It’s More Than

Serving Pizza:

Rick Wormelirwormeli@cox.net

703-620-2447

Motivating Today’s

Secondary Students

Motivating Students Motivating Students When Nothing Else WorksWhen Nothing Else Works

• Teacher Assistance Teams• Specialists• Coaches or Pastors/Rabbis• Alternative Instruction• Strong relationship with trusted adult • Diet• Sleep• Doctor’s Physical Exam• Looping• Deal with poverty issues

Motivating Students When Motivating Students When Nothing Else Works Nothing Else Works (cont.)(cont.)

• Middle school concept

• Teacher training in young adolescence • Videotaping• Behavior checklist• Use inertia• Deal with loneliness and/or powerlessness• Multiple intelligences• Ask the student

Teachers who motivate students to think, Teachers who motivate students to think, make sure students:make sure students:

Experience competence regularly.Experience competence regularly. Have a positive relationship with at Have a positive relationship with at

least one adult in the buildingleast one adult in the building Teach in a developmentally appropriate Teach in a developmentally appropriate

mannermanner Share their passion for the subjects Share their passion for the subjects

they teachthey teach Enable and inspire students to Enable and inspire students to

participate in their own learningparticipate in their own learning

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

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

Motivational Forces (Needs):

To Belong To be Acknowledged

To be Independent To ControlTo be Important To AssertTo Know

Carol Dweck (2007) distinguishes Carol Dweck (2007) distinguishes between students with a fixed intelligence between students with a fixed intelligence mindset who believe that intelligence is mindset who believe that intelligence is innate and unchangeable and those with a innate and unchangeable and those with a growth mindset who believe that their growth mindset who believe that their achievement can improve through effort achievement can improve through effort and learning…Teaching students a growth and learning…Teaching students a growth mindset results in increased motivation, mindset results in increased motivation, better grades, and higher achievement test better grades, and higher achievement test results.”results.”

(p.6, (p.6, Principal’s Research Review,Principal’s Research Review, January 2009, NASSP) January 2009, NASSP)

AA BB CC I, IP, NE, or NTYI, IP, NE, or NTY

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

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

Highly Motivating: Highly Motivating: HopeHope

(Being Encouraged/Allowed to Recover from Failure, (Being Encouraged/Allowed to Recover from Failure, Stupidity, Irresponsibility, Impulsivity)Stupidity, Irresponsibility, Impulsivity)

If we do not allow students to re-do work, we deny the If we do not allow students to re-do work, we deny the growth mindset so vital to student maturation, and we are growth mindset so vital to student maturation, and we are declaring to the student:declaring to the student:

This assignment had no legitimate educational value.This assignment had no legitimate educational value. It’s okay if you don’t do this work.It’s okay if you don’t do this work. It’s okay if you don’t learn this content or skill.It’s okay if you don’t learn this content or skill.

None of these is acceptable to the professional educator.None of these is acceptable to the professional educator.

What Doesn’t Work?What Doesn’t Work? PunishmentPunishment Removing students from p.e., fine and performing arts Removing students from p.e., fine and performing arts

classes to double-up on math and reading classes for classes to double-up on math and reading classes for state examsstate exams

Considering LD, ED, Asperger’s Syndrome, Tourette’s, Considering LD, ED, Asperger’s Syndrome, Tourette’s, ESL the opposite of giftedESL the opposite of gifted

Unwavering adherence to pacing guides.Unwavering adherence to pacing guides. Homework that does not advance our cause. Homework that does not advance our cause. Relying solely on talking to students as our primary way Relying solely on talking to students as our primary way

to get information across. to get information across. Limiting what students read this year because a teacher Limiting what students read this year because a teacher

they may or may not have in the future may or may not they may or may not have in the future may or may not use that book as well. use that book as well.

Watching videos for the whole class period. Watching videos for the whole class period. Lecturing for the majority of the period – Lectures Lecturing for the majority of the period – Lectures

chunked works well, however.chunked works well, however.

What Works at the Secondary Level?What Works at the Secondary Level?

1. 1. Expertise in adolescents.Expertise in adolescents.

Circle in our lesson plans where we see evidence of our Circle in our lesson plans where we see evidence of our expertise in teaching adolescents. We should find:expertise in teaching adolescents. We should find:

Structure and clear limitsStructure and clear limits Physical activity every single dayPhysical activity every single day Frequent and meaningful experiences with fine and Frequent and meaningful experiences with fine and

performing artsperforming arts Opportunities for self-definitionOpportunities for self-definition Safe and inviting emotional atmosphereSafe and inviting emotional atmosphere Students experiencing real competence Students experiencing real competence Meaningful participation in families, school, and communitiesMeaningful participation in families, school, and communities Basic of students met: food, water, rest, good health, Basic of students met: food, water, rest, good health,

physical presence. physical presence.

