tech solutions to support executive functioning.
The document discusses adult learning theory and six key factors that influence adult learning: learning being voluntary, mutual respect between learners and facilitators, collaboration, balancing action and reflection, facilitation of self-reflection, and self-directed learning. It provides an analysis of these six factors and how they apply to different workplace environments and training situations. The document concludes by reflecting on how applying these factors and asking critical evaluation questions can help the author become a better facilitator.
Integrative Educational Partners, LLC is an educational therapy practice located in Rockford, Michigan that offers services to people experiencing learning differences. They take a holistic approach using experts from various disciplines like education, nutrition, medicine, and psychology. Services include assessments, individualized therapeutic plans, and therapies targeting skills like motor planning, sensory processing, academics, and more using a multi-sensory approach. Typical sessions include activities to address neurological deficits and facilitate communication between the brain and body.
Personality Development is very important and if students are motivated, early in life, they would be better able to acquire the required life skills and become a better success. As a University Teacher, as a former Director of an Institute of Management, as a Trainer and Motivator, I am convinced that the best thing the educational institutions, at various levels, can do is to initiate the process of self-development, provide the required minimum initial support, and then leave the rest to the students to work out on their own. Some of my ideas are presented under the caption, Personality Development and Small Group Activity. This is a set of 4 presentations. I request the interested friends, whether representing Managements, Faculty or the Students, to kindly go through all the four parts in order to obtain a total view and then make up their mind to begin the exercise.
ASAS PSIKOLOGI thinking, language and intelligenceAmin Upsi
The document discusses thinking, language, and intelligence. It covers topics like thinking and reasoning, problem solving, language development and acquisition, intelligence testing and theories of intelligence. The key topics covered are mental representations in thinking, categorizing concepts and prototypes, types of reasoning and problem solving, stages of language development in children, measuring intelligence through IQ tests, and theories of intelligence like multiple intelligences.
Parent Seminar on Executive Functioning for the Gifted and TalentedMorgan Appel
This presentation reviews the essentials of Executive Functions as they are contextualized in gifted and talented education. Challenges and practical recommendations are presented.
[1] 20081021 Personality Development and Small Group Activity - Bhoj Redd...viswanadham vangapally
This document discusses the importance of education and learning, particularly for professional courses. It emphasizes that (1) educational institutions should prepare students to face complex challenges of the future through anticipatory learning; (2) learning goes beyond knowledge to applying what you know through effective performance; and (3) small group activities can significantly impact student behavior and learning by developing relationships and encouraging cooperation over individual competition.
The document discusses executive functioning in autism spectrum disorders. It defines executive functioning as the "conductor" that coordinates cognitive skills like inhibition, shifting, emotional control, initiation, working memory, planning/organization, organization of materials, and self-monitoring. Assistive technology can help augment executive functioning, especially in the areas of working memory, planning/organization, organization of materials, and self-monitoring. The document provides 10 steps to foster organizational skills in individuals with autism and discusses low-tech, mid-tech, and high-tech solutions to support executive functioning.
Workshop focuses on describing social skills, highlighting key/critical ones to focus on, describes how to teach skills, and provides examples of ways to integrate it into existing curriculum
This document describes 16 habits of mind that are indicative of intelligent problem solving. It discusses 5 habits in particular:
1. Persisting - Sticking with a task until completion and not giving up easily.
2. Managing impulsivity - Thinking before acting and considering alternatives rather than making immediate judgments.
3. Listening to others with understanding and empathy - Spending time listening to understand other perspectives rather than just waiting to respond.
4. Thinking flexibly - Having an open mind and considering problems from different angles rather than just one view.
5. Thinking about thinking (metacognition) - Planning strategies for learning, keeping strategies in mind, and reflecting on what worked well.
The document discusses Carol Dweck's research on mindsets. It explains that there are two mindsets - a fixed mindset, where people believe their abilities cannot change, and a growth mindset, where abilities can grow with effort. Those with a growth mindset are more motivated and persistent when facing challenges. The document also discusses how praise for effort versus praise for ability can influence mindset, the brain's ability to grow new connections through learning, and strategies for fostering a growth mindset in others.
The document discusses Carol Dweck's research on mindsets. It explains that there are two mindsets - a fixed mindset, where people believe their abilities cannot change, and a growth mindset, where abilities can grow with effort. Those with a growth mindset are more motivated and persistent when facing challenges. The document also discusses how praise for effort versus praise for ability can influence mindset, the brain's ability to grow new connections through learning, and strategies for fostering a growth mindset in others.
Self-regulation skills are important for children's academic and personal success. These skills include sensory regulation, attention regulation, emotional regulation, and impulse control. Both nature and nurture influence children's abilities to self-regulate. Teachers can support self-regulation by creating supportive classrooms, modeling behaviors, and helping children develop coping strategies for handling difficult experiences. When challenges occur, teachers should seek to understand triggers, help children problem-solve, and reflect on their own responses to build children's self-awareness and social emotional skills.
The document discusses Carol Dweck's research on mindsets and how beliefs about intelligence can influence achievement. It describes the two main mindsets - a fixed mindset, where intelligence is seen as innate and unchanging, and a growth mindset, where intelligence can be developed through effort. People with a growth mindset are more motivated to learn, embrace challenges, and persist in the face of setbacks. The document outlines how praise, goals, responses to failure, effort, and strategies can be influenced by one's mindset. It also reviews evidence that the brain is neuroplastic and can develop and change through learning. Fostering a growth mindset in others can help motivate them to succeed.
The document provides information about an upcoming presentation on mindfulness and exceptionalities. It will cover:
1) Learning at least three new things that can be applied during presentations.
2) Having fun while covering different exceptionalities important to the audience.
3) Learning how to apply mindfulness strategies to help students and oneself.
The presentation will be led by Sean Murphy, Principal of The Matheny School, and Denise Micheletti, Chief Nursing Officer of Matheny. It will discuss research on emotional intelligence and mindfulness, applications of mindfulness at Matheny, and ideas for application in other settings.
The document discusses mentoring and provides guidance on how to be an effective mentor. It defines mentoring as a relationship where an experienced person helps a less experienced individual develop both personally and professionally. Effective mentors listen, provide wise counsel, encourage growth, and help mentees develop skills and independence. The relationship should be clearly defined and involve regular feedback and support as the mentee progresses. While mentoring can benefit all parties, special considerations are needed for cross-gender and cross-cultural mentoring or when a supervisor serves as a mentor.
Two mindsets exist - a fixed mindset where ability is believed to be innate and unchanging, and a growth mindset where ability can be developed through effort. People with a growth mindset are more motivated, set learning goals, and persist in the face of challenges. Praising a person's effort rather than their intelligence fosters a growth mindset by encouraging strategies like trying new approaches and increased effort when struggling. The brain is malleable, and adopting a growth mindset through targeted praise can create lasting positive change in a person's beliefs about learning and achievement.
This document discusses creating a growth mindset classroom environment. It emphasizes that educators should have high expectations for all students and help students believe they can succeed through perseverance. A growth mindset classroom uses formative assessments, open-ended tasks, encourages risk-taking, and provides constructive feedback to support improvement. Explicitly teaching students about neuroplasticity and how their brains can change can boost perception, memory, intelligence and IQ over time with consistent practice. Developing hope and resilience in students is also important for promoting a growth mindset.
The document provides an overview of a training on promoting children's social and emotional development. It discusses building relationships and creating supportive environments. The training covers identifying strategies to build positive relationships, design supportive schedules and environments, and structure activities to engage children and encourage positive behaviors. The objectives are to help participants support children's social and emotional competence.
This document summarizes key points from a training on promoting children's social-emotional development and success. The training covered building positive relationships, creating supportive environments, and teaching social-emotional skills. Specific topics included making deposits in children's emotional banks through play, attention and home visits; designing classroom layouts and schedules; using visuals for routines and expectations; and providing ongoing positive attention for appropriate behaviors. The overall goal is for children to develop skills like emotional regulation, empathy and relationship building.
