firing up motivated learners
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Firing Up Motivated Learners. Building Neuronal Networks through Integrated Instruction. Created by: Patricia McDermott EdFS 377 Summer 2008. Psych Ed. Project. - PowerPoint PPT PresentationTRANSCRIPT
Firing Up Motivated LearnersBuilding Neuronal Networks
through Integrated Instruction
Created by: Patricia McDermottEdFS 377Summer 2008
Psych Ed. Project
An integrative unit of study based on “Concept Oriented Reading Instruction (CORI)”, an instructional framework developed at the University of Maryland
Guthrie, Van Meter, et. al. 1998 & Guthrie, Cox et. al. 2000
Goals for the Project
The goal for this project is twofold:
1. To work collaboratively with teachers to implement CORI in classrooms
2. To provide teachers with a model of integrated instruction that will intrinsically motivate students to learn and gain deep knowledge
Rational for “The Project”
• Zull points to the need for educators to help students "make connections" in order to gain comprehension and reach deep understanding.
• CORI provides teachers with a framework to make these connections while increasing flexibility in utilizing class time efficiently and effectively
Rational for “CORI” in the Classroom
The principles for integrated instruction contain three vital connections:
1. connections between disciplines, such as science and language arts, taught through conceptual themes
2. connections between strategies for learning, such as searching, comprehending, interpreting, composing, and the teaching of content knowledge
3. connections among classroom activities that support motivations and social and cognitive development” (Guthrie & McCann, 1997)
Additional Rational for “CORI”
CORI is based on the premise that classrooms should be structured to
• build self-efficacy• promote curiosity• foster collaboration• challenge students• intrinsically motivate students to seek new
knowledge
The Zull, Kolb, CORI Connection
Provide students with opportunities to• connect prior knowledge with new knowledge through
concrete experiences (building on existing neuronal networks)
• engage in self-directed learning (allowing control)• work collaboratively with peers toward a common goal
(reflecting and social networking)• strengthen meaning and understanding through conceptual
learning (forming new neuronal networks) • integrate knowledge to formulate ideas and carry out plans
of action that will, ultimately, serve as evidence of deep understanding (action)
The CORI, Zull, Kolb Connection
CORI’S Framework of Instruction
Reading GLEs and Science GEs
READING SCIENCE GLE R1:9 Reads grade-level-appropriate material with accuracy and fluency GLE R1:7 Uses comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text. EXAMPLES of reading-comprehension strategies might include: • using prior knowledge; • predicting and making simple text-based inferences; • generating clarifying questions; • constructing sensory images (e.g., making pictures in one’s mind); or making connections (text to self, text to text, and text to world) GLE R1:12 Demonstrate initial understanding of informational texts by
• Using explicitly stated information to a nswerquestions
1:1R 6 Analysis and Interpretation o f Informational Tex t
read al oud or read independently, cit ing evidenc e where appropria te by
• Identifying th e topic • Telling what was learned • Making basic inferences or drawing basic
conclusions
1S -2:41
Students demonstrat e their understand ing of Huma nBody Systems by… · Identifyin g the sen ses neede d to meet survival needs
fora given scenari .o Science Concep :ts .a People use their senses t o find ou t abou t thei r
surroundings and meet th .eir needs b. Body parts he lp people satisfy th eir need for f .ood - /eyes nos:e fi nd food - legs/hands: get food - mouth: eat food .c Senses help people satis fy their nee d to avoi d
.danger - nose: smell fire - ears: hear danger
Establishing Prior Knowledge
Reading
• Primary Observation Assessments• Teacher Observations
Science
• Teacher-made Pre-assessment on the Five Senses
Assessing Prior Knowledge of the
Five Senses
Assessment on the Five Senses (Pretest & Posttest)
Note to the teacher: Students may write answers, draw answers, or answer questions verbally. 1. What are the five senses? 2. How do your senses help you? 3. Explain how your senses help you in times of danger. Given the picture: 4. Match the part of your body would you most likely use. 5. Match the word that describes what the body does?
