Deb Pickering at Oakland Schools March 2012 Can I Do This? How Do I Feel?

1. Deb Pickering at Oakland Schools March 2012 Can I Do This? How Do I Feel?

2. Model of Attention and Engagement

3. Model of Attention and Engagement Emotions: How do I feel? Interest: Am I interested? Importance: Is this important? Efficacy: Can I do this?

4. Model of Attention and Engagement Emotions: How do I feel? Efficacy: Can I do this?

5. Emotions: How do I feel?

6. Emotions: How do I feel? • Use effective pacing. • Incorporate physical movement. • Demonstrate intensity and enthusiasm. • Use humor. • Build positive teacher-student and peer relationships.

7. Emotions: How do I feel? • Incorporate physical movement. • Movement to lift energy • Movement that furthers understanding of content • Movement for the whole class or school • Use effective pacing. • Incorporate physical movement. • Demonstrate intensity and enthusiasm. • Use humor. • Build positive teacher-student and peer relationships.

8. Research: Sabine Kubesch Intervention: A single thirty-minute exercise program with thirteen- and fourteen-year old students Results: Improvement in the maintenance of on-task attention in the face of distraction.

9. Kagan’s Structures • Numbered Heads Together (mastery, thinking) • Teammates work together to ensure all members understand; one is randomly selected to be held accountable. • Teacher poses a problem and gives wait time (Example: “Everyone think about how rainbows are formed. [Pause] Now make sure everyone in your team knows how rainbows are formed.”) • Students stand up to put their heads together, discuss and teach. • Students sit down when everyone knows the answer or has something to share or when time is up. • Teacher calls a number. The student with that number from each team answers question individually.

10. Kagan’s Structures • Inside-Outside Circle • In concentric circles, students rotate to face new partners and answer questions. • Students stand in two concentric circles, facing a partner. The inside circle faces out; the outside circle faces in. • Students ask questions of their partner, or they may take turns responding to a teacher question(s). • Partners switch roles: outside circle students ask, listen, then praise or coach. • After each question or set of questions, students in the outer or inner circle rotate to the next partner.

11. Emotions: How do I feel? • Demonstrate intensity and enthusiasm. • Personal stories • Verbal and non-verbal signals • Zest for teaching • Use effective pacing. • Incorporate physical movement. • Demonstrate intensity and enthusiasm. • Use humor. • Build positive teacher-student and peer relationships.

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

13. Emotions: How do I feel? • Demonstrate intensity and enthusiasm. • Personal stories • Verbal and non-verbal signals • Zest for teaching • Use humor. • Self-directed humor • Funny headlines and quotes • Movie clips and media entertainment • A class symbol for humor • Use effective pacing. • Incorporate physical movement. • Demonstrate intensity and enthusiasm. • Use humor. • Build positive teacher-student and peer relationships.

14. Use humor.

15. Snopes.com Did these headlines actually appear? 1. Include Your Children When Baking Cookies 2. Teachers Strike Idle Kids 3. Police Begin Campaign to Run Down Jaywalkers 4. Safety Experts Say School Bus Passengers Should Be Belted 5. High School Dropouts Cut in Half

16. Did these headlines actually appear? 6. Astronaut Takes Blame for Gas in Spacecraft 7. Iraqi Head Seeks Arms 8. Panda Mating Fails; Veterinarian Takes Over 9. British Left Waffles on Falkland Islands

17. kids.yahoo.com/jokes Q: Why don’t ducks tell jokes when they fly? A: Because they would quack up.

18. kids.yahoo.com/jokes Q: Why did the farmer separate the chicken and the turkey? A: He suspected fowl play.

19. kids.yahoo.com/jokes Q: How many knees do people have? A: 4. Your left knee, your right knee, and two kidneys.

20. totallyabsurd.com (no www) America's Goofiest Patents! The dog watch is actually a "clock for keeping time at a rate other than human time" and was invented in 1991. Why would you need to know dog time?  Beats the heck out of us but with this handy watch you can perceive time at your animals rate instead of your own. How does it work?  According to the inventor the watch multiplies every human second, minute and hour by seven, thus giving us "doggy time".  If Fido lives to be the ripe old age of 14, that translates into 98 human years!  Or is that 98 dog years? Dog Watch US Patent Issued In 1991

21. Happy CamperUS Patent Issued In 1985 Sven is a happy camper.  Why is Sven so happy?  Because it's cold outside and his new Happy Camper sleeping bag allows him to unzip some zippers and poke his arms and legs out and walk around.  Why walk around in your sleeping bag?  So you can answer Mother Nature's call, that's why!  Other strategically placed zippers allow you to open strategically placed openings for necessary nighttime relief, all within the comfort of your warm, downy sleeping bag.  Oh sure, there may be a draft or two but it sure beats leaving your warm bag.  Might we also recommend the BumperDumper.com?  Is it just us or does Sven look like a big burrito for bears? 