HABITS OF MIND
Arthur L. Costa, Ed. D.
Professor Emeritus,
California State University, Sacramento
Habit is a cable; we weave a thread of it each day, and at last we cannot break it.
Horace Mann
American Educator
1796-1859
By definition, a problem is any stimulus, question, task, phenomenon, or discrepancy, the explanation
for which is not immediately known. Thus, we are interested in focusing on student performance
under those challenging conditions that demand strategic reasoning, insightfulness, perseverance,
creativity, and craftsmanship to resolve a complex problem. Not only are we interested in how many
answers students know, but also in knowing how they behave when they DON'T know. Habits of
Mind are performed in response to those questions and problems the answers to which are NOT
immediately known. We are interested in observing how students produce knowledge rather than
how they merely reproduce knowledge. The critical attribute of intelligent human beings is not only
having information, but also knowing how to act on it.
A "Habit of Mind” means having a disposition toward behaving intelligently when confronted with
problems. When humans experience dichotomies, are confused by dilemmas, or come face to face
with uncertainties--our most effective actions require drawing forth certain patterns of
intellectual behavior. When we draw upon these intellectual resources, the results that are
produced are more powerful, of higher quality and of greater significance than if we fail to employ
those intellectual behaviors.
Employing "Habits of Mind" requires a composite of many skills, attitudes, cues, past experiences
and proclivities. It means that we value one pattern of thinking over another and therefore it
implies choice making about which pattern should be employed at this time. It includes alertness to
the contextual cues that signal this as an appropriate time and circumstance in which the
employment of this pattern would be useful. It requires a level of skillfulness to employ and carry
through the behaviors effectively over time. It suggests that as a result of each experience in
which these behaviors were employed, the effects of their use are reflected upon, evaluated,
modified and carried forth to future applications.
HABITS OF MIND ATTEND TO:
• Value: Choosing to employ a pattern of intellectual behaviors rather than other,
less productive patterns.
• Inclination: Feeling the tendency toward employing a pattern of intellectual behaviors.
• Sensitivity: Perceiving opportunities for, and appropriateness of employing the pattern
of behavior.
• Capability: Possessing the basic skills and capacities to carry through with the
behaviors.
• Commitment: Constantly striving to reflect on and improve performance of the pattern of
intellectual behavior.
1
DESCRIBING HABITS OF MIND
When we no longer know what to do we have come to our real work and wh ...
Made By Dyslexia is a global charity that aims to help the world properly understand, value, and support dyslexia. Their mission is driven by a recognition that dyslexic thinking is important for the future. The charity provides tools and resources to advocate for dyslexia and help educators and employers better support those with dyslexia. They encourage taking their pledge to value dyslexic thinking and taking steps to support it. The charity also relies on a global movement of advocates to spread awareness and change perceptions of dyslexia.
Chapter 5 – Improving Your Study SkillsIn Chapter 4 we explore.docxchristinemaritza
Chapter 5 – Improving Your Study Skills
In Chapter 4 we explored the power of the brain. It has the ability to:
remember unlimited amounts of information
reason, sense patterns, and analyze information
think critically and creatively, and solve problems
These are physiological functions (mechanical) that the brain performs. But for most people, the brain does not separate the process of thinking from emotion. So, how you think is influenced by how you feel.
Likewise, how you think and feel influence your ability to learn.
Feeling
Thinking
Learning
How Do We Learn – Learning Styles
People are diverse in both how they think and how they learn.
One of the most common models used to explain learning differences include the following styles:
Visual
Auditory
Kinesthetic/Tactile
Several researchers have challenged the theory of learning styles. These challenges are based on the fact that:
There is no definitive test that identifies an individual's unique learning style, and,
Efforts to customize learning toward a student's particular learning style have shown no significant improvement in achievement.
It is probably better to say that we all have many learning styles but have a preference for one of them when we are learning new information or specific types of information.
We may use a different learning style than our preference to reinforce or review something we have learned.
Challenges to the Learning Styles Theory
Challenges To Learning
In some cases a learning style is not a preference, but instead, is a concrete reality.
Students who have challenges to learning, such as dyslexia, ADHD, visual or hearing impairment, may require accommodations in order to fully and equally participate in traditional classroom environments.
A learning disability is not an indication of inferior intelligence.
In high school, accommodations are arranged for these students by the school.
In college it is up to the student to seek out this assistance and advocate for themselves.
The Division of Student Services at TSU assists students in achieving their academic goals and enhancing their personal, intellectual and social development through the provision of a broad range of programs and services.
Intelligence
Intelligence has been defined in many different ways - someone's capacity for logical thinking, abstract thought, understanding, self-awareness, communication, learning, emotional knowledge, memory, planning, creativity and problem solving (Wikipedia).
But what is less understood or agreed upon is what constitutes evidence of intelligence. How do you measure intelligence?
The IQ test is probably the most familiar assessment used to measure intelligence.
High IQ Score ≠ Future Success
Average to Low IQ Score ≠ Future Life of Failure
In his article on the significance of IQ Tests, titled Rational and Irrational Thought: The Thinking That IQ Tests Miss, Keith E. Stanovich proposes that dysrationalia - the inability to think and behave r ...
The document discusses various teaching techniques and strategies for effective teaching. It covers topics like understanding the teenage brain, motivation, risk-taking behavior, and handling different student behaviors. It provides examples of direct and indirect teaching styles and discusses ways to address common disruptive behaviors in the classroom like talking, arguing, hostility, and off-topic conversations. It emphasizes building rapport with students, using a variety of teaching methods, and maintaining student engagement.
The document discusses different learning styles and elements that affect how students learn. It defines learning styles as how students concentrate, process, internalize, and remember new information. Learning styles involve physiological, cognitive, and affective elements. Physiological elements include environmental factors like sound, light, temperature, and classroom design. Emotional elements involve motivation, persistence, responsibility, and preference for structure. Sociological elements consider whether students learn best alone, in pairs, teams, or varied groups. Cognitive elements include brain dominance, conceptual tempo, mindstyles, psychological differentiation, modality, and multiple intelligences.
This document discusses strategies for motivating students. It begins with objectives of mutual learning about best practices and gaining knowledge to motivate students and promote well-being. It then outlines an introduction and recent research on increasing self-efficacy and fostering a "mastery mindset." Specific strategies discussed include enhancing self-efficacy through positive feedback, focusing on effort over ability to develop a growth mindset, and contextualizing feedback to focus on behaviors rather than people. The document emphasizes appreciating students' diverse strengths and talents.
1) Several foundational educational research studies from the 1960s onward are summarized that examine topics like classroom management, adolescent development, learning theories, and effective teaching practices.
2) Key researchers discussed include Bandura, Maslow, Erikson, Rogers, Kohlberg, and Glasser. Their studies explored behaviors, needs, development, self-actualization, and moral development.
3) Harry and Rosemary Wong emphasize the importance of research-backed classroom management with procedures, routines, maximizing engagement and academic learning time. Effective teachers have high expectations and prepare extensively.
This document provides guidance on peer-to-peer mentoring. It emphasizes valuing one's own skills and helping others grow through sharing knowledge, building relationships, and empowering mentees to become mentors themselves. Effective mentoring involves knowing your mentee's goals, being patient, celebrating successes, and encouraging accountability and improvement. Mentors should lead by example, avoid being defensive or inflexible, and focus on small, consistent efforts that can lead to big successes over time.
