boredom & its opposite

3-31-06 ASCD 1

Boredom & Its Opposite

Differentiation, Achