Exploring the Possibilities… Rigor, Relevance, Relationships & Reflection R4 K-12 November 2008
Did you know? Which facts are most interesting… or most startling… to you? http://www.youtube.com/watch?v=xHWTLA8WecI What could these facts and figures possibly have to do with American education?
Today at a glance… 9:00 Welcome/ Opener/ “I Get By… Friends” Revisiting The Rigor & Relevance Frwk. Break Making the Case for Change 11:45 Lunch 12:20 Networking/ Team Sharing Overview of In-District Workshop Break Connection to B.C. Teaching… 2:45 Sampling/ Closure
In pairs, use the labels to recreate the Rigor & Relevance Framework
In pairs, read the sample student tasks and place each into the appropriate quadrant.
As a table group, select one task from Quadrant B and one task from Quadrant C. C B What would it take to make each a Quadrant D task?
Why might schools need to change? Demographics Globalization Technology Generational Beliefs & Values
The Education Challenge : Preparing Students for a Changing World
With your partner team(s), discuss… What has your R4 leadership Team done back in-district since the first R4 session in October? or… What do you plan to do? What went well? What could have been better? How might your team use today’s R&R Framework activity? How might your team use the Daggett DVD? What other ideas or questions do you have to share or discuss?
Partner Teams Janesville AGWSR East Buchanan North Tama Hampton-Dumont Cal Immaculate Conc. Dike-NH Montezuma BGM
The 3rd R: Relationships… through the lens of Motivation Theory CLICCCK
Is motivation for learning innate, or must it be learned? Is there physiological evidence of an innate desire to learn?
If humans are “born” learners, what external factors come into play that enhance or hinder that innate desire to learn?
How does the use of rewards and punishments affect a student’s level of motivation for a task? Is it accurate to say that some students are motivated to learn… and others are not?
Is it possible for a student to be motivated all of the time, regardless of circumstances… or to be unmotivated all of the time, regardless of circumstances?
What can we do to maintain students’ enthusiasm for learning throughout their school careers… and throughout their entire lives?
Each One… Teach One • Chance for Success • Level of Concern • Intrinsic Motivation • Content • Collaboration • Choice • Knowledge of Results
Each One…Teach One • Chance for Success- 3 & 10 • Level of Concern- 6 & 13 • Intrinsic Motivation- 2 & 9 • Content- 5 & 12 • Collaboration- 7 & 14 • Choice- 1 & 8 • Knowledge of Results- 4 & 11
The brain’s #1 job… survival. Air Water Food Shelter Safety from Danger
A few “survival” structures of the brain… The Hypothalamus: The brain’s thermostat- always tries to maintain balance The Amygdala: The brain’s “emotional sentry”- scans all incoming information for significance
Neocortex Thalamus Thalamus Amygdala Amygdala Incoming Signal
A few more survival structures… Prefrontal Cortex Ventral Tegmental Area (VTA) Nucleus Accumben Image Source: www.nida.nih.gov The Brain’s Natural Reward System
The brain produces its own “feel good chemicals”. Endorphins Oxytocin Dopamine Serotonin…
Hey… you just engaged in a behavior that is tied to one of my basic survival or psychological needs! You’ve just done something that has the potential to ensure my survival as an individual… and as a member of the human race! THIS IS GOOD! DO IT AGAIN!
Four Basic Psychological Needs… Love Power • 4 Basic Psych. Needs + • Our Basic Survival Needs + • The brain’s built-in mechanism for reward = • SURVIVAL Freedom Fun
“No one can make a child learn. However, circumstances in the environment can be arranged so a child will be encouraged to do something that will result in learning.” (Madeline Hunter)
“The brain doesn’t need to be motivated to learn… any more than the heart needs to be motivated to pump blood.” (Leslie Hart)
CLICCCK RELATIONSHIPS If a teacher was to consciously incorporate the elements of CLICCCK into his/her lessons, units, and general classroom norms… what effect might there be on relationships? -student to student? -teacher to student? WHY?
www.edutopia.org At what levels of rigor and relevance were these students operating? What elements of CLICCCK were present?
Brain-Compatible Teaching Strategies… for Long-Term Retention of Learning Modeling of brain-compatible teaching strategies… Discussion about each strategy… and an opportunity for personal application Concepts about the brain… translated to classroom practice
Brain-Compatible Teaching Strategies… for Long-Term Retention of Learning I Get By… Friends
Team Planning Time… How might you use the Daggett video- and/or the trend articles from Session #1- in building a case for change in your building? 1 2 How might you use the second R &R Framework activity? (or the first R&R activity from Session #1?) Turn in Team Implementation Log from Session #1. (The “Most Like Me” data will be used in developing a the desired state chart during Session #3.) 3
In-District, Full-Staff Workshops Relationships… through Motivation Theory Hampton- Dumont November 26 Janesville December 3 CAL January 2 East Buchanan January 26 Immaculate Conception February 12 Dike-NH February 20 Montezuma March 6 BGM March 10 North TamaMay 1 AGWSR
CONNECT… What are some significant points I heard today that I want to share with a colleague?
REFLECT… Why are these points important to me? What helped me learn today?
DIRECT… How will I accomplish sharing these significant points with a colleague? My Plan…
Sampling ? ? ?
Sampling ? 136 118
Feedback, please… Thanks! See you soon- at your house! Next time at the AEA… April 21, 09