Workshop focuses on describing social skills, highlighting key/critical ones to focus on, describes how to teach skills, and provides examples of ways to integrate it into existing curriculum
This document describes 16 habits of mind that are indicative of intelligent problem solving. It discusses 5 habits in particular:
1. Persisting - Sticking with a task until completion and not giving up easily.
2. Managing impulsivity - Thinking before acting and considering alternatives rather than making immediate judgments.
3. Listening to others with understanding and empathy - Spending time listening to understand other perspectives rather than just waiting to respond.
4. Thinking flexibly - Having an open mind and considering problems from different angles rather than just one view.
5. Thinking about thinking (metacognition) - Planning strategies for learning, keeping strategies in mind, and reflecting on what worked well.
The document discusses Carol Dweck's research on mindsets. It explains that there are two mindsets - a fixed mindset, where people believe their abilities cannot change, and a growth mindset, where abilities can grow with effort. Those with a growth mindset are more motivated and persistent when facing challenges. The document also discusses how praise for effort versus praise for ability can influence mindset, the brain's ability to grow new connections through learning, and strategies for fostering a growth mindset in others.
The document discusses Carol Dweck's research on mindsets. It explains that there are two mindsets - a fixed mindset, where people believe their abilities cannot change, and a growth mindset, where abilities can grow with effort. Those with a growth mindset are more motivated and persistent when facing challenges. The document also discusses how praise for effort versus praise for ability can influence mindset, the brain's ability to grow new connections through learning, and strategies for fostering a growth mindset in others.
Self-regulation skills are important for children's academic and personal success. These skills include sensory regulation, attention regulation, emotional regulation, and impulse control. Both nature and nurture influence children's abilities to self-regulate. Teachers can support self-regulation by creating supportive classrooms, modeling behaviors, and helping children develop coping strategies for handling difficult experiences. When challenges occur, teachers should seek to understand triggers, help children problem-solve, and reflect on their own responses to build children's self-awareness and social emotional skills.
The document discusses Carol Dweck's research on mindsets and how beliefs about intelligence can influence achievement. It describes the two main mindsets - a fixed mindset, where intelligence is seen as innate and unchanging, and a growth mindset, where intelligence can be developed through effort. People with a growth mindset are more motivated to learn, embrace challenges, and persist in the face of setbacks. The document outlines how praise, goals, responses to failure, effort, and strategies can be influenced by one's mindset. It also reviews evidence that the brain is neuroplastic and can develop and change through learning. Fostering a growth mindset in others can help motivate them to succeed.
The document provides information about an upcoming presentation on mindfulness and exceptionalities. It will cover:
1) Learning at least three new things that can be applied during presentations.
2) Having fun while covering different exceptionalities important to the audience.
3) Learning how to apply mindfulness strategies to help students and oneself.
The presentation will be led by Sean Murphy, Principal of The Matheny School, and Denise Micheletti, Chief Nursing Officer of Matheny. It will discuss research on emotional intelligence and mindfulness, applications of mindfulness at Matheny, and ideas for application in other settings.
The document discusses mentoring and provides guidance on how to be an effective mentor. It defines mentoring as a relationship where an experienced person helps a less experienced individual develop both personally and professionally. Effective mentors listen, provide wise counsel, encourage growth, and help mentees develop skills and independence. The relationship should be clearly defined and involve regular feedback and support as the mentee progresses. While mentoring can benefit all parties, special considerations are needed for cross-gender and cross-cultural mentoring or when a supervisor serves as a mentor.
Two mindsets exist - a fixed mindset where ability is believed to be innate and unchanging, and a growth mindset where ability can be developed through effort. People with a growth mindset are more motivated, set learning goals, and persist in the face of challenges. Praising a person's effort rather than their intelligence fosters a growth mindset by encouraging strategies like trying new approaches and increased effort when struggling. The brain is malleable, and adopting a growth mindset through targeted praise can create lasting positive change in a person's beliefs about learning and achievement.
This document discusses creating a growth mindset classroom environment. It emphasizes that educators should have high expectations for all students and help students believe they can succeed through perseverance. A growth mindset classroom uses formative assessments, open-ended tasks, encourages risk-taking, and provides constructive feedback to support improvement. Explicitly teaching students about neuroplasticity and how their brains can change can boost perception, memory, intelligence and IQ over time with consistent practice. Developing hope and resilience in students is also important for promoting a growth mindset.
The document provides an overview of a training on promoting children's social and emotional development. It discusses building relationships and creating supportive environments. The training covers identifying strategies to build positive relationships, design supportive schedules and environments, and structure activities to engage children and encourage positive behaviors. The objectives are to help participants support children's social and emotional competence.
This document summarizes key points from a training on promoting children's social-emotional development and success. The training covered building positive relationships, creating supportive environments, and teaching social-emotional skills. Specific topics included making deposits in children's emotional banks through play, attention and home visits; designing classroom layouts and schedules; using visuals for routines and expectations; and providing ongoing positive attention for appropriate behaviors. The overall goal is for children to develop skills like emotional regulation, empathy and relationship building.
HABITS OF MIND
Arthur L. Costa, Ed. D.
Professor Emeritus,
California State University, Sacramento
Habit is a cable; we weave a thread of it each day, and at last we cannot break it.
Horace Mann
American Educator
1796-1859
By definition, a problem is any stimulus, question, task, phenomenon, or discrepancy, the explanation
for which is not immediately known. Thus, we are interested in focusing on student performance
under those challenging conditions that demand strategic reasoning, insightfulness, perseverance,
creativity, and craftsmanship to resolve a complex problem. Not only are we interested in how many
answers students know, but also in knowing how they behave when they DON'T know. Habits of
Mind are performed in response to those questions and problems the answers to which are NOT
immediately known. We are interested in observing how students produce knowledge rather than
how they merely reproduce knowledge. The critical attribute of intelligent human beings is not only
having information, but also knowing how to act on it.
A "Habit of Mind” means having a disposition toward behaving intelligently when confronted with
problems. When humans experience dichotomies, are confused by dilemmas, or come face to face
with uncertainties--our most effective actions require drawing forth certain patterns of
intellectual behavior. When we draw upon these intellectual resources, the results that are
produced are more powerful, of higher quality and of greater significance than if we fail to employ
those intellectual behaviors.
Employing "Habits of Mind" requires a composite of many skills, attitudes, cues, past experiences
and proclivities. It means that we value one pattern of thinking over another and therefore it
implies choice making about which pattern should be employed at this time. It includes alertness to
the contextual cues that signal this as an appropriate time and circumstance in which the
employment of this pattern would be useful. It requires a level of skillfulness to employ and carry
through the behaviors effectively over time. It suggests that as a result of each experience in
which these behaviors were employed, the effects of their use are reflected upon, evaluated,
modified and carried forth to future applications.
HABITS OF MIND ATTEND TO:
• Value: Choosing to employ a pattern of intellectual behaviors rather than other,
less productive patterns.
• Inclination: Feeling the tendency toward employing a pattern of intellectual behaviors.
• Sensitivity: Perceiving opportunities for, and appropriateness of employing the pattern
of behavior.
• Capability: Possessing the basic skills and capacities to carry through with the
behaviors.
• Commitment: Constantly striving to reflect on and improve performance of the pattern of
intellectual behavior.
1
DESCRIBING HABITS OF MIND
When we no longer know what to do we have come to our real work and wh ...
Made By Dyslexia is a global charity that aims to help the world properly understand, value, and support dyslexia. Their mission is driven by a recognition that dyslexic thinking is important for the future. The charity provides tools and resources to advocate for dyslexia and help educators and employers better support those with dyslexia. They encourage taking their pledge to value dyslexic thinking and taking steps to support it. The charity also relies on a global movement of advocates to spread awareness and change perceptions of dyslexia.
Chapter 5 – Improving Your Study SkillsIn Chapter 4 we explore.docxchristinemaritza
Chapter 5 – Improving Your Study Skills
In Chapter 4 we explored the power of the brain. It has the ability to:
remember unlimited amounts of information
reason, sense patterns, and analyze information
think critically and creatively, and solve problems
These are physiological functions (mechanical) that the brain performs. But for most people, the brain does not separate the process of thinking from emotion. So, how you think is influenced by how you feel.