Expertise in Teaching Adolescents (continued):Expertise in Teaching Adolescents (continued):

Promotion of sleep -- Make it a regular homework Promotion of sleep -- Make it a regular homework assignment assignment

Teacher AdvisoryTeacher Advisory 99thth Grade Academies Grade Academies Students involved in their own learning, including Students involved in their own learning, including

assessmentassessment Students’ knowing themselves as learners and becoming Students’ knowing themselves as learners and becoming

their own advocatestheir own advocates Abstract and symbolic concepts turned into physical Abstract and symbolic concepts turned into physical

representationsrepresentations Teaming (particularly for grades 5, 6, 7, 8, and 9)Teaming (particularly for grades 5, 6, 7, 8, and 9) Outdoor Education programs Outdoor Education programs Patience with the emotional roller coasterPatience with the emotional roller coaster Stress on growth plates on the ends of bones relieved Stress on growth plates on the ends of bones relieved

regularly – get them moving every 15 minutes! regularly – get them moving every 15 minutes!

What Else Works in Secondary Schools?What Else Works in Secondary Schools?

2. Formative assessment 2. Formative assessment

3. Formal reading lessons through 10th grade3. Formal reading lessons through 10th grade

4. Creating prior knowledge where there was none4. Creating prior knowledge where there was none

5. Summarization 5. Summarization

6. Priming for Structure: Our ability to retrieve 6. Priming for Structure: Our ability to retrieve information based on how it was structured information based on how it was structured when it first entered our minds, not how we when it first entered our minds, not how we studied itstudied it

7. Primacy-Recency effect7. Primacy-Recency effect

8. Battling Confabulation8. Battling Confabulation

What Works in Secondary Schools?What Works in Secondary Schools?

9. Vividness in learning experiences9. Vividness in learning experiences

10. Examples contrasted with near examples10. Examples contrasted with near examples

11. Service learning11. Service learning

12. Ample opportunities for articulating and 12. Ample opportunities for articulating and defending thinkingdefending thinking

13. Metaphors and analogies 13. Metaphors and analogies

14. Collaborative efforts among students14. Collaborative efforts among students15. Flexible thinking among students; creating 15. Flexible thinking among students; creating

mental dexteritymental dexterity

What Works in Secondary Schools?What Works in Secondary Schools?16. Dramatic evolution of current grading practices into 16. Dramatic evolution of current grading practices into

standards-based grading that yields accurate grades standards-based grading that yields accurate grades that that can be used to accurately document student can be used to accurately document student progress, progress, provide feedback, and inform our instruction. provide feedback, and inform our instruction.

17. Teachers who know their subjects and how to teach them17. Teachers who know their subjects and how to teach them18. Teachers who sincerely enjoy being in the presence of 18. Teachers who sincerely enjoy being in the presence of

their students their students 19. Teaching students that compassion is among the more 19. Teaching students that compassion is among the more

courageous and preferred qualities of mankindcourageous and preferred qualities of mankind20. Differentiation 20. Differentiation 21. Getting students to learn the material in terms of 21. Getting students to learn the material in terms of

relationships, connections, and patterns, not individual relationships, connections, and patterns, not individual discreet piecesdiscreet pieces

22. Homework and other assignments that are transformative 22. Homework and other assignments that are transformative rather than perfunctory, and stop using homework rather than perfunctory, and stop using homework passes!passes!

Relating to StudentsRelating to Students Relationships transcend everything.

They don’t care how much we know

until they know how much we care.

Subject, teacher: It’s the same thing.

Let them know they make good

company.

Relating to Students Relating to Students (continued)(continued)

Affective versus academic is not a zero-sum.

Get them to like you?

Remember, they’re kids first.

Accept students as they are, not as you want

them to be.

Relating to Students Relating to Students (continued)(continued)

Model healthy responses to

struggle and failure.

Use the power of wait time.

Affirm; create rites of passage.

Allow physical touch.

Taking Positive RisksTaking Positive Risks

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

-- Herbert Prochnow-- Herbert Prochnow

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

-- Elsbeth Murphy-- Elsbeth Murphy

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

Negating Students’ Incorrect Responses Negating Students’ Incorrect Responses While Keeping Them in the Conversation While Keeping Them in the Conversation

Act interestedAct interested, “Tell me more about that…”, “Tell me more about that…” Empathy and SympathyEmpathy and Sympathy: “I used to think that, : “I used to think that,

too,” or “I understand how you could conclude too,” or “I understand how you could conclude that…”that…”

Alter the realityAlter the reality: : -- Change the question so that the answer is -- Change the question so that the answer is

correctcorrect-- That’s the answer for the question I’m about to -- That’s the answer for the question I’m about to

askask -- When student claims he doesn’t know, ask, “If -- When student claims he doesn’t know, ask, “If

you DID know, what would you say?”you DID know, what would you say?”