For exampl e: Given a p ic ture of a sunset, the student wil l need to matc h the pi cture to: A. a pi cture of the EYE B. the word card, SEE
Use the following checklist to record the students’ answers:
Picture Body Part Picture Sense Word Card light bulb piano skunk pencil ice cream sunset horn blowing smoke hamburger thorn
Rubric for Assessing Prior Knowledge
Five Senses - Knowledge Rating Chart 1 2 3
Task/Objective No Knowledge Some Knowledge Sound Knowledge
Name the Five Senses
Explain how our senses help us
Explain how our senses help us avoid danger
Match body parts to senses
Match pictures to the sense that is most likely used
• Activate background knowledge• Observe and record information• Compare and contrast• Relate experiences• Pique interest for learning• Pose questions (use “Curiosity Chart”)
Differentiation: Learning Styles
Students interact with the real world
Week 1: Observe & PersonalizeZull’s sensory cortex; Kolb’s concrete experiences
"At-a-Glance”: Sample of a lesson plan for the first week
CORI – Observe and Personalize First Week At-a-Glance
Day 1 Day 2 Day 3 Day 4 Day 5
Objec tives
• Estab lishpurpos efor fluent reading
• Practice Fluency • New Vocabulary
• Practice Fluency – Emphasize rhythm
• Analyze poem and connect tosenses
• Practice Fluency - Emphasize Prosody
• Author’s Mood &Theme
• Practice Fluency - Emphasize Prosody
•
• Practice Fluency • Read an /d or perfor m
actions fo r poem
Activities Introduce Poem on th eFive Senses • Model readi ngpoem • Chora l rea d poem • Discuss n ew an d
interesting words
• Chora l rea d poem with an empha sisi onrhythm
• Pose Questio :n Which senses are being used?
• Allow time fo rreflection
• Turn and talk • Sh areand record
thoughts
• Partner read poem • Pose Questio :ns -
What is t he author’ smood? - Wha t does the author want us tolearn (them )e ?
• Allow time fo rreflection
• Turn and talk • Sh areand record
thoughts
• Partner read poem • Students work i n
twos or threes to create a plan fo rpoetry performanc e(read an /d or actio )ns
• Sh are ideas fo rperformance
• Students practi ceperformance (rea dor perfor mactio )ns
• Students perform fo reach other oranother class
Reading
Materials • “Wha t Fluent Readi ng Soun dsLike” poster
• Poem ont he Five Senses (on cha )rt
• Poem ont he Five Senses (on cha )rt
• Chart paper wit hquestion an d spac eto record thoughts
• Poem ont he Five Senses
• Copy of poem fo reach student
• Chart paper wit hquestion
• Poem ont he Five Senses
• Copy of poem fo reach student
• Chart paper wit hquestion
• Poem ont he Five Senses
Objectives • T apprior knowled ge(make connectio )ns
• Estab lishpurpos efo r important concepts
• Use concrete experiences to explore senses
• Expl ore the sense san d make connections to pa stexperiences
• Find relationships on observatio ns abou tsenses
• Make predictio nsand as k questions about observations
• Based on observatio ns an dexperienc ,e form hypotheses about h owthe senses hel pus
Activities • Students turn & tal kabout wha t they kn ow about th e five senses
• Record thoughts on cha rtan d display it
• Students go outsi dewith recor d t hesenses they notic eas they walk/sit
• Sh aredata
• Student work at stations to explore the five senses
• Each station has a different sense toexplore
• Student recor dreactions on cha rts(words/picture )s
• Students sort & categorize reactions to senses (by face )s
• Students for mhypotheses about their findings
• Students pos equestions about t hesenses
• In smal l groups, stude nts discuss an drecord answers to t woquestio :ns
1. How do our sense shel p us satisfy our needs? (i.e., fin dfoo )d
2. How do our sense shel p avoi d dange ?rs
Science
Materials • “Wha t We Thin k We Know about the Five Sense ”s Chart
• Visual display of important concepts
• Recording cha , rtsclip boar ,ds pencils
• Chart pape r fo rrecordin gobservations
• Work stations fo reach sense
• Recording sheets
• Scissors • Constructio n paper
and glue • Chart pape r fo r
questions
Science/ Literacy
Connections/ Integrations
• Use language an /d orimages to describe what isexperienced
• Ask questions about the senses
• Thin k abou tresources that cou ldb e used to ans werquestions
Sample of a Five Senses Recording Sheet
(to be used at Stations)
Senses Recording Sheet
Taste
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Ob j ect
Candy L i m e B i tters
RE A C T I ON
C i rc l e
a face
or
Dra w
a face
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QuickTime™ and a decompressor
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QuickTime™ and a decompressor
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QuickTime™ and a decompressor
are needed to see this picture.
