Boredom & Its Opposite
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Transcript of Boredom & Its Opposite
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Boredom & Its Opposite
Differentiation, Achievement & Motivational StylePresented by
Tr. Harvey Silver
Tr. Richard Strong
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•Who are we and what do we know?
•What do humans want?
•Strategies for overcoming boredom.•Design for learning.
•Why do students fail?
Boredom and Its Opposite
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Framing Boredom
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Our Goals
Power Words *2Boredom
ResistanceResponsibilityStrategy, SkillDesign, Will, Professional
and their opposites
Knowledge
Big Ideas
Attitudes
Developing Skills
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Knowledge
What key details do I want mastered?Definitions for boredom and opposites6 Strategies4 ToolsA blueprint for learning the 5 Pillars of The Thoughtful Classroom
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Attitudes
What new attitudes or habits of mind do I want to develop?Discuss new _____________More curiosity and greater confidence in the face of boredomKnowledge
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Big IdeasWhat concepts hypotheses and questions do I want to understand?Boredom is natural, desirable and terrifyingBoth Boredom and interest tend to fall into patternsPatterns suggest teachers strategies can weaken boredom’s hold on our students
AttitudesKnowledge
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Developing Skills
What new skills and ways of thinking do I want to develop?Enhanced ability to use strategies to resist and manage boredomDevelop new ways to design and learn from the units you teach
AttitudesKnowledge
Big Ideas
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Our Goals
Power Words *2Boredom
ResistanceResponsibilityStrategy, SkillDesign, Will, Professional
and their opposites
Knowledge
Big Ideas
Attitudes
Developing Skills
What key details do I want mastered?Definitions for boredom and opposites6 Strategies4 ToolsA 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
What concepts hypotheses and questions do I want to understand?Boredom is natural, desirable and terrifyingBoth Boredom and interest tend to fall into patternsPatterns 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 boredomDevelop new ways to design and learn from the units you teach
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What words, terms or jargon attract your curiosity or annoyance?
What would you like to know or master?
What ideas or questions would you like to understand?
What habits or attitudes would you
like to develop, change or flex?
What new capacities would you like to
develop for greater self expression or
satisfaction in your professional work?
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““Our lives are nothing more Our lives are nothing more and nothing less than our and nothing less than our habits of attention.”habits of attention.”
William James
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Guernica by Pablo Picasso
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Review your notes:
• Share with two or three others.
• What similarities and differences do you see in the kinds of things you each noticed?
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Draw a large box, and divide it into four quadrants. Label as follows:
Facts:
Questions: Ideas:
Feelings:
Classify your notes into these categories.
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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?
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What we see from this experiment is that people tend to lean toward one of the following:
Fact Finders
Question Seekers Idea Makers
Feeling Watchers
Which style of attention seems to be your preference?
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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?
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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?
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Key Word Strategy
BICYCLE
Big Idea
Key Word
Non-Examples Examples
Essential Characteristics
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Key Word Strategy
Transportation
BICYCLE
Big Idea
Key Word
Non-Examples Examples
Essential Characteristics
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Key Word Strategy
Transportation
BICYCLE
2 wheeler
Big Idea
Key Word
Non-Examples Examples
Essential Characteristics
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Key Word Strategy
Transportation
BICYCLE
2 wheeler
10 speed
Big Idea
Key Word
Non-Examples Examples
Essential Characteristics
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Key Word Strategy
Transportation
BICYCLE
2 wheeler
10 speed
mountainbike
Big Idea
Key Word
Non-Examples Examples
Essential Characteristics
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Key Word Strategy
motorcycle Transportation
BICYCLE
2 wheeler
10 speed
mountainbike
Big Idea
Key Word
Non-Examples Examples
Essential Characteristics
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Key Word Strategy
motorcycle Transportation
BICYCLE
2 wheeler
10 speed
mountainbike
Big Idea
Key Word
Non-Examples Examples
Essential Characteristics
unicycle
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Key Word Strategy
motorcycle
moped
Transportation
BICYCLE
2 wheeler
10 speed
mountainbike
Big Idea
Key Word
Non-Examples Examples
Essential Characteristics
unicycle
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Key Word Strategy
motorcycle
moped
Transportation
BICYCLE
2 wheeler
10 speed
mountainbike
Big Idea
Key Word
Non-Examples Examples
Essential Characteristics
unicycle
two wheels, seat, steering mechanism,Chain and pedal, power source, brakes
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Key Word Strategy
CRIME
Big Idea
Key Word
Non-Examples Examples
Essential Characteristics
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Our Key Word
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A Blueprint for Learning
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The Foyer(Your beginning)
Bring relevant experiences, feelings and questions into the openProvide a map of the territory you will be coveringBuild me lastThe Workshop
(Your practice sessions)
Practice everyday keeps doubt at bayCompare, evaluate, imagine-don’t just repeatFeedback, Feedback, Feedback
The Library(Your Sources)
Use a product variety of sourcesPlan before, during and after activitiesInclude summarization or synthesizing activities at least once a week
The Porch(Your Reflection
Time)Don’t wait to the end to begin reflectingInclude thinking and feeling in your reflection activitiesShow students how you use their reflections
The Kitchen(Your Assessments)
Assessments is a window-look through it once a day and once week in depthStrike a balance between repetition and variety in ongoing assessmentsChoice counts but so does demand
A Blueprint for Learning
How to (The Rules of
Thumb)
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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.