Likewise, how you think and feel influence your ability to learn.
Feeling
Thinking
Learning
How Do We Learn – Learning Styles
People are diverse in both how they think and how they learn.
One of the most common models used to explain learning differences include the following styles:
Visual
Auditory
Kinesthetic/Tactile
Several researchers have challenged the theory of learning styles. These challenges are based on the fact that:
There is no definitive test that identifies an individual's unique learning style, and,
Efforts to customize learning toward a student's particular learning style have shown no significant improvement in achievement.
It is probably better to say that we all have many learning styles but have a preference for one of them when we are learning new information or specific types of information.
We may use a different learning style than our preference to reinforce or review something we have learned.
Challenges to the Learning Styles Theory
Challenges To Learning
In some cases a learning style is not a preference, but instead, is a concrete reality.
Students who have challenges to learning, such as dyslexia, ADHD, visual or hearing impairment, may require accommodations in order to fully and equally participate in traditional classroom environments.
A learning disability is not an indication of inferior intelligence.
In high school, accommodations are arranged for these students by the school.
In college it is up to the student to seek out this assistance and advocate for themselves.
The Division of Student Services at TSU assists students in achieving their academic goals and enhancing their personal, intellectual and social development through the provision of a broad range of programs and services.
Intelligence
Intelligence has been defined in many different ways - someone's capacity for logical thinking, abstract thought, understanding, self-awareness, communication, learning, emotional knowledge, memory, planning, creativity and problem solving (Wikipedia).
But what is less understood or agreed upon is what constitutes evidence of intelligence. How do you measure intelligence?
The IQ test is probably the most familiar assessment used to measure intelligence.
High IQ Score ≠ Future Success
Average to Low IQ Score ≠ Future Life of Failure
In his article on the significance of IQ Tests, titled Rational and Irrational Thought: The Thinking That IQ Tests Miss, Keith E. Stanovich proposes that dysrationalia - the inability to think and behave r ...
The document discusses various teaching techniques and strategies for effective teaching. It covers topics like understanding the teenage brain, motivation, risk-taking behavior, and handling different student behaviors. It provides examples of direct and indirect teaching styles and discusses ways to address common disruptive behaviors in the classroom like talking, arguing, hostility, and off-topic conversations. It emphasizes building rapport with students, using a variety of teaching methods, and maintaining student engagement.
The document discusses different learning styles and elements that affect how students learn. It defines learning styles as how students concentrate, process, internalize, and remember new information. Learning styles involve physiological, cognitive, and affective elements. Physiological elements include environmental factors like sound, light, temperature, and classroom design. Emotional elements involve motivation, persistence, responsibility, and preference for structure. Sociological elements consider whether students learn best alone, in pairs, teams, or varied groups. Cognitive elements include brain dominance, conceptual tempo, mindstyles, psychological differentiation, modality, and multiple intelligences.
This document discusses strategies for motivating students. It begins with objectives of mutual learning about best practices and gaining knowledge to motivate students and promote well-being. It then outlines an introduction and recent research on increasing self-efficacy and fostering a "mastery mindset." Specific strategies discussed include enhancing self-efficacy through positive feedback, focusing on effort over ability to develop a growth mindset, and contextualizing feedback to focus on behaviors rather than people. The document emphasizes appreciating students' diverse strengths and talents.
1) Several foundational educational research studies from the 1960s onward are summarized that examine topics like classroom management, adolescent development, learning theories, and effective teaching practices.
2) Key researchers discussed include Bandura, Maslow, Erikson, Rogers, Kohlberg, and Glasser. Their studies explored behaviors, needs, development, self-actualization, and moral development.
3) Harry and Rosemary Wong emphasize the importance of research-backed classroom management with procedures, routines, maximizing engagement and academic learning time. Effective teachers have high expectations and prepare extensively.
This document provides guidance on peer-to-peer mentoring. It emphasizes valuing one's own skills and helping others grow through sharing knowledge, building relationships, and empowering mentees to become mentors themselves. Effective mentoring involves knowing your mentee's goals, being patient, celebrating successes, and encouraging accountability and improvement. Mentors should lead by example, avoid being defensive or inflexible, and focus on small, consistent efforts that can lead to big successes over time.
1. Working with AdolescentWorking with Adolescent
MalesMales
Dr. Kathleen HerpichDr. Kathleen Herpich
PrincipalPrincipal
Fr. Judge High School for BoysFr. Judge High School for Boys
2. Goals for TodayGoals for Today
Understand someUnderstand some
male/female cognitivemale/female cognitive
differencesdifferences
Provide specific examples ofProvide specific examples of
appropriate strategies andappropriate strategies and
techniquestechniques
Tie strategies & techniques toTie strategies & techniques to
the support that is availablethe support that is available
3. The Cold, Hard Facts…The Cold, Hard Facts…
Nationally, boys…
– Get 70% of the Ds and Fs
– Over 20% receive more than one D/F
– Make up 80% of discipline problems
– Make up 70% of diagnosed learning disabilities
– Make up 80% of those on Ritalin
– Are 1-1 ½ years behind girls in reading and writing
– Make up 80% of HS dropouts
These numbers have some frightening implications
for our young men of today…read on!!
4. Far-Reaching ConsequencesFar-Reaching Consequences
In 1970, males made upIn 1970, males made up
58% of undergraduate58% of undergraduate
students.students.
In 2007, they made upIn 2007, they made up
less than 45%.less than 45%.
Consequences to thisConsequences to this
shift can be felt in:shift can be felt in:
– EconomyEconomy
– SocietySociety
– FamilyFamily
– DemocracyDemocracy
5. Research Tells Us…Research Tells Us…
By adolescence, a girl’sBy adolescence, a girl’s corpuscorpus
callosumcallosum is 25% larger than a boy’s.is 25% larger than a boy’s.
This part of the brain connects the leftThis part of the brain connects the left
and right cerebral hemispheres andand right cerebral hemispheres and
facilitates interhemisphericfacilitates interhemispheric
communication. It is the largest whitecommunication. It is the largest white
matter structure in the brain.matter structure in the brain.
Girls have strongerGirls have stronger neuralneural
connectorsconnectors that are designed tothat are designed to
receive, process and transmitreceive, process and transmit
information.information. They also have aa
largerlarger hippocampushippocampus that isthat is
responsible forresponsible for part of a brainpart of a brain
system responsible for behavioralsystem responsible for behavioral
inhibition and attention and spatialinhibition and attention and spatial
memory.memory.
6. Boys have lessBoys have less serotonin.serotonin. It is important in transmitting nerveIt is important in transmitting nerve
impulses.impulses. Serotonin can be considered a "happy" hormone, as it
greatly influences an overall sense of well-being. It also helps to
regulate moods, temper anxiety, and relieve depression. It is also
credited with being a natural sleep aid. It even plays an important
role in regulating such things as aggression.
Girls’Girls’ prefrontal cortexprefrontal cortex develops earlier and is initially larger thandevelops earlier and is initially larger than
boys. It is responsible for the executive functions, which includeboys. It is responsible for the executive functions, which include
mediating conflicting thoughts, making choices between right andmediating conflicting thoughts, making choices between right and
wrong or good and bad, predicting future events, and governingwrong or good and bad, predicting future events, and governing
social controlsocial control
7. Biological Likelihoods WorkingBiological Likelihoods Working
Against BoysAgainst Boys
Science tells us males are more likelyScience tells us males are more likely
to…to…
– Lose attention quicklyLose attention quickly
– Transition between tasks slowlyTransition between tasks slowly
– Need space to move during classesNeed space to move during classes
– Compartmentalize learningCompartmentalize learning
– Feel discussion/ conversation unnecessaryFeel discussion/ conversation unnecessary
– Prefer nonfictionPrefer nonfiction
– Overestimate their abilitiesOverestimate their abilities
– See success tied to intelligence, notSee success tied to intelligence, not
efforteffort
– Avoid self-reflection and requesting helpAvoid self-reflection and requesting help
– Act out when bored or frustratedAct out when bored or frustrated
8. “More Likely To…”
Girls Boys
Be good listeners -- Math-Logical thinkers
Sit calmly -- Need space to move
Print neatly -- Settle for messy &
unorganized work
Gather facts before -- Deduce conclusions
drawing conclusions
Work well in co- -- Prefer to work alone
operative learning
Entertain themselves -- Act out & disrupt when
bored.