QuickTime™ and a decompressor
are needed to see this picture.
QuickTime™ and a decompressor
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QuickTime™ and a decompressor
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Describe th e
taste i n w o r ds
Co nn e ct i o n s
W hat does t h e
taste m ak e
you th i nk of ?
Sample of Activity (to reflect and react)
Five Senses Activity Card
1. Cut out each object with its face and words.
2. Sort the faces.
3. Think about what you see.
4. Talk to you partners.
5. How do you think your senses help you?
6. Write or draw what you think in the box.
The Next Three Phases of CORI
Phase 2:
Search & Retrieve
Phase 3:
Comprehend & Integrate
Phase 4:
Communicate to Others
Students choose subtopics and learn to search for information
Students learn strategies for comprehending and integrating information
Students become experts and develop synthesis projects to share with others
• Students choose a topic to research• Expand knowledge about topic through research • Teams search for and gather information using a
variety of modes: multiple texts, graphs, charts, maps, tables, and media
• Work collaboratively in groups according to interest
Differentiation for interest and reading ability
Students choose subtopics and learn to search for information
Phase 2: Search & RetrieveZull’s back integrative cortex; Kolb’s reflection
Main instructional focus is on reading strategies (using guided reading groups to provide scaffolding)
• Determine critical details• Summarize important information from texts• Organize important information using concept maps• Use interesting texts and sources including internet• Collaborate and create plans and ideas for presenting
information to an audience
Differentiation: Interest, readiness (reading ability), learning styles
Students learn strategies for comprehending and integrating information
Phase 3: Comprehend & IntegrateZull’s frontal integrative cortex; Kolb’s generation of abstractions
• Communicate conceptual learning: teach an audience about science content
• Present information about content knowledge using oral and written language, as well as visual images
• Given criteria (rubrics), students choose how they will share new knowledge for an audience
Differentiation: Learning Styles
Students become experts and develop synthesis projects to share with others
Phase 4: Communicate to Others Zull’s motor cortex; Kolb’s active testing
Interesting Websites on the Five Senses
• The following websites from edHelper.com have an assortment of grade-appropriate, printable reading materials for primary students (at a cost):
キキ http://freda.auyeung.net/5senses/... キキ http://www.edhelper.com/five_senses.htm... キキ http://freda.auyeung.net/5senses/smell.htm... キキ http://freda.auyeung.net/5senses/taste.htm... キキ http://www.edhelper.com/ReadingComprehension_27_68.html...
• Provide good activities for activating PK and observing & personalizing: キキ http://www.fi.edu/qa97/me9/... - キキ http://faculty.washington.edu/chudler/chtoget.html... (called Neuroscience for
Kids)
• Excellent for accelerated readers/enrichment キキ http://www.nlm.nih.gov/changingthefaceofmedicine/resources/lesson_k_2.html...
• Incredible website for teachers - talks about senses and the brain キキ http://www.hhmi.org/senses/c210.html
MORE Interesting Websites
CORI-related• http://www.cori.umd.edu/development/framework/• http://www.cori.umd.edu/overview/goals/reading.php• http://www.readingrockets.org/article/284• http://www.teach.virginia.edu/go/clic/nrrc/cori_r10.html
Zull-Kolb’s Work• http://neurons.wordpress.com/2008/06/01/learning-the-brain-
%E2%80%93-taylor-lamoreaux-adult-learning-zull-model/
References
• Guthrie, John L. & McCann, Ann Dacey. (1997). Characteristics of classrooms that promote motivations and strategies for learning. In J. T. Guthrie & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 128-148). Newark, Delaware: International Reading Association.
• Perencevick, Kathleen C. (2004) How the CORI Framework looks in the Classroom. In Guthrie, John T., Wigfield, Allan, & Perencevich, Kathleen C. (Eds.), Motivating reading comprehension: Concept-oriented reading instruction (pp. 25-53). Mahwah, NJ: Lawrence Erlbaum Associates.
• Zull, James E. (2002). The art of changing the brain: enriching the practice of teaching by exploring the biology of learning. Sterling, VA: Stylus
NOT the End- IF you choose to reflect… plan… &
act!