2. Reflect on your plan in a journal and by saving provocative sample of student work.
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.
How to mentor yourself and
others
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A Diversity that Works:
Let’s Peer Read
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Peer ReadingFirst: 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.
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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.
Peer Reading
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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.
Peer Reading
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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.
Peer Reading
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Peer ReadingPEERS
repare two parallel readings around a concept or topic you want students to read more about.
xplain how coach and player roles will work. ach reader examines the assigned text, reads for meaning, makes notes of relevant information. etell (player) significant points from the first reading, while coach provides support. Reverse roles with the second text.
urvey for unanswered questions and clarify.
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The Four Functions of Style
SENSING
INTUITIONTH
INK
I NG
FEE LING
PhysicalFacts
DetailsHere & NowPerspiration
PatternsPossibilities
Ideas
Past & FutureInspiration
ObjectiveAnalyze
Logic
Truth
Procedures
SubjectiveHarmonize
Likes/Dislikes
TactPeople
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Let’s think a little deeper about these Let’s think a little deeper about these ideas. Let’s try to put them to work. ideas. Let’s try to put them to work.
Write down the names of three Write down the names of three students you have taught:students you have taught:
One who seems motivated
One who works fairly hard but doesn’t’ make much progressOne who does excellent work
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Pick one of the three and consider these Pick one of the three and consider these questions:questions:
Name and Description
Sensing or Intuitive and Why?Thinking or Feeling and Why?How might I approach improving this student’s learning or motivation?
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From Function to Style:
Sensing
Intuition
Thinking
Feeling
S + T
Mastery
S + F
Interpersonal
Self-Expressive
N + F
Understanding
N + T
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ST ST Mastery Learner:Mastery Learner:TThinking Goalhinking Goal
EEnvironmentnvironment
MMotivationotivation
PProcessrocess
OOutcomeutcome
S
N
T F
S+TMastery
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ST ST Mastery Learner:Mastery Learner:TThinking Goal:hinking Goal:
EEnvironment:nvironment:
MMotivation:otivation:
PProcess:rocess:
OOutcome:utcome:
REMEMBERINGREMEMBERING
CLARITY & CONSISTENCYCLARITY & CONSISTENCY
SUCCESSSUCCESS
STEP-BY-STEPSTEP-BY-STEPEXERCISE & PRACTICEEXERCISE & PRACTICE
WHAT? WHAT? CORRECT ANSWERSCORRECT ANSWERS
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ST ST Mastery Learner Mastery Learner
Turn over your note making paperTurn over your note making paper
Quickly jot down as many characteristics as Quickly jot down as many characteristics as you can think of about Mastery Learners and you can think of about Mastery Learners and TeachersTeachers
Compare with your neighbor. You get a point Compare with your neighbor. You get a point for each thing you have that your neighbor for each thing you have that your neighbor does not have.does not have.
