slide1 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Boredom & Its Opposite PowerPoint Presentation
Download Presentation
Boredom & Its Opposite

play fullscreen
1 / 106

Boredom & Its Opposite

164 Views Download Presentation
Download Presentation

Boredom & Its Opposite

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Boredom & Its Opposite Differentiation, Achievement & Motivational Style Presented by Tr. Harvey Silver Tr. Richard Strong ASCD

  2. ASCD

  3. ASCD

  4. ASCD

  5. ASCD

  6. ASCD

  7. ASCD

  8. ASCD

  9. ASCD

  10. ASCD

  11. ASCD

  12. ASCD

  13. Who are we and what do we know? Boredom and Its Opposite • Strategies for overcoming boredom. • Design for learning. • Why do students fail? • What do humans want? ASCD

  14. Framing Boredom ASCD

  15. Our Goals Knowledge Attitudes Power Words *2 Boredom Resistance Responsibility Strategy, Skill Design, Will, Professional and their opposites Big Ideas Developing Skills ASCD

  16. Knowledge What key details do I want mastered? Definitions for boredom and opposites 6 Strategies 4 Tools A blueprint for learning the 5 Pillars of The Thoughtful Classroom ASCD

  17. Attitudes What new attitudes or habits of mind do I want to develop? Discuss new _____________ More curiosity and greater confidence in the face of boredom Knowledge ASCD

  18. Knowledge Attitudes Big Ideas What concepts hypotheses and questions do I want to understand? Boredom is natural, desirable and terrifying Both Boredom and interest tend to fall into patterns Patterns suggest teachers strategies can weaken boredom’s hold on our students ASCD

  19. Knowledge Attitudes Developing Skills Big Ideas What new skills and ways of thinking do I want to develop? Enhanced ability to use strategies to resist and manage boredom Develop new ways to design and learn from the units you teach ASCD

  20. Our Goals Knowledge Attitudes What key details do I want mastered? Definitions for boredom and opposites 6 Strategies 4 Tools A blueprint for learning the 5 Pillars of The Thoughtful Classroom What new attitudes or habits of mind do I want to develop? Discuss new_______ More curiosity and greater confidence in the face of boredom Power Words *2 Boredom Resistance Responsibility Strategy, Skill Design, Will, Professional and their opposites Big Ideas Developing Skills What concepts hypotheses and questions do I want to understand? Boredom is natural, desirable and terrifying Both Boredom and interest tend to fall into patterns Patterns suggest teachers strategies can weaken boredom’s hold on our students What new skills and ways of thinking do I want to develop? Enhanced ability to use strategies to resist and manage boredom Develop new ways to design and learn from the units you teach ASCD

  21. What habits or attitudes would you like to develop, change or flex? What would you like to know or master? What words, terms or jargon attract your curiosity or annoyance? What new capacities would you like to develop for greater self expression or satisfaction in your professional work? What ideas or questions would you like to understand? ASCD

  22. “Our lives are nothing more and nothing less than our habits of attention.” William James ASCD

  23. Guernica by Pablo Picasso ASCD

  24. Review your notes: • Share with two or three others. • What similarities and differences do you see in the kinds of things you each noticed? ASCD

  25. Draw a large box, and divide it into four quadrants. Label as follows: Feelings: Facts: Ideas: Questions: Classify your notes into these categories. ASCD

  26. How many notes do you have in each category? • Compare with a friend. What do these similarities and differences mean? • If your notes were a “window” into your mind, what do they say about how you pay attention to your world? ASCD

  27. What we see from this experiment is that people tend to lean toward one of the following: Feeling Watchers Fact Finders Idea Makers Question Seekers Which style of attention seems to be your preference? ASCD

  28. We call this Note-Making tool Window Notes. • Why have Window Notes played a valuable role in improving student performance on test tasks that involve thinking? ASCD

  29. What are some ideas you now have about the nature of boredom. Where it comes from? What causes it? What we should do about it? ASCD

  30. Key Word Strategy Big Idea Non-Examples Examples Key Word BICYCLE Essential Characteristics ASCD

  31. Key Word Strategy Big Idea Non-Examples Examples Transportation Key Word BICYCLE Essential Characteristics ASCD

  32. Key Word Strategy Big Idea Non-Examples Examples Transportation 2 wheeler Key Word BICYCLE Essential Characteristics ASCD

  33. Key Word Strategy Big Idea Non-Examples Examples Transportation 2 wheeler Key Word 10 speed BICYCLE Essential Characteristics ASCD

  34. Key Word Strategy Big Idea Non-Examples Examples Transportation 2 wheeler Key Word 10 speed BICYCLE mountain bike Essential Characteristics ASCD

  35. Key Word Strategy Big Idea Non-Examples Examples Transportation motorcycle 2 wheeler Key Word 10 speed BICYCLE mountain bike Essential Characteristics ASCD

  36. Key Word Strategy Big Idea Non-Examples Examples Transportation motorcycle 2 wheeler unicycle Key Word 10 speed BICYCLE mountain bike Essential Characteristics ASCD

  37. Key Word Strategy Big Idea Non-Examples Examples Transportation motorcycle 2 wheeler unicycle Key Word 10 speed BICYCLE moped mountain bike Essential Characteristics ASCD

  38. Key Word Strategy Big Idea Non-Examples Examples Transportation motorcycle 2 wheeler unicycle Key Word 10 speed BICYCLE moped mountain bike Essential Characteristics two wheels, seat, steering mechanism, Chain and pedal, power source, brakes ASCD

  39. Key Word Strategy Big Idea Non-Examples Examples Key Word CRIME Essential Characteristics ASCD

  40. ASCD

  41. ASCD

  42. Our Key Word ASCD

  43. A Blueprint for Learning ASCD

  44. The Foyer (Your beginning) Bring relevant experiences, feelings and questions into the open Provide a map of the territory you will be covering Build me last A Blueprint for Learning How to (The Rules of Thumb) The Workshop (Your practice sessions) Practice everyday keeps doubt at bay Compare, evaluate, imagine-don’t just repeat Feedback, Feedback, Feedback The Library (Your Sources) Use a product variety of sources Plan before, during and after activities Include summarization or synthesizing activities at least once a week The Porch (Your Reflection Time) Don’t wait to the end to begin reflecting Include thinking and feeling in your reflection activities Show students how you use their reflections The Kitchen (Your Assessments) Assessments is a window-look through it once a day and once week in depth Strike a balance between repetition and variety in ongoing assessments Choice counts but so does demand ASCD

  45. 1. Design at least one Blueprint for Learning every ten days. 3. Share your plan with a colleague or team. Make sure you share your assessments as well. How to mentor yourself and others 4. Four times a year discuss what really happened with one of your units with a colleague or a team. Use a variety of students work samples to evaluate and adapt your blueprint in light of what you learned by teaching. 2. Reflect on your plan in a journal and by saving provocative sample of student work. ASCD

  46. A Diversity that Works: Let’s PeerRead ASCD

  47. Peer Reading First: Team up with a partner and read the section on the perception functions. When you and your partner are finished, one of you should turn over your paper and attempt to summarize the key points in the passage without looking. Your partner will be your coach and help you to create a good summary. ASCD

  48. Peer Reading Next: Repeat the same procedure with the passage on judgment functions but this time reverse your roles, the summarizer becomes the coach and the coach the summarizer. ASCD

  49. Peer Reading Then: Underline the twelve most important words in the passage. Compare your list with your partner and try to explain the source of your differences. ASCD

  50. Peer Reading Finally: Working with your partner one last time, create a set of visual symbols one for each style and be ready to explain why you created these symbols to stand for these styles. ASCD