22. Portable Pet PottyUS Patent Issued In 1998 Many people live in big cities and enjoy the companionship of man's best friend.  But with the master working all day, poor Benji can only count on relief during his morning and evening walks, putting a strain on… their relationship.  Now it's possible to end canine discomfort with the Portable Pet Potty. This revolutionary invention is made from hermetically sealed polyethylene and is strapped to the hinny of your hound.  While this solution may prevent unwanted accidents, don't forget to take Benji for his walks.  The Portable Pet Potty doesn't collect Tootsie Rolls.

23. Emotions: How do I feel? • Build positive teacher-student and peer relationships. • Ensuring fair and equitable treatment for all students • Showing interest in, and affection for, students • Identifying and using positive information about students • Use effective pacing. • Incorporate physical movement. • Demonstrate intensity and enthusiasm. • Use humor. • Build positive teacher-student and peer relationships.

24. Vary Your Response to Students’ Incorrect Answers or Their Lack of Response. • What is the most frequently broken bone in the body? (The clavicle—collar bone) • Spell broccoli. • What do you call a baby rabbit? (A kitten) • What is the name of the first shot in a billiards game? (The break) • What is Queen Elizabeth’s surname? (Windsor) • What is the second tallest mountain in the world? (K2) • What book did Ken Kesey write that was turned into an Academy Award winning movie? (One Flew Over the Cuckoo’s Nest)

25. Vary Your Response to Students’ Correct Answers. • Explain two causes of the American Civil War. • Identify an influential author, scientist, artist, or athlete of the 20th century, and explain in what ways he or she was influential. • What is censorship? When is it a good idea? • ________is to a tree as ________is to a person. • Complete this analogy. Try not to use the most obvious relationships, such as “Branch is to tree as arm is to a person.” • 5. Why do we have the electoral college?

26. From: The Art and Science of Teaching Brophy 1983 Research Synthesis • Teachers wait less time for “lows” to answer questions and call on “lows” less frequently to answer questions. • Teachers give “lows” answers or call on someone else to answer the question as opposed to trying to delve into the logic underlying the answer or improve on the answers of “lows.” • Teachers give “lows” briefer and less informative feedback on their responses.

27. Recommendations from The Art and Science of Teaching: • Identify the expectation levels of your students. • Identify differential treatment of low-expectancy students • Make sure low expectancy students receive verbal and nonverbal indications that they are valued and respected. • Ask questions of low expectancy students. • When low-expectancy students do not answer a question correctly or completely, stay with them.

28. Recommendations from The Art and Science of Teaching: • Other recommendations for low-expectancy students: • Demonstrate gratitude for students’ responses. • Do not allow negative comments from other students. • Point out what is correct and incorrect about students’ responses. • Restate the question. • Provide ways to temporarily let students off the hook.

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

30. Emotions: How do I feel? • Use effective pacing. • Administrative tasks • Transitions • Seatwork • Presentation of new content • Use effective pacing. • Incorporate physical movement. • Demonstrate intensity and enthusiasm. • Use humor. • Build positive teacher-student and peer relationships.

31. Use effective pacing. • Administrative tasks • Transitions • Seatwork • Classrooms need few rules but many procedures. • Procedures need to be developed, taught, and practiced.

32. Use effective pacing. • Presentation of new content • Challenge • Students acquire understanding and skill at different rates. “Too quick” for some students is “too slow” for others. • Technology

35. Emotions: How do I feel? • Use effective pacing. • Incorporate physical movement. • Demonstrate intensity and enthusiasm. • Use humor. • Build positive teacher-student and peer relationships. Select one strategy from this list, or one of your own, that you use to energize your classroom and positively influence students’ feelings. Select one that you don’t use—but might need to add to your repertoire. Give one; Get one

36. Model of Attention and Engagement Emotions: How do I feel? Efficacy: Can I do this?

37. Model of Attention and Engagement Efficacy: Can I do this?

38. Efficacy: Can I do this? What are some classroom practices that communicate to students they “can do this?” What practices contribute to students’ perception that they probably “can’t?”

39. Efficacy: Can I do this? • Track and study progress.

44. Overall Grade for Class/Subject Academic: Academic Topic: Academic Topic: Academic Topic: Academic Topic: ????? Nonacademic/Life Skills: Work on Time: Homework:

45. [A grade is] an • inadequate report of an • inadequate judgment by a • biased and variable judge • of the extent to which a student has attained an • undefined level of mastery of an • unknown proportion of • indefinite material. • Source: P. Dressel (1983). "Grades: One More Tilt at the Windmill." In A. W. Chickering (Ed.), Bulletin. Memphis: Memphis State Univ., Center for Study for Higher Education, p. 12.

46. Grading practices How do they influence engagement? Specifically, how do they contribute to students’ perceptions of whether they “can do it?”

47. Efficacy: Can I do this? A Vision for a Formative System

48. Developing a Formative System • Standards-referenced

49. Standards Kinder Standards 1st grade standards Standards-referenced Grade Levels Curriculum Assessment Instruction Report Cards

50. 2nd grade standards Grade Level standards Course Standards Standards-referenced Grade Levels Curriculum Assessment Instruction Report Cards