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NF Self-Expressive Learner:• Thinking Goal
• Environment
• Motivation
• Process
• Outcome
S
N
T F
N+FSelf-Expressive
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NF Self-Expressive Learner:
• Thinking Goal:
• Environment:
• Motivation:
• Process :
• Outcome:
REORGANIZING
COLORFUL AND CHOICE
ORIGINALITY
DREAM-BY-DREAMEXPLORE POSSIBILITIES
WHAT IF?CREATIVE ALTERNATIVES
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NF Self-Expressive Learner
Quick Check for Understanding
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NF Self-Expressive Learner
How is a Self-Expressive learner like an ocean?
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SF SF Interpersonal Learner:Interpersonal Learner:• TThinking Goalhinking Goal
• EEnvironmentnvironment
• MMotivationotivation
• PProcessrocess
• OOutcomeutcome
S
T
N
F
S+FInterpersonal
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SF SF Interpersonal Learner:Interpersonal Learner:
• TThinking Goal: hinking Goal:
• EEnvironment:nvironment:
• MMotivation:otivation:
• PProcess:rocess:
• OOutcome:utcome:
RELATE PERSONALLYRELATE PERSONALLY
COOPERATIVE AND CONVERSATIONCOOPERATIVE AND CONVERSATION
RELATIONSHIPSRELATIONSHIPS
FRIEND-BY-FRIENDFRIEND-BY-FRIENDEXPERIENCE & PERSONALIZEEXPERIENCE & PERSONALIZE
SO WHAT? SO WHAT? CURRENT & CONNECTEDCURRENT & CONNECTED
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SF SF Interpersonal LearnerInterpersonal Learner
Personal Reflection…Personal Reflection…
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SF SF Interpersonal LearnerInterpersonal LearnerThink of 3 of your students:Think of 3 of your students:
1.1. Undermotivated studentUndermotivated student
2.2. Struggling student who Struggling student who triestries
3.3. Successful studentSuccessful student
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SF SF Interpersonal LearnerInterpersonal Learner
What are some patterns of behavior What are some patterns of behavior we can identify?we can identify?
How might style be a contributing How might style be a contributing factor to student learning factor to student learning behavior and performance?behavior and performance?
What should our school be paying What should our school be paying attention to in order to help the attention to in order to help the rest be as good as the best?rest be as good as the best?
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NT NT Understanding Learner:Understanding Learner: TThinking Goalhinking Goal
EEnvironmentnvironment
MMotivation otivation
PProcessrocess
OOutcomeutcome
S
N
FT
N+TUnderstanding
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NT NT Understanding Learner:Understanding Learner:
TThinking Goal:hinking Goal:
EEnvironment:nvironment:
MMotivation:otivation:
PProcess:rocess:
OOutcome:utcome:
REASONINGREASONING
CRITICAL THINKING AND CRITICAL THINKING AND CHALLENGECHALLENGE
CURIOSITYCURIOSITY
DOUBT-BY-DOUBTDOUBT-BY-DOUBTEXPLAIN & PROVEEXPLAIN & PROVE
WHY? WHY? ARGUMENTSARGUMENTS
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NT NT Understanding LearnerUnderstanding Learner
Quick Check for Quick Check for UnderstandingUnderstanding
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NT NT Understanding LearnerUnderstanding Learner
STOP and Think!STOP and Think!
How would teaching for How would teaching for Understanding differ from Understanding differ from teaching for Mastery?teaching for Mastery?
How does a student striving How does a student striving to Understand a subject act to Understand a subject act differently from a student differently from a student attempting to Master it?attempting to Master it?
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S+TMASTERY
S+FINTERPERSONAL
UNDERSTANDINGN+T
SELF-EXPRESSIVEN+F
35%
10% 20%
35%
12%1% 22%
65%
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Teaching t
o…
Teaching with…
Teaching
about…
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Many of the students we are consigning to the dust heaps of our classrooms have the abilities to succeed. It is we, not they,
who are failing. We are failing to recognize the variety of thinking and learning styles they bring to the classroom, and teaching them in ways that don’t fit them well.
--Robert J. SternbergIBM Professor of Psychology and Education
Yale University
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How is style related to boredom?
Carefully observe the following slide:
Identify the skills that Identify the skills that students need in order to students need in order to
respond successfully to the respond successfully to the task:task:
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From the Connecticut State Science Exam: Fifth Grade
Science Standard 5B12: Explain how organisms are adapted to environmental conditions in different biomes. (LIB2)
Study the picture of the imaginary animal below. Based on its features, make scientific inferences about the animals habitat and about its niche. In other words, tell about the kind of area it might live in, what it might eat, and what role it might play in its community. Be sure to explain your reasoning.