9. The Good News!The Good News!
Boys (generally)…Boys (generally)…
– Have more spatial-mechanical functioningHave more spatial-mechanical functioning
AND it develops earlierAND it develops earlier
– See friendships as built around tasks/ goalsSee friendships as built around tasks/ goals
– Need to move things through the airNeed to move things through the air
– Deal well with moderate stressDeal well with moderate stress
– Possess a more competitive spiritPossess a more competitive spirit
10. Boys vs. Girls
There are NO differences in what girls and
boys CAN learn. But there are BIG
differences in the best way to teach them.
What should we do?????
11. Robert Marzano’s 9 EssentialRobert Marzano’s 9 Essential
StrategiesStrategies
Helps teachers compensate forHelps teachers compensate for
developmental differencesdevelopmental differences
Allows boys to shine by highlighting theirAllows boys to shine by highlighting their
strengthsstrengths
Creates environments where we canCreates environments where we can
nurture paradigm shifts for boysnurture paradigm shifts for boys
12. Setting Objectives/Providing FeedbackSetting Objectives/Providing Feedback
Broad learning objectives set byBroad learning objectives set by
teacherteacher
Easily adaptable to personalizeEasily adaptable to personalize
learninglearning
Feedback should be timely,Feedback should be timely,
specific, and tailored to thespecific, and tailored to the
assignmentassignment
– Ensure it’s corrective andEnsure it’s corrective and
constructiveconstructive
– Doesn’t always have to be from you!Doesn’t always have to be from you!
14. Nonlinguistic RepresentationsNonlinguistic Representations
Research says that the regularResearch says that the regular
use of linguistic and visual formsuse of linguistic and visual forms
of knowledge storage…of knowledge storage…
– Plays to boys’ spatial strengthsPlays to boys’ spatial strengths
– Increases brain activityIncreases brain activity
– Compartmentalizes larger topicsCompartmentalizes larger topics
– Addresses multiple learning stylesAddresses multiple learning styles
16. Identifying Similarities andIdentifying Similarities and
DifferencesDifferences
Has students break concepts into similar/Has students break concepts into similar/
dissimilar piecesdissimilar pieces
Allows students to solve complex problems byAllows students to solve complex problems by
simplifying themsimplifying them
– Teacher- directedTeacher- directed: teacher identifies components: teacher identifies components
and/or provides possible classifications. Studentsand/or provides possible classifications. Students
place the components correctly.place the components correctly.
– Student- directedStudent- directed: students are given raw material: students are given raw material
and asked to identify the different components orand asked to identify the different components or
determine possible classifications.determine possible classifications.
18. Reinforcing Effort and ProvidingReinforcing Effort and Providing
RecognitionRecognition
Boys are more likely to see success asBoys are more likely to see success as
intelligence vs. effort-based, but…intelligence vs. effort-based, but…
Studies have shown we can teach them toStudies have shown we can teach them to
adapt their views!adapt their views!
Why would this paradigm shift beWhy would this paradigm shift be
important for boys?important for boys?
20. Homework and PracticeHomework and Practice
Provides opportunities for practice, review, andProvides opportunities for practice, review, and
applicationapplication
Enhances a student's ability to reach a level ofEnhances a student's ability to reach a level of
expected proficiency for a skill or conceptexpected proficiency for a skill or concept
Students need to practice a skill 24 times to reachStudents need to practice a skill 24 times to reach
80% competency, with the first four practices80% competency, with the first four practices
yielding the greatest effect.yielding the greatest effect.
SOURCE: Marzano and PickeringSOURCE: Marzano and Pickering
21. Cues, Questions, and AdvanceCues, Questions, and Advance
OrganizersOrganizers
Help scaffold prior knowledgeHelp scaffold prior knowledge
Allows exposure before new learningAllows exposure before new learning
occursoccurs
Corrects misconceptions/ stereotypesCorrects misconceptions/ stereotypes
Should be:Should be:
– analyticalanalytical
– focused on the most important topicsfocused on the most important topics
22. Activities: Cues, Questions, andActivities: Cues, Questions, and
Advance OrganizersAdvance Organizers
Increase wait time!Increase wait time!
Skimming/scanningSkimming/scanning
KWKW-H--H-L ChartsL Charts
The Big 6!The Big 6!
Anticipation guidesAnticipation guides
OpinionairesOpinionaires
Jamie McKenzie’sJamie McKenzie’s
Questioning ToolkitQuestioning Toolkit
WebquestsWebquests
24. OpinionairesOpinionaires
To Kill a Mockingbird bTo Kill a Mockingbird by Harper Leey Harper Lee
Issue-based OpinionnaireIssue-based Opinionnaire
1--------------2-------------3----------------4-----------5---------------1--------------2-------------3----------------4-----------5---------------
66
StronglyStrongly StronglyStrongly
DisagreeDisagree AgreeAgree
1.1. The effects of discrimination are long-lasting, even ifThe effects of discrimination are long-lasting, even if
you are not the one directly affected.you are not the one directly affected.
2.2. Racism is a weapon.Racism is a weapon.
3.3. Small town gossip is usually harmless.Small town gossip is usually harmless.
4.4. Parents are the strongest influence in a child’sParents are the strongest influence in a child’s
development.development.
5.5. The court system is usually a reliable way to punishThe court system is usually a reliable way to punish
the guilty and release the innocent.the guilty and release the innocent.
25. Summarizing and Note-TakingSummarizing and Note-Taking
A collection of verbal andA collection of verbal and
reasoning skills that include:reasoning skills that include:
– ImposingImposing
structure/organizingstructure/organizing
– Analyzing (for importance)Analyzing (for importance)
– Self-scaffoldingSelf-scaffolding
– Rewording/CombiningRewording/Combining
ideasideas
– DeletingDeleting
Note-taking is difficult -- it needs to be taught to ensureNote-taking is difficult -- it needs to be taught to ensure
success!success!
26. Activities: Teaching SummarizingActivities: Teaching Summarizing
and Note-Takingand Note-Taking
Consistent note- takingConsistent note- taking
formatformat
Unfinished outlinesUnfinished outlines
Mind mapsMind maps
Character MapsCharacter Maps
WebbingWebbing
Double-entry journals/Double-entry journals/
Cornell NotesCornell Notes
Word boxesWord boxes
27. Cornell NotesCornell Notes
Cue Words
AND
2. Question-
ASAP after
class, create
questions that
can clarify
concepts,
reveal
relationships,
build in
continuity, and
help your brain
remember
1. Record- Write everything as succinctly as
possible- phrases and simple sentences only
3. Recite- Study and review -- cover the notes
column and say aloud 1) answers to questions and
2) ideas prompted by cue words
4. Reflect- What’s the significance of these facts,
and how can I apply them to my life?
5. Review- Study regularly to retain information!
At the bottom of the page, summarize the main points in
your own words
29. Cooperative LearningCooperative Learning
Provides task to socialize learningProvides task to socialize learning
Can feed a positive competitiveCan feed a positive competitive
spiritspirit
Allows for purposeful groupingsAllows for purposeful groupings
Core components:Core components:
– positive interdependencepositive interdependence
– group processinggroup processing
– appropriate use of social skillsappropriate use of social skills
– face-to-face interactionface-to-face interaction
– individual and groupindividual and group
accountabilityaccountability
30. Activities: Cooperative LearningActivities: Cooperative Learning
Jigsaw with defined rolesJigsaw with defined roles
Problem-solving groupsProblem-solving groups
Webquests with definedWebquests with defined
rolesroles
Group presentationsGroup presentations
In-person or online bookIn-person or online book
discussionsdiscussions
Team gamesTeam games
31. Generating/Testing HypothesesGenerating/Testing Hypotheses
Uses a deductive approachUses a deductive approach
Allows for males “solve-it”Allows for males “solve-it”
predilectionpredilection
Encourages students toEncourages students to
explain/defend theirexplain/defend their
hypotheseshypotheses
32. Activities: Generating and TestingActivities: Generating and Testing
HypothesesHypotheses
Socratic SeminarSocratic Seminar
Question TreeQuestion Tree
DebateDebate
Predictions (If ____ werePredictions (If ____ were
changed, then…)changed, then…)
You Be the HistorianYou Be the Historian
33. Thank you for your participation!Thank you for your participation!
34. Works CitedWorks Cited
Anissimov, Michael. “What is the Prefrontal Cortex?”Anissimov, Michael. “What is the Prefrontal Cortex?” Webgeek.Webgeek. 15 September15 September
2010. <www.wisegeek.com/what-is-the-prefrontal-cortex.htm>.2010. <www.wisegeek.com/what-is-the-prefrontal-cortex.htm>.
“Integrating Technology into the Classroom using Instructional Strategies based
on the research from: Classroom Instruction that Works.” Cherry CreekCherry Creek
School District.School District. 16 September 2010. <http://www.tltguide.ccsd.16 September 2010. <http://www.tltguide.ccsd.
k12.co.us/instructional_tools/ Strategies/Strategies.html>.k12.co.us/instructional_tools/ Strategies/Strategies.html>.
Jansen, Barbara A. “The Big 6: Research Paper Organizer.”Jansen, Barbara A. “The Big 6: Research Paper Organizer.” St. AndrewsSt. Andrews
Episcopal SchoolEpiscopal School. 15 September 2010. <http://library.sasaustin.org/. 15 September 2010. <http://library.sasaustin.org/
paperOrganizerUS.php>.
McBride, Bill. “Girls Will be Girls and Boys Will be Boys: Teaching to GenderMcBride, Bill. “Girls Will be Girls and Boys Will be Boys: Teaching to Gender
Differences.”Differences.” University of ArizonaUniversity of Arizona Center for Recruitment and RetentionCenter for Recruitment and Retention
Mathematics Teachers.Mathematics Teachers. 15 September 2010. <http://crr.math.arizona.15 September 2010. <http://crr.math.arizona.
edu/GenderKey note.pdf>.edu/GenderKey note.pdf>.
Pauk, Walter. “The Cornell Note-Taking System.”Pauk, Walter. “The Cornell Note-Taking System.” Cornell University.Cornell University. 1616
September 2010. <http://lsc.sas.cornell.edu/Sidebars/Study_Skills_September 2010. <http://lsc.sas.cornell.edu/Sidebars/Study_Skills_
Resources/cornellsystem.pdf>.Resources/cornellsystem.pdf>.
Editor's Notes
(2 minutes)
Introduce yourself, Catapult Learning, and your hopes for the presentation today (not goals). Explain this is an introduction to a lot of information and can help lead to further professional development interests and challenges.
Thank the school for having you; then, get started!
**Before presenting
Hang 9 chart papers around the room, each labeled with a different strategy on the top. Break each paper (with marker) into 6 sections- ELA, Social Studies, Science, Mathematics, CTE/ Fine Arts, Religion. On each table, place plenty of post-it notes. Next, label tables with tents so that each department sits together. This will facilitate discussion and allow for maximum practicality.
Also, make sure to set up a parking lot for questions. In introduction, acknowledge that we’ll be moving quickly, but I want this to be as useful as possible. If questions arise during the session, and we’re moving too quickly to answer them, post them and, if comfortable, sign them. I will get in touch with these teachers directly.
(1 min)
Before we begin today, it’s important for us to review the goals of this workshop. More than anything, I want to be able to give you applicable, practical knowledge that you can immediately and easily integrate into your classroom. (Review the three goals listed)
(1 min)
Before learning new strategies for instruction, it’s important to look at why. Why are these techniques being presented? Why is it important to specifically focus on boys in education? Well, the answers to both of those questions are alarming. The facts listed on this slide offer only a small snapshot of the problems currently facing the young men of today.
Review the facts listed on the slide.
These numbers can be scary, especially if you know that boys are still trending in this direction. As teachers of HS boys (and in this case, residents of the Philadelphia area), you can probably attest to this escalating problem. But what are some of the consequences that result from these statistics?
(2 min)
One major consequence is this startling statistic involving male enrollment in college.
Review top 2 bullets.
The bottom bullet lists areas where this shift may completely change society, but what do you think this list might actually mean for you, for me, for this school, and for this community? What kinds of changes might we anticipate if this trend continues? (Pause)
Certainly, we can all say that this is a disturbing change, and as teachers, coaches, parents, and administrators, we should understand some of the factors that are contributing to current conditions.
(3 min)
First, we should look at what the scientific research tells us. (Read 1st bullet) The corpus callosum is the area of the brain that connects the two hemispheres. This means it promotes cross-talk, integration of emotional and intellectual, and multi-tasking. In the words of one research, what this means is that asking a 17-year-old male to explain to you why he’s sad might be just as productive as asking a 6-year-old boy. Information is still very compartmentalized, and boys, generally, find it difficult to mesh sections. On the other hand, girls are very good at not only describing their own feelings but also picking up on the moods and tones of others.
Males also have less serotonin in their systems. Serotonin is a natural chemical in the body that encourages impulse control and the ability to think through the consequences of one’s actions before actually acting. This is the chemical that is responsible for keeping girls in their seats and quiet more frequently, even when they may be finished a task and bored. A boy’s lack of this makes him far more impulsive.
Girls’ hippocampus is also significantly larger. This allows for the majority of girls to have better listening skills and memory storage. It is a partial explanation why, if instructions are given orally only, boys may need to ask clarifying questions later.
Finally, the prefrontal cortex also develops earlier in girls. This is the area of the brain directly responsible for impulse control and decision-making. Much like the results of less serotonin, the results of a smaller prefrontal cortex lead to poor or snap decisions and difficulty in accurately determining right from wrong. It also affects a person’s ability to suppress urges, and you may have witnessed some of this behavior in the forms of clowning around, violent outbursts, or inappropriate behavior.
(3 min)
What these normal biological differences mean is that, according to Dr. Bruce Perry, a Houston neurologist, “Very well-meaning people have created a biologically disrespectful model of education.” Look at the list in white.
Review list.
These are skills often prized in the traditional classroom setting, yet they are all skills that don’t come naturally to most males. This can lead to academic and behavioral problems that could be avoided if the system were to adapt to their developmental needs.
At the same time, I want to especially draw your attention to the items listed in red. Boys are more likely to overestimate their capabilities, but at the same time, they see success tied mainly to natural intelligence and ability, not effort. This means that when a male underperforms, science tells us he is more likely to blame his natural ability and see little connection between further effort and improvement. At the same time, males are more likely to avoid requesting help. One perception is that many may not want to appear weak, and in part this has been supported by research. At the same time, though, many also don’t want to be viewed as the suck-up or brown-noser in the room. No increased effort and no help leads to frustration and disappointment, feelings that can cause disruptive and disrespectful behavior, or worse, dropping out.
This information paints a very dim picture of what education can be like for boys of today.