Negating Students’ Incorrect Responses andNegating Students’ Incorrect Responses and While Them in the Conversation While Them in the Conversation

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

assistanceassistance Focus on the portions that are correctFocus on the portions that are correct

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

Be Inviting, Not DisinvitingBe Inviting, Not Disinviting

Greeting at the doorGreeting at the door Student work up in the roomStudent work up in the room Directing students to one anotherDirecting students to one another Negating incorrect responses Negating incorrect responses

diplomaticallydiplomatically Location of the teacher’s deskLocation of the teacher’s desk

Get Physical!Get Physical!

Attach content to a Attach content to a piece of the bodypiece of the body

Post information Post information high and to the righthigh and to the right

Full spectrum Full spectrum lightinglighting

Living graphic Living graphic organizersorganizers

Ascending linesAscending lines Exercise/StretchingExercise/Stretching

““All thinking begins with wonder.”All thinking begins with wonder.”-- Socrates-- Socrates

Our job is not to make up Our job is not to make up anybody’s mind, but to anybody’s mind, but to open minds and to make the open minds and to make the agony of decision-making agony of decision-making so intense you can escape so intense you can escape only by thinking.”only by thinking.”

-- Fred Friendly, -- Fred Friendly, broadcasterbroadcaster

Two Factors Affecting the Pre-Adolescent and Adolescent Brain:

Pre- Frontal Cortex

Input by-passes cognition centers;

goes directly to emotional response

centers

Moral and

Abstract

Reasoning,

Immediate,

working memory

Awareness of

Consequences,

Planning,

Impulsivity

control

Amygdala

Hippocampus

Hippocampus and the Amygdala

…AMYGDALA!Activate the…

• Amygdala encodes emotion on to information as it’s

processed in the hippocampus.

• Learning with strong emotion retained longer.

• Don’t go too far – emotion can dominate cognition.

• Purposefully plan for the emotional atmosphere.

CELL BODY

AXON

Myelin sheath

Schwann cellNode of Ranvier

Synaptic terminals

Dendrites NucleusSynapses

Neuron

Oxygen/Nutrient-Filled Bloodflow Oxygen/Nutrient-Filled Bloodflow When the Body is in Survival ModeWhen the Body is in Survival Mode

Vital OrgansVital Organs

Areas associated with Areas associated with growthgrowth

Areas associated with Areas associated with social activitysocial activity

CognitionCognition

The Brain’s Dilemna:The Brain’s Dilemna:What Input to Keep, and What Input to Discard?What Input to Keep, and What Input to Discard?

SurvivalSurvival Familiarity/ContextFamiliarity/Context PrimingPriming IntensityIntensity Emotional ContentEmotional Content MovementMovement NoveltyNovelty

-- Summarized from Pat Wolfe’s -- Summarized from Pat Wolfe’s Brain MattersBrain Matters, 2001, 2001

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

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

PerceptionPerception

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

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

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

Recall Success Recall Success with Individual, Unrelated Itemswith Individual, Unrelated Items

Age of StudentAge of Student

# of Unconnected, # of Unconnected, Individual Items Individual Items

Successfully Recalled Successfully Recalled (plus or minus 2, Wolfe, 2001)(plus or minus 2, Wolfe, 2001)

55 22

77 33

1111 55

15+15+ 77

Visuals and Graphics are Powerful!Visuals and Graphics are Powerful!

Examples: Examples:

When students are learning When students are learning vocabulary terms, vocabulary terms, significantly more are significantly more are learned when students learned when students portray the words portray the words graphically (ex: Shape graphically (ex: Shape spellings) instead of spellings) instead of defining terms and using defining terms and using them in a sentence. them in a sentence.

Students can portray Students can portray Aristotle’s Rhetorical Aristotle’s Rhetorical Triangle (ethos, pathos, Triangle (ethos, pathos, logos) by juggling.logos) by juggling.

Sample Anticipation GuideSample Anticipation Guide

  

CC

Theme Me My Group Author“AQOTWF is not an accusation nor a confession, and least of all an adventure.” “War changes people.”“War forces people to reject traditional values and civilized behavior.”“Cruel trainers are the best instructors for soldiers about to go to war.”“True friendship endures all.”“Whole generations are destroyed by war.”“Nature is indifferent to mankind’s pain and decisions.”“To no man does the Earth mean so much as to the soldier.”“Every soldier believes in Chance.”

Journalistic vs. Encyclopedic WritingJournalistic vs. Encyclopedic Writing

““The breathing of Benbow’s pit is deafening, The breathing of Benbow’s pit is deafening,

like up-close jet engines mixed with a cosmiclike up-close jet engines mixed with a cosmic

belch. Each new breath from the volcano belch. Each new breath from the volcano

heaves the air so violently my ears pop in the heaves the air so violently my ears pop in the

changing pressure – then the temperature changing pressure – then the temperature

momentarily soars. Somewhere not too farmomentarily soars. Somewhere not too far

below, red-hot, pumpkin size globs of ejectedbelow, red-hot, pumpkin size globs of ejected

lava are flying through the air.” lava are flying through the air.”

-- -- National GeographicNational Geographic, November 2000, p. 54, November 2000, p. 54

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

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

Components of Blood Content MatrixComponents of Blood Content Matrix

Red Cells White Cells Plasma Platelets

Purpose

Amount

Size & Shape

Nucleus ?

Where formed

T-List or T-Chart: Wilson’s 14 PointsT-List or T-Chart: Wilson’s 14 Points

Reasons President Wilson Designed the Plan for Peace

Three Immediate Effects on U.S. Allies

Three Structures/Protocols created by the Plans

Main Ideas Details/Examples

1.

2.

3.

1.

2.

3.

1.

2.

3

Cornell Note-Taking FormatCornell Note-Taking Format

ReduceReduce RecordRecord

[Summarize in[Summarize inshort phrasesshort phrasesor essentialor essentialquestions next questions next to each blockto each blockof notes.]of notes.]  

    ReviewReview -- -- Summarize (paragraph-style) your Summarize (paragraph-style) your points or responses to the questions. Reflect points or responses to the questions. Reflect and comment on what you learned. and comment on what you learned.

[Write your notes on this side.]

Somebody Wanted But SoSomebody Wanted But So[Fiction][Fiction]

  

SomebodySomebody (characters)… (characters)…

wanted wanted (plot-motivation)…, (plot-motivation)…,

but but (conflict)…, (conflict)…,

soso (resolution)… . (resolution)… .

Something Happened And ThenSomething Happened And Then[Non-fiction][Non-fiction]

 

Something (independent variable)…

happened (change in that independent variable)…,

and (effect on the dependent variable)…,

then (conclusion)… .

Provide ModelsProvide Models

Begin with the end in

mind.Students will

outgrow their

models.

Feedback vs AssessmentFeedback vs Assessment

FeedbackFeedback: Telling a person what they did – : Telling a person what they did – no evaluative component no evaluative component

AssessmentAssessment: Gathering data in order to : Gathering data in order to make a decision make a decision

Greatest Impact on Student SuccessGreatest Impact on Student Success::

FormativeFormative feedback feedback

Teacher ActionTeacher Action

Result on Student Result on Student AchievementAchievement

Just telling students # correct and Just telling students # correct and incorrectincorrect

Negative influence on Negative influence on achievementachievement

Clarifying the scoring criteria Clarifying the scoring criteria Increase of 16 percentile pointsIncrease of 16 percentile points

Providing explanations as to why Providing explanations as to why their responses are correct or their responses are correct or incorrectincorrect

Increase of 20 percentile pointsIncrease of 20 percentile points

Asking students to continue Asking students to continue responding to an assessment until responding to an assessment until they correctly answer the itemsthey correctly answer the items

Increase of 20 percentile pointsIncrease of 20 percentile points

Graphically portraying student Graphically portraying student achievementachievement

Increase of 26 percentile pointsIncrease of 26 percentile points

-- Marzano, CAGTW, pgs 5-6

Attention SignalsAttention Signals

MovementMovement SoundSound Rain stickRain stick Power locationPower location Speak quietly, requesting an actionSpeak quietly, requesting an action Minimize light blinkingMinimize light blinking

Attention MovesAttention Moves

Using students’ Using students’ namesnames

ProximityProximity RedirectingRedirecting StartlingStartling Pre-alertingPre-alerting PromptsPrompts HumorHumor DramaDrama

•Students as assistants

•Vocal inflection

•Unison task

•Argue (Devil’s Advocate)

•Props

•Connect to student’s imagination or life

•Praise

Additional Differentiated Additional Differentiated Instruction StrategiesInstruction Strategies

Whoever responds to students/classmates is doing Whoever responds to students/classmates is doing the learning. Make sure the majority of the time it’s the learning. Make sure the majority of the time it’s the students responding, not the teacher. the students responding, not the teacher.

Teachers ask 80 questions each hour on average. Teachers ask 80 questions each hour on average. How many do students ask? Two. That’s for the How many do students ask? Two. That’s for the whole class for the whole hour, not two per student. whole class for the whole hour, not two per student. Students learn more when they ask the questions. Students learn more when they ask the questions. Find ways to make question-asking so compelling Find ways to make question-asking so compelling they can’t escape it.they can’t escape it. Consider your level of Consider your level of questioning: 80% of questions teachers ask are questioning: 80% of questions teachers ask are recall or comprehension quetsions. (Hollas)recall or comprehension quetsions. (Hollas)

Logical FallaciesLogical Fallacies

Ad HominemAd Hominem (Argument To The Man) -- Attacking the person (Argument To The Man) -- Attacking the person instead of attacking his argument: “Dr. Jones’ conclusions instead of attacking his argument: “Dr. Jones’ conclusions on ocean currents are incorrect because he once plagiarized on ocean currents are incorrect because he once plagiarized an research article.” an research article.”

Straw ManStraw Man (Fallacy of Extension) -- Attacking an exaggerated (Fallacy of Extension) -- Attacking an exaggerated version of your opponent's position. "Senator Jones says that version of your opponent's position. "Senator Jones says that we should not fund the attack submarine program. I disagree we should not fund the attack submarine program. I disagree entirely. I can't understand why he wants to leave us entirely. I can't understand why he wants to leave us defenseless like that." *defenseless like that." *

The Excluded MiddleThe Excluded Middle (False Dichotomy) -- Assuming there are (False Dichotomy) -- Assuming there are only two alternatives when in fact there are more. For only two alternatives when in fact there are more. For example, assuming Atheism is the only alternative to example, assuming Atheism is the only alternative to Fundamentalism, or being a traitor is the only alternative to Fundamentalism, or being a traitor is the only alternative to being a loud patriot. *being a loud patriot. *

From Jim Morton’s’ “Practical Skeptic” From Jim Morton’s’ “Practical Skeptic” website website http://members.aol.com/jimn469897/skeptic.htm) )   

Motivating Assignments…Motivating Assignments…

Communicate clear expecationsCommunicate clear expecations Incorporate a cause.Incorporate a cause. Incorporate cultural references and Incorporate cultural references and

students.students. Provide an audience other than the teacher.Provide an audience other than the teacher. Allow choices. Allow choices. Enlist students in determining how it will be Enlist students in determining how it will be

assessed. assessed. Are complex. They’re not “fluff.”Are complex. They’re not “fluff.”

Motivating AssignmentsMotivating Assignments(continued)(continued)

Integrate assignments with other classes. Integrate assignments with other classes. Seem short. “1-page better than 4-page.”Seem short. “1-page better than 4-page.” Are returned with feedback in a timely Are returned with feedback in a timely

manner. manner.

Specific Practices for Homework:Specific Practices for Homework:

Eliminate homework passes. Eliminate homework passes. Eliminate extra credit options. Eliminate extra credit options. Have Have everyoneeveryone turn in a paper. turn in a paper.

Motivating Assignments Look Like:Motivating Assignments Look Like: Design a flag that incorporates the Design a flag that incorporates the

labor union’s goals in its symbols labor union’s goals in its symbols and pattern.and pattern.

How does the painting express the How does the painting express the theme of passage?theme of passage?

Write an ode to a pentagonal prism.Write an ode to a pentagonal prism. Identify the mistake in the student’s Identify the mistake in the student’s

solution and what the student still solution and what the student still needs to learn.needs to learn.

Rank these items in order of Rank these items in order of importance to Herbert Hoover… importance to Herbert Hoover…

Motivating Assignments Look Like:Motivating Assignments Look Like:

Write a constitution of your underwater city Write a constitution of your underwater city that reflects the politics of ancient Rome. that reflects the politics of ancient Rome.

Body sculpt the vocabulary term.Body sculpt the vocabulary term. Create 12 questions for which the answer Create 12 questions for which the answer

is, “chromosome.”is, “chromosome.” Create a television PSA that convinces Create a television PSA that convinces

young adolescents to make good decisions young adolescents to make good decisions regarding snacks after school.regarding snacks after school.

Create a 6-panel comic strip portraying the Create a 6-panel comic strip portraying the event.event.

Change the VerbChange the VerbAnalyze…Analyze… Explain…Explain…Construct… Construct… Revise…Revise…Decide between…Decide between… Argue against…Argue against…Why did…Why did… Argue for…Argue for…Defend…Defend… Examine…Examine…Contrast…Contrast… Devise…Devise…Identify…Identify… Plan…Plan…Classify…Classify… Critique…Critique…Define…Define… Rank…Rank…Compose…Compose… Organize…Organize…Interpret…Interpret… Interview…Interview…Expand…Expand… Find support for…Find support for…Predict…Predict… Develop…Develop…Categorize…Categorize… Suppose…Suppose…Invent…Invent… Imagine…Imagine…Recommend…Recommend…

Inquiry MethodInquiry Method  1.    1.    Something Something arouses students’ curiosityarouses students’ curiosity..  2.    Students 2.    Students identify questionsidentify questions regarding topic. There is regarding topic. There is

usually one main question with several sub-questions usually one main question with several sub-questions that help answer the main question. These questions are that help answer the main question. These questions are submitted to classmates for review. submitted to classmates for review.

3. Students 3. Students determine the process of investigationdetermine the process of investigation into into topic. Their proposal for how to conduct the topic. Their proposal for how to conduct the investigation is submitted to classmates for review and investigation is submitted to classmates for review and revision as necessary. revision as necessary.

  4.    Students 4.    Students conduct the investigationconduct the investigation..  5.    Students 5.    Students share their findingsshare their findings..  

Socratic SeminarSocratic Seminar

Pre-SeminarPre-Seminar::A.      Shared experiences, chosen for richness of ideas, A.      Shared experiences, chosen for richness of ideas,

issues, ambiguity, “discussability”issues, ambiguity, “discussability”B.      Students reflect on material B.      Students reflect on material         Group dynamics, ground rules, and courtesy are Group dynamics, ground rules, and courtesy are

understood and accepted. understood and accepted.   SeminarSeminar: : A. Teacher asks a provocative question. Opening, Core, and A. Teacher asks a provocative question. Opening, Core, and

Closure QuestionsClosure QuestionsB. Students respond to the provocative question and each other. B. Students respond to the provocative question and each other.

C. Teacher offers core questions that help students interpret C. Teacher offers core questions that help students interpret

and to re-direct, also evalutes and tries to keep mouth shut.and to re-direct, also evalutes and tries to keep mouth shut.C. Closing – connect to the real world of the student C. Closing – connect to the real world of the student

Post-SeminarPost-SeminarWritings, Summations, Artwork, Reflection, Critique, AnalysisWritings, Summations, Artwork, Reflection, Critique, Analysis

Debate FormatDebate Format

1.   1.    Statement of the General Debate Topic and Why  Statement of the General Debate Topic and Why it’s it’s

Important – 1 min.Important – 1 min.2.    Affirmative Position Opening Remarks – 3 min. 2.    Affirmative Position Opening Remarks – 3 min. 3.    Negative Position Opening Remarks – 3 min.3.    Negative Position Opening Remarks – 3 min.4.    Affirmative Position Arguments – 5 min.4.    Affirmative Position Arguments – 5 min.5.    Negative Position Arguments – 5 min.5.    Negative Position Arguments – 5 min.6.    Caucus – Students on both teams consider 6.    Caucus – Students on both teams consider

their arguments and rebuttals in light of what their arguments and rebuttals in light of what has been presented. – 3 min.has been presented. – 3 min.

7.    Affirmative Rebuttal and Questioning of the 7.    Affirmative Rebuttal and Questioning of the Negative’s Case – 3 min.Negative’s Case – 3 min.

8.    Negative Rebuttal and Questioning of the 8.    Negative Rebuttal and Questioning of the Affirmative’s Case – 3 min.Affirmative’s Case – 3 min.

9.    Closing Arguments Affirmative Position – 2 9.    Closing Arguments Affirmative Position – 2 min.min.

10. Closing Arguments Negative Position – 2 min.10. Closing Arguments Negative Position – 2 min.

Taboo CardsTaboo Cards

PhotosynthesisPhotosynthesis

LightLightGreenGreenWaterWaterSunSun

ChlorophyllChlorophyllPlantPlant

ProduceProduce

Human ContinuumHuman Continuum

A

D

Human ContinuumHuman Continuum

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

Line-upLine-up

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

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

Line-upLine-up

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

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

alternating, category/example, alternating, category/example, increasing/decreasing degree, increasing/decreasing degree,

chromatic scale, sequence of events, chromatic scale, sequence of events, cause/effect, components of a larger cause/effect, components of a larger

topic, opposites, synonymstopic, opposites, synonyms

Meeting of Mindsat Rachel Carson Middle School

Portrayals of Dr. Sally Ride, Albert Einstein, Josef Stalin, Bob Dylan, Boss

Tweed, Dr. Robert Oppenheimer, Senator Joseph McCarthy, the

Unsinkable Molly Brown, Rosa Parks. In the background: Advisors for each

historical figure

Meeting of MindsMeeting of Minds Students portray historical figures who’ve been called together Students portray historical figures who’ve been called together

to discuss modern world issues and complex ideas. This to discuss modern world issues and complex ideas. This debate is moderated by the teacher. debate is moderated by the teacher.

Each team of students researches the figure and shares a Each team of students researches the figure and shares a summary of what they discover with the class prior to the summary of what they discover with the class prior to the debate. debate.

Prior to the debate, each team identifies how their figure would Prior to the debate, each team identifies how their figure would probably respond to several the identified modern issues, and probably respond to several the identified modern issues, and what “holes” they can poke in other figures’ responses. what “holes” they can poke in other figures’ responses.

Each team has 5 - 6 members: 1 performing as the historical Each team has 5 - 6 members: 1 performing as the historical figure, 1 – 3 who design a personalized backdrop for the figure figure, 1 – 3 who design a personalized backdrop for the figure during the debate, 1- 3 who design and prepare an accurate during the debate, 1- 3 who design and prepare an accurate costume and props for the figure.costume and props for the figure.

All team members research and discuss responses, citing All team members research and discuss responses, citing evidence for how the group determined the figure’s responses evidence for how the group determined the figure’s responses to the issues.to the issues.

Meeting of MindsMeeting of Minds

Potential Topics for Discussion:Potential Topics for Discussion: Should Earth have one language or Should Earth have one language or

many? What are the roles of men and many? What are the roles of men and women in society?women in society?

Should students be required to wear Should students be required to wear uniforms in school?uniforms in school?

What are the qualities of a good leader?What are the qualities of a good leader? Should rap music lyrics be censored?Should rap music lyrics be censored? Should our country have gone to war?Should our country have gone to war?

