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Semelhante a Strategies for Engaging Adolescent Males in the Classroom
Semelhante a Strategies for Engaging Adolescent Males in the Classroom (20)
Strategies for Engaging Adolescent Males in the Classroom
- 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!
- 13. Activities: Setting Objectives andActivities: Setting Objectives and Providing FeedbackProviding Feedback KWLKWL Essential questionsEssential questions Learning contractsLearning contracts Reflective learning portfoliosReflective learning portfolios RubricsRubrics Multiple drafts/attemptsMultiple drafts/attempts Creative editing proceduresCreative editing procedures Exit slipsExit slips
- 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
- 15. Activities: NonlinguisticActivities: Nonlinguistic RepresentationRepresentation Physical modelsPhysical models Physical activities tiedPhysical activities tied to subject matterto subject matter Graphic organizersGraphic organizers Pictures or symbols toPictures or symbols to aid understandingaid understanding
- 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.
- 17. Activities: Identifying SimilaritiesActivities: Identifying Similarities and Differencesand Differences Venn DiagramsVenn Diagrams T-ChartsT-Charts Metaphors/analogiesMetaphors/analogies
- 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?
- 19. Activities: Reinforcing Effort andActivities: Reinforcing Effort and Providing RecognitionProviding Recognition Pause, Prompt, PraisePause, Prompt, Praise Understanding “PositiveUnderstanding “Positive Consequences”Consequences” Improvement recognitionImprovement recognition Incentive programsIncentive programs Healthy competitionsHealthy competitions
- 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>.
Notas do Editor
- (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).