(3 Minutes) **Iinclude personal examples is possible.**
The fact is there is plenty of good news to be pulled from the scientific studies of boys as well.
Generally, boys (read point 1). This means that nonlinguistic representations will suit them well; models, maps, and graphic organizers will be more easily accepted and understood.
Second (read point). Therefore, even though boys may not have the same social and emotional skills girls possess, they are able to build great teams that are working together to accomplish a single goal. We see that all the time on the playing field; why shouldn’t we translate that chemistry to the classroom?
Third, boys (read point three). This means that motion is natural and encouraged for boys. The student who needs to pace or tap may not be deliberately bad or offensive; he may think better that way.
Finally, (read points 4 and 5). Many girls don’t do well with pressure, but boys are more likely to thrive under it. Being challenged leads to exhilaration and excitement in boys, so timing of activities or integration of healthy competition in a class may prove motivating in ways you might not imagine. This competition can be individual or team-based, depending upon your goal; what’s important is that it is fair and any student(s) could win.
(2 min)
Review bullets on slide. Explain before beginning that each of these strategies can be used to create a better learning environment for boys, but the goal for today is to find 1 or 2 that each teacher would like to work on fully implementing. When those strategies become common practice, the teacher can revisit the presentation to set a new learning objective.
It is also important to explain that these strategies do not live in isolation. The same activity may show up in 2 different strategies because it can be used for different purposes. There are note-taking strategies that encourage nonlinguistic representations, and cooperative learning that can help give feedback and provide cues and advanced organizers. In a perfect world, all 9 of these strategies are being used and work to support each other.
As we move through these strategies, you’ll probably notice that you already do many of these things, and that’s wonderful. Today is a refresher or an overview, and it’s simply to present you more tools to put into your tool belt. Also, it’s a chance to discuss and brainstorm together in order to grow together.
Before we go any further, I’m going to ask you to identify a unit that you’ll be teaching at some point this year and a partner or 2 in the area who teaches either 1) your curriculum or 2) similar material. This person or these people (in a group of 3) will be your discussion and brainstorming group for the day. The unit can be what you’re teaching now, but you may find it more useful to choose something you’ll teach later, say November or December. With everything else we discuss, I’m going to ask you to refer back to that unit of instruction. By the time you leave today, I hope you have some concrete activities and ideas that you can purposefully incorporate into your plans as well as some food for thought about other possible professional development. I will be compiling the lists you make today, so they should provide a great resource your departments can build upon.
(2 min)
We’re going to start with setting objectives and providing feedback. Before anything, the teacher should set the learning objectives for the day, the unit, the assignment. What is it you want your students to be able to do or know at the end of the process? No, this is not something that can be set by the students; you know your standards.
At the same time, research and common sense tell us that students learn better when they can relate to and value the information shared. It’s why real-world applications are so important, and it’s why your students should be allowed and encouraged to create personal learning goals adapted from your own. In this way, the student is finding value in your material from day one, and he is more likely to stay engaged.
At the same time these goals are being established, you should determine what assessments you will be using to ensure that the learning objectives are met. You want to make sure your methods, your lessons, your delivery of the information- everything- are helping students to be able to reach your learning goals for them. Working formative assessments (exit slips, index cards, think-pair-share) purposefully into lessons will allow you to give regular feedback that allows you to accurately monitor student progress. There are two things to remember when you provide feedback, though.
Review the final two bullets/ dashes on the page. Then ask- What ways can you think of to provide feedback that is not coming directly from the teacher but is still constructive and meaningful? Think-pair-share (min)
(4 min)
Review the different bullets with special emphasis on the reflective components. A sample commentary is below.
Reflection is crucial to both student and teacher growth. When students are asked how a process affected them, how successful they felt they were, what they would do differently next time, etc., they’re learning to move towards being self-directed learners. Exit slips, like those shown on the previous slide, are simple reflection tools you can use to immediately gauge a students understanding of and comfort with a given subject (insert personal example here). Reflective learning portfolios or journals are more extensive, requiring students to analyze their progress through a unit, a large project, or a full semester or year. It emphasizes how a student’s effort improves his performance while allowing him to critically examine his actions and strategies. Any subject area can employ this, but it should be purposeful and planned well ahead of time.
To get an idea of how helpful this could be for your students, take a minute to employ this skill yourself. Turn to page 1 of your handout. Think about a lesson you taught recently. Were you happy with how it went? Were the students engaged? Did the activities allow students to completely achieve their learning objectives? What would you do differently the next time? (Pause). Take a minute to go through the questions first, by yourself, then with your group.
Wouldn’t it be nice if your students thought about their work and progress this deliberately?
With that said, I’d like you to list 2 concepts OR lessons that you PLAN TO teach before January where you MIGHT easily implement this strategy. If you have a grade-level partner, please make one list. Then later, you can work together in your planning.
(1 min)
Nonlinguistic representations are important because, remember, one of the first pluses on the males’ list is better spatial reasoning. Therefore, when you employ this strategy, you are playing to boys’ strengths and increasing their brain activity. Research tells us that knowledge is stored in the brain in two ways- linguistic and visual- and if you are presenting the material in both formats, students are more likely to remember.
Although many people traditionally think of this strategy as one best suited to mathematics and science classes, we shouldn’t discount its usefulness in the humanities. Graphic organizers can be used across the curriculum, and every subject can incorporate visual symbols into its classroom environment.
The building blocks for molecules in this picture is an easy application, but…
(3 min)
Maps, graphic organizers, and kinesthetic activities can also be wonderful for boys. In English, actually act out the drama you are reading. Create maps in every area (character maps, mind maps of chapters, etc) so that students are practicing note-taking (a strategy we’ll hit upon soon) while creating their own visual cues for learning. In all possible cases, make these resources interactive (moving pieces on the maps, physically adding map components, building models). In that way, you provide boys a way to study and learn that isn’t completely dependent upon verbal understanding, an identified general weakness.
Just like in the last section, I’m going to ask you for concrete ideas you would implement in your classroom. (Give personal examples). Allow time for discussion and for partners to add post-it notes to the wall.
(2 min)
Review the bullets on the slide. Be clear that there is no value judgment placed on the two dashes at the bottom. Either of these could be useful at specific points in time based on a teacher’s needs.
(5 min)
There are many techniques for identifying similarities and differences that you probably already employ. Before we do a small pair-share, I want to walk you through the Venn diagram on the screen. Remember, we just said that this technique works best when it requires higher order thinking from your students. This model has a lot of information on it, but there is nothing in the center space. Take a moment, discuss it with a partner, what MIGHT HAVE GONE went wrong, or unfinished, in this activity?
Allow for pairs to discuss, then take volunteers for what could have been done to strengthen the assignment? How could this be turned into something more meaningful?
With that said, I’d like you to list 2 concepts OR lessons that you PLAN TO teach before January where you MIGHT easily implement this strategy. If you have a grade-level partner, please make one list. Then later, you can work together in your planning.
(2 min)
Another strategy crucial to classroom success is reinforcing effort and providing recognition. As we talked about earlier, boys are likely to see little or no tie between effort and success unless they have been specifically taught this concept. However, all the most recent research shows that it is short-changing boys to say that they will always believe this. Boys can adapt their views to understand that success can be proportional to effort, but they must be taught to do this. We can help teach them by recognizing and reinforcing the effort exerted as well as the overall success a student may enjoy.
Why do you think this paradigm shift could be crucial to a boy’s success in school and in life? (Wait for answers)
(2 min)
The beauty of this strategy is that although it does require a thoughtful plan by the teacher, pieces can be fairly simple to implement. You probably are already using ideas to exhibit this strategy already, so keep those in mind for our brainstorming step.