Ropes Course GamesRopes Course Games

Ropes Course GamesRopes Course Games

Electric FenceElectric Fence (Getting over triangle fence (Getting over triangle fence without touching)without touching)

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

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

Nitro-glycerin RelocationNitro-glycerin Relocation (previous (previous slide)slide)

Trust FallsTrust Falls (circle style or from a chair)(circle style or from a chair)

Rummy GamesRummy Games ‘‘Played just like Rummy card games. Instead of a Played just like Rummy card games. Instead of a

straight such as the four, five, six, seven of spades, straight such as the four, five, six, seven of spades, however, students get the components of a sequence however, students get the components of a sequence or set you’ve taught. Examples: steps in or set you’ve taught. Examples: steps in photosynthesis, process for dividing fractions, all the photosynthesis, process for dividing fractions, all the elements for a animal’s habitat, four things that led to elements for a animal’s habitat, four things that led to the Civil War, four equivalent fractions, four verbs in the Civil War, four equivalent fractions, four verbs in the past perfect tense the past perfect tense

Students work off a central pile, drawing cards, Students work off a central pile, drawing cards, discarding cards, just as in they would do in a discarding cards, just as in they would do in a Rummy or Gin Rummy game until they achieve a Rummy or Gin Rummy game until they achieve a winning hand. winning hand.

Highly Recommended Resources:Highly Recommended Resources: Armstrong, Thomas. Armstrong, Thomas. Multiple Intelligences in the ClassroomMultiple Intelligences in the Classroom. 2. 2ndnd

Edition, ASCD, 1994, 2000Edition, ASCD, 1994, 2000 Brooks, Jacqueline Grennon, and Brooks, Martin G. Brooks, Jacqueline Grennon, and Brooks, Martin G. In Search of In Search of

Understanding: The Case for Constructivist ClassroomsUnderstanding: The Case for Constructivist Classrooms, ASCD, 1993 , ASCD, 1993 Burke, Kay. Burke, Kay. What to Do With the Kid Who…: Developing Cooperation, What to Do With the Kid Who…: Developing Cooperation,

Self-Discipline, and Responsibility in the ClassroomSelf-Discipline, and Responsibility in the Classroom, Skylight , Skylight Professional Development, 2001Professional Development, 2001

Covey, StevenCovey, Steven. The 7 Habits of Highly Effective People. The 7 Habits of Highly Effective People, Simon and , Simon and Schuster Publishers, New York, 1989Schuster Publishers, New York, 1989

Dweck, Carol. Dweck, Carol. Self-Theories: Their Role in Motivation, Personality, and Self-Theories: Their Role in Motivation, Personality, and DevelopmentDevelopment, Taylor and Francis Group, 2000, Taylor and Francis Group, 2000

Dweck, Carol; Elliot, Andrew J. Dweck, Carol; Elliot, Andrew J. Handbook of Competence and Handbook of Competence and Motivation,Motivation, Guilford Press, 2007 Guilford Press, 2007

Glynn, Carol. Glynn, Carol. Learning on their Feet: A Sourcebook for Kinesthetic Learning on their Feet: A Sourcebook for Kinesthetic Learning Across the CurriculumLearning Across the Curriculum, Discover Writing Press, 2001, Discover Writing Press, 2001

Goleman, Daniel. Goleman, Daniel. Emotional Intelligence: Why it can mattermore Emotional Intelligence: Why it can mattermore than I.Q, than I.Q, 19951995 (The Brain Store, 800-325-4769, (The Brain Store, 800-325-4769, www.thebrainstore.com))

Henton, Mary. (1996) Henton, Mary. (1996) Adventure in the ClassroomAdventure in the Classroom, Dubuque, Iowa: , Dubuque, Iowa: Kendall HuntKendall Hunt

Hyerle, David. Hyerle, David. A Field Guide to Visual ToolsA Field Guide to Visual Tools, ASCD, 2000, ASCD, 2000 Interact [Education Simulations], Interact [Education Simulations], www.highsmith.com Jensen, Eric. Jensen, Eric. Different Brains, Different LearnersDifferent Brains, Different Learners, 2000 (Corwin , 2000 (Corwin

Press and Crystal Springs Books)Press and Crystal Springs Books) Kriegel, Robert. Kriegel, Robert. If it ain’t Broke, Break it! And Other Unconventional If it ain’t Broke, Break it! And Other Unconventional

Wisdom for a Changing Business World, Wisdom for a Changing Business World, Warner Books, New York, Warner Books, New York, 19911991

Kushel, Gerald. Kushel, Gerald. Reaching the Peak Performance Zone, Reaching the Peak Performance Zone, American American Management Association Publishers, New York, 1994Management Association Publishers, New York, 1994

Lavoie, Richard. Lavoie, Richard. The Motivation Breakthrough: 6 Secrets to Turning The Motivation Breakthrough: 6 Secrets to Turning On the Tuned-Out Child, On the Tuned-Out Child, Simon and Schuster, 2007Simon and Schuster, 2007

• Lavoie, Richard. How Difficult Can This Be? The F.A.T. City Workshop, WETA Video, P.O. box 2626, Washington, D.C., 20013-2631 (703) 998-3293. The video costs $49.95. Also available at www.Ldonline. There is another one: Beyond FAT City as well.

• Marzano, Robert J.; Pickering, Debra J.; Pollock, Jane E. Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement, ASCD, 2001

• Marzano, Robert J. What Works in Schools, ASCD, 2003• Griggs. Risk It! Empowering Young People to Become Positive Risk Takers in

the Classroom & Life, Incentive Publications, Inc. , Nashville, TN 1996 ISBN 0-86530-346-0

• Popkin, Dr. Michael. Active Parenting of Teens, Active Parenting, Inc., 810 Franklin Court, Suite B, Marietta, GA 30067

• Purkey, William W.; Novak, John M. Inviting School Success: A Self-Concept Approach to Teaching and Learning, Wadsworth Publishing, 1984

• Renzulli, Joseph S. Enriching Curriculum for All Students, Skylight Training and Publishing, 2001

• Rohnke, K. (1984). Silver Bullets. Dubuque, Iowa: Kendall Hunt.• Rohnke, K. & Butler, S. (1995). QuickSilver. Dubuque, Iowa: Kendall Hunt.• Rohnke, K. (1991). The Bottomless Bag Again. Dubuque, Iowa: Kendall Hunt.• Rohnke, K. (1991). Bottomless Baggie. Dubuque, Iowa: Kendall Hunt. • Rohnke, K. (1989). Cowstail and Cobras II. Dubuque, Iowa: Kendall Hunt.

Saphier, Jon; Gower, Robert. Saphier, Jon; Gower, Robert. The Skillful TeacherThe Skillful Teacher, Research for Better , Research for Better Teaching, 1987 (56 Bellows Hill Road, Carlisle, Massachusetts, 01741)Teaching, 1987 (56 Bellows Hill Road, Carlisle, Massachusetts, 01741)

Silver, Dr. Debbie. Silver, Dr. Debbie. Drumming to the Beat of a Different Marcher: Drumming to the Beat of a Different Marcher: Finding Rhythm for Teaching a Differentiated ClassroomFinding Rhythm for Teaching a Differentiated Classroom, Incentive , Incentive Publications, 2003Publications, 2003

Sousa, Dr. David A. Sousa, Dr. David A. How the Brain Learns. How the Brain Learns. Corwin Press, 2002 Corwin Press, 2002 Sousa, Dr. David A.. Sousa, Dr. David A.. How the Special Needs Brain Learns,How the Special Needs Brain Learns, Corwin Corwin

Press, 2001Press, 2001 Sousa, Dr. David A. Sousa, Dr. David A. How the Gifted Brain LearnsHow the Gifted Brain Learns. Corwin Press, 2003. Corwin Press, 2003 Sternberg, Robert J.; Grigorenko, Elena L. Sternberg, Robert J.; Grigorenko, Elena L. Teaching for Successful Teaching for Successful

Intelligence: To Increase Student Learning and Achievement,Intelligence: To Increase Student Learning and Achievement, Skylight Skylight Training and Publishing, 2001Training and Publishing, 2001

Thompson, Randy; Vanderjagt, Dr. Dorothy. Thompson, Randy; Vanderjagt, Dr. Dorothy. Fire Up! For Learning: Fire Up! For Learning: Active Learning Projects and Activities to Motivate and Challenge Active Learning Projects and Activities to Motivate and Challenge StudentsStudents. Incentive Publications, 2002. Incentive Publications, 2002

Tovani, Cris. Tovani, Cris. I Read It, But I Don’t Get It.I Read It, But I Don’t Get It. Stenhouse Publishers, 2001 Stenhouse Publishers, 2001

Winebrenner, S. Winebrenner, S. Teaching Gifted Kids in the Regular Teaching Gifted Kids in the Regular Classroom: StrategiesEveryTeacher Can Use to Meet Classroom: StrategiesEveryTeacher Can Use to Meet the Needs of the Gifted and Talented.the Needs of the Gifted and Talented. Free Spirit Free Spirit Publishing, Minneapolis, 1992Publishing, Minneapolis, 1992

Wolfe, Patricia. Wolfe, Patricia. Brain Matters: Translating Research into Brain Matters: Translating Research into Classroom PracticeClassroom Practice, ASCD, 2001, ASCD, 2001

Wormeli, Rick. Wormeli, Rick. Meet Me in the Middle: Becoming an Meet Me in the Middle: Becoming an Accomplished Middle Level TeacherAccomplished Middle Level Teacher, Stenhouse , Stenhouse Publishers, 2001Publishers, 2001

Wormeli, Rick. Wormeli, Rick. Day One and Beyond: Practical Matters Day One and Beyond: Practical Matters for New Middle Level Teachersfor New Middle Level Teachers. Stenhouse Publishers, . Stenhouse Publishers, 20032003