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Firing Up Motivated Learners

Firing Up Motivated Learners. Building Neuronal Networks through Integrated Instruction. Created by: Patricia McDermott EdFS 377 Summer 2008. Psych Ed. Project.

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Firing Up Motivated Learners

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  1. Firing Up Motivated Learners Building Neuronal Networks through Integrated Instruction Created by: Patricia McDermott EdFS 377 Summer 2008

  2. 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

  3. Goals for the Project The goal for this project is twofold: • To work collaboratively with teachers to implement CORI in classrooms • To provide teachers with a model of integrated instruction that will intrinsically motivate students to learn and gain deep knowledge

  4. 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

  5. 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)

  6. 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

  7. 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)

  8. The CORI, Zull, Kolb Connection

  9. CORI’S Framework of Instruction

  10. Reading GLEs and Science GEs

  11. Establishing Prior Knowledge Reading • Primary Observation Assessments • Teacher Observations Science • Teacher-made Pre-assessment on the Five Senses

  12. Assessing Prior Knowledge of the Five Senses

  13. Rubric for Assessing Prior Knowledge

  14. Week 1: Observe & Personalize Zull’s sensory cortex; Kolb’s concrete experiences Students interact with the real world • Activate background knowledge • Observe and record information • Compare and contrast • Relate experiences • Pique interest for learning • Pose questions (use “Curiosity Chart”) Differentiation: Learning Styles

  15. "At-a-Glance”: Sample of a lesson plan for the first week

  16. Sample of a Five Senses Recording Sheet(to be used at Stations)

  17. Sample of Activity (to reflect and react)

  18. Phase 2: Search & Retrieve Phase 3: Comprehend & Integrate Phase 4: Communicate to Others The Next Three Phases of CORI 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

  19. Phase 2: Search & Retrieve Zull’s back integrative cortex; Kolb’s reflection Students choose subtopics and learn to search for information • 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

  20. Phase 3: Comprehend & Integrate Zull’s frontal integrative cortex; Kolb’s generation of abstractions Students learn strategies for comprehending and integrating information 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

  21. Phase 4: Communicate to Others Zull’s motor cortex; Kolb’s active testing Students become experts and develop synthesis projects to share with others • 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

  22. 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http://freda.auyeung.net/5senses/... • ｷhttp://www.edhelper.com/five_senses.htm... • ｷhttp://freda.auyeung.net/5senses/smell.htm... • ｷhttp://freda.auyeung.net/5senses/taste.htm... • ｷhttp://www.edhelper.com/ReadingComprehension_27_68.html... • Provide good activities for activating PK and observing & personalizing: • ｷhttp://www.fi.edu/qa97/me9/... - • ｷhttp://faculty.washington.edu/chudler/chtoget.html... (called Neuroscience for Kids) • Excellent for accelerated readers/enrichment • ｷhttp://www.nlm.nih.gov/changingthefaceofmedicine/resources/lesson_k_2.html... • Incredible website for teachers - talks about senses and the brain • ｷhttp://www.hhmi.org/senses/c210.html

  23. 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/

  24. 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

  25. NOT the End - IF you choose to reflect… plan… & act!

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