Pause, Prompt, Praise is a technique often used with struggling or new readers, but it can easily be applied to more advanced learning and behavioral goals. Pause- count to five and calm yourself before speaking to the student. This shows you are patient, and you are giving the student the chance to solve his issue himself before you jump in to offer help. Prompt him toward the right direction by offering a hint to lead him in the right direction or by explicitly correcting the unacceptable behavior. Finally, when the child responds to this prompting and solves the problem, joins discussion, changes behavior, etc, praise him! Even in academics, it is important to catch your students doing the right thing and recognizing it.
In the same vein, there should be positive consequences and recognition for students actively striving towards improvement. These can be as simple as a certificate (refer to the picture) or more elaborate.
Also, to work with boys’ competitive spirit, healthy competitions can be incorporated into the classroom environment. This rewards success, but it also is a great chance to highlight the group efforts responsible for said success.
Brainstorm ideas for positive reinforcement (techniques, possible rewards) and list these on your post-it note. When you’ve finished, post-it to the board.
(1 min)
Review the bullets on this page. Explain that because this is not activity-based, this is as far as we’ll go today discussing this strategy.
(2 min)
With this strategy, we are entering the four strategies that have been identified as either not presented to the staff as a whole or strategies so crucial that they need to be revisited regularly. We are covering this strategy first because it involves activating prior knowledge in order to build a foundation, or scaffolding, for new learning. This is also a chance for teachers to identify any misconceptions or stereotypes that might interfere with student learning. If a teacher skips this step in the learning process, he or she might be attempting to transfer knowledge that contradicts students’ assumptions and prior knowledge. That could be a major hindrance, so it is good to be proactive towards avoiding this situation.
Research has proven that this strategy is most successful when the techniques forces students to think analytically and to focus on what you believe are the most important topics in the unit. Therefore, before you use this strategy, ask yourself- What are the major themes ideas we’re covering? What is the essential information I need students to gain? With those answers, you can begin crafting your activity. Before you brainstorm with your partner, we’re going to look at some common activities that can help effectively implement this strategy.
(6 min)
Go over bullets, spending significant time on The Big 6 organizer. Explain that, although this graphic says grade 5, it is this series of steps that is extrapolated into effective teaching of the research paper. When finished, let teachers know we’re going to look at two other activities in detail.
(3 min)
Explain the anticipation guide and how it can be used in any discipline.
(3 min)
Explain the opinionaire and how it can be used in any discipline.
(6 min)
Note-taking is often taken for granted; teachers have so much actual subject matter to cover that it is easy to convince a person that there is no “extra” time to teach how to take notes. My argument to that would be that if a teacher takes the time to teach note-taking, his or her students will be more efficient and effective the rest of the year. In the long run, this could significantly help everyone involved.
With that said, it is important to realize that note-taking is difficult because it is actually dependent upon a student already being proficient with several different skill sets. Many students’ usual method of note-taking is summed up in the graphic. (Walk through/ explain the graphic). Think about it- what kinds of things do you actually do when you take notes on someone’s presentation? (Wait for response) Students need to be explicitly taught these skills, and there are plenty of techniques you can use to help them.
Before I go to the next slide, I want you to pair with your partner and brainstorm for 3 minutes. What techniques do you already use to help students learn the process of note-taking? Which techniques have you found most helpful, and why?
(Wait three minutes then regroup. Ask for responses.)
(4 min)
One of the keys to teaching students effective note-taking is to provide a consistent format in your classroom. Does this mean you can’t ever use another?- No. It just means there should be one method that students will be exposed to enough that they reach proficiency, or even mastery, by the end of the year.
We’re going to look at some different strategies for taking notes, and I ‘m going to ask you to think about what techniques could fit well into your curriculum. When you can answer that question, you have your starting point for teaching this in your classroom.
What you’re seeing on this slide is a character map. This is great for the humanities because the “characters” don’t always have to be from fiction. Characters can be major players in historical events or nonfiction texts. This is one form of mapping we’ll be looking at today.
(5 min)
Review the slide, making sure to cover the layout and the 6 different steps. Explain that this can be a format used in class as teacher’s are presenting information.
(4 min)
Mind maps are a note-taking tool that is best used either as 1) class work/ homework based on reading or 2) as a review of ideas already covered and recorded in a different format. It is a synthesis tool, a way for students to make personalized meaning from the information given, draw conclusions, and make inferences.
If you look at this basic mind map focused on solving global warming, the student was required to identify the main topic of the chapter or discussion. This is located in the center. Then, the rest of the given information needed to be broken down into categories that directly related to the main topic. These arms are places to locate the important details. The beauty of this system is that students must truly comprehend the material in order to accurately put together a map, and doing this will build a nonlinguistic representation of the information while helping the student study. This is a more right-brain activity, especially when completed in color, so simply allowing more analytical thinkers to complete these helps them grow.
Like the character mapping and Cornell notes, this is a skill that must be modeled and practiced; however, if it is mastered by students, it could greatly improve their understanding and retention of your subject matter.
(5 min)
Cooperative learning can be a wonderful strategy to use with young men, but it must be done in a way that highlights interdependence and social cooperation. As stated earlier in the presentation, males are less likely to enjoy sitting around talking unless there is a common goal that drives them. Well, good news, this is the definition of cooperative learning! The same feelings of teamwork and competition that can make a team succeed on the field can also be called upon in a classroom.
One advantage is that CL gives teachers the chance to create purposeful groupings. Cooperative learning is effective when it is planned, and the groups should be deliberate. Maybe a teacher is placing students of varying levels of competence together, or perhaps the groups are determined by student-reported interests. Whatever the reason, there should be a clear rationale behind it that is supported by the research.
In addition, this strategy is versatile and can be used to meet many different needs of the teacher. Depending upon the assignment, a teacher can use cooperative learning to create scaffolding (pre-unit), dissect information (mid-unit), or prove competence (summative assessment). Take two minutes right now to brainstorm an activity you could use for 2 of these three points in your unit. (Wait 2 minutes and regroup. Allow groups to quickly share).
Teachers just need to make sure the tasks planned all share the core components.
Review core components. Talk about how:
1) interdependence is built through creation of roles in the groups. Provide examples.
2)feedback/ assessments need to be decided upon and explained before work begins.
(4 min)
As you can see, there are many different ways to incorporate cooperative learning. In addition, this is a great strategy in which to incorporate technology.
Go over the list and provide minimal explanations.
Turn to page 3 of the handout. With this activity, I’m going to ask you to identify two different strategies you could implement using CL. When you identify the strategy, also please identify the subject matter you will have students learn through it. If you have extra time, discuss how you will determine groups, what the final product will be, and how you think you might evaluate it.
At the end of time, ask groups to put up their post-it notes.
(3 min)
This strategy encourages students to actively work on their critical thinking. Students are asked to employ either one or a combination of many of the following processes:
analysis, invention, experimental inquiry, decision making, and problem solving.
Students should be asked &quot;what if?&quot; as they plan and conduct simple investigations. It’s important for the teacher to remember that the value in this strategy is not in whether or not the hypothesis is proven to be true. Instead, it is the thought process and a student’s ability to defend it that is most valuable.
This is also a great way to help students develop the language of conjecture.
“I’m thinking that…”
“I haven’t fully explored this yet but I’m working on…”
This skill can be modeled for students and will help them in becoming questioning, critical thinkers.
(5 min)
Good activities that aid teachers with this strategy help students to question and think critically about the world around them. The first four bullets on this slide (read the 4 bullets) all encourage students to create their own questions and use them in discussion and debate. (Review the question tree diagram and explain how it can apply to the other listings).
Other strategies are more specific to subject matter, but they still encourage problem-solving, the “fix-it” strategy. (Review the final three bullets with ideas for usage).
Looking at these ideas, regroup with your partner. On your post-it note, provide a specific instance where you can incorporate this strategy into your chosen unit. What activity will you use, and on what information will you focus? (Allow partners 3 minutes to write and post; then take suggestions from groups).