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Hidden Skills of Academic LiteracyHidden Skills of Academic Literacy
Reading SkillsReading Skills
Ability to collect and organize ideas and Ability to collect and organize ideas and information through note-takinginformation through note-taking
Ability to manage and control abstract Ability to manage and control abstract vocabularyvocabulary
Ability to read and interpret visual dataAbility to read and interpret visual data
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Hidden Skills of Academic LiteracyHidden Skills of Academic Literacy
Thinking SkillsThinking Skills
Ability to make reasonable inferences, form Ability to make reasonable inferences, form hypotheses, and test themhypotheses, and test them
Ability to analyze and respond to a variety of higher Ability to analyze and respond to a variety of higher order thinking questionsorder thinking questions
Ability to conduct a comparative analysis and draw Ability to conduct a comparative analysis and draw conclusions with evidenceconclusions with evidence
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Hidden Skills of Academic LiteracyHidden Skills of Academic Literacy
Reflective SkillsReflective Skills
Ability to plan effectivelyAbility to plan effectively
Ability to critique performance against a set Ability to critique performance against a set standardstandard
Ability to persevere when work becomes Ability to persevere when work becomes complex or difficultcomplex or difficult
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Hidden Skills of Academic LiteracyHidden Skills of Academic Literacy
Communication SkillsCommunication Skills
Ability to construct well-formed explanations in all Ability to construct well-formed explanations in all content areascontent areas
Ability to write effectively in the following genre: Ability to write effectively in the following genre: personal narrative, comparison, problem solving, and personal narrative, comparison, problem solving, and
argumentargument Ability to write effectively about two or more different Ability to write effectively about two or more different
textstexts
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These are the 9 categories of Instructional These are the 9 categories of Instructional Strategies that Effect Student Achievement. Strategies that Effect Student Achievement. Rank them in order from greatest effect to Rank them in order from greatest effect to least effect.least effect.
Generating & Testing HypothesesGenerating & Testing Hypotheses Summarizing & NotemakingSummarizing & Notemaking Identifying Similarities & DifferencesIdentifying Similarities & Differences Questions, Cues and Advance OrganizersQuestions, Cues and Advance Organizers Reinforcing Effort & Provoking RecognitionReinforcing Effort & Provoking Recognition Cooperative LearningCooperative Learning Vocabulary Linguistic & Non-Linguistic Vocabulary Linguistic & Non-Linguistic
RepresentationRepresentation Setting Objectives & Providing FeedbackSetting Objectives & Providing Feedback Homework & PracticeHomework & Practice
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ANSWERS:
Category: Percentile Gain:
Identifying Similarities & Differences 45Summarizing & Notemaking 34Reinforcing Effort & Providing Recognition 29Homework & Practice 28Non-Linguistic Representation 27Cooperative Learning 27Setting Objectives & Providing Feedback 23Generating & Testing Hypotheses 23Questions, Cues, and Advance Organizers 22
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Read & Study Collect/Organize ideas through note-making Make sense of abstract academic vocabulary Read/Interpret visuals
Reason & Analyze Draw conclusions; make/test inferences, hypotheses, conjectures Conduct comparisons using criteria Analyze demands of a variety of questionsCreate & Communicate Write clear, coherent explanation Write comfortably in major nonfiction genres Read and write about two or more documents
Hidden Skills Research Base
Reflect & Relate Construct plans to address questions and tasks Use criteria and guidelines to evaluate work Control/alter mood or impulsivity
Identifying similarities and differences
Summarizing and note-taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and feedback
Generating and testing hypotheses
Cues, questions, and advanced organizers
The Dashboard:
Inductive Learning/Classification
Declarative ProceduralTypes of Knowledge
Introduce
Practice & Application
New Knowledge
Reflection
Assessment
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Read & Study Collect/Organize ideas through note-making Make sense of abstract academic vocabulary Read/Interpret visuals
Reason & Analyze Draw conclusions; make/test inferences, hypotheses, conjectures Conduct comparisons using criteria Analyze demands of a variety of questionsCreate & Communicate Write clear, coherent explanation Write comfortably in major nonfiction genres Read and write about two or more documents
Hidden Skills Research Base
Reflect & Relate Construct plans to address questions and tasks Use criteria and guidelines to evaluate work Control/alter mood or impulsivity
Identifying similarities and differences
Summarizing and note-taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and feedback
Generating and testing hypotheses
Cues, questions, and advanced organizers
The Dashboard:
Word Works
Declarative ProceduralTypes of Knowledge
Introduce
Practice & Application
New Knowledge
Reflection
Assessment
Success Relationships
Curiosity Originality
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Read & Study Collect/Organize ideas through note-making Make sense of abstract academic vocabulary Read/Interpret visuals
Reason & Analyze Draw conclusions; make/test inferences, hypotheses, conjectures Conduct comparisons using criteria Analyze demands of a variety of questionsCreate & Communicate Write clear, coherent explanation Write comfortably in major nonfiction genres Read and write about two or more documents
Hidden Skills Research Base
Reflect & Relate Construct plans to address questions and tasks Use criteria and guidelines to evaluate work Control/alter mood or impulsivity
Identifying similarities and differences
Summarizing and note-taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and feedback
Generating and testing hypotheses
Cues, questions, and advanced organizers
The Dashboard:
New American Lecture
Declarative ProceduralTypes of Knowledge
Introduce
Practice & Application
New Knowledge
Reflection
Assessment
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What is the connection between
Boredom and Strategies?
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How are they similar?
What do you know about Curriculum
Units?
What do you know about Houses or
Homes?
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Building a Home for the Mind1. What are the essential parts of a
Thoughtful Curriculum Unit?2. What standards do we use to evaluate
classroom curriculum units?3. How do Thoughtful Curriculum Units
maintain high standards for all, while still providing for student diversity?
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Casey at the Bat Casey at the Bat --or-or-
Unity and Diversity in Unity and Diversity in Curriculum DesignCurriculum Design
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Casey at the Bat: A Lesson in Attitude in Literature and Life
“…Today we’re going to look at people and their attitudes…”
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Share your clues with a partner, and see if he or she can guess the attitude you are thinking
about.
Make a list of three attitudes you recognize in yourself and others.
1.2.3.
For each attitude, list two clues or signs that a person has that attitude.
1.2.3.
Foyer/The Hook:
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Library/Knowledge Acquisition:
Casey at the Bat: A poem where someone’s attitude may be causing a problem.
As you read, look for and underline clues to Casey’s attitude.
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Library/Knowledge Acquisition:
Let’s be sure we understand the poem on a literal level.
Retell the poem in seven sentences, one sentence for every two stanzas.
1.2.3.4.5.6.7.
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Workshop/Workshop/Practice:Practice:
Statement One: __Agree Casey has a good attitude. __Disagree Evidence for: Evidence against:
Statement Two:__Agree Casey has a bad attitude.__Disagree Evidence for: Evidence against:
Statement Three:__Agree Casey’s attitude was responsible for his
failure.__Disagree Evidence for: Evidence against:
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Workshop/Workshop/Practice:Practice:
“…When you have made your decisions and backed them up, meet in our five-person conversation groups…”
--------------“…Survey everybody, and find out where each of you stand on the three statements. Next, compare evidence and see if you can reach agreement.
--------------“…If you can’t agree, rewrite the statement so it says something you all can agree on.”
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Kitchen/Assessment:Kitchen/Assessment:
The Last Stanza:Imagine Casey is being interviewed after the
game. Based on your discussion about his attitude, what would Casey say in the interview?
Make sure your writing gives clear clues about his attitude.
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Porch/Reflection:Think about yourself. What’s an attitude you sometimes have that you might like to change?
Attitude I mightlike to change:
Clues that I might be changing:
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What actions did we take in
our unit to help students
make boredom
manageable?
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Parts is Parts What’s it for?
Strengths and Weaknesses
Adaptations
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Strategic
Skill
Motivation
Plan
The Roots of Responsibility
+ =
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“This shaking keeps me steadyI take my waking slowI learn by goingWhere I_______________* go”
The Awakening not quite
by Theodore Roethke
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Pick onePick one
“need to”
“have to”
“want to”
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THANK YOU
Richard Strong
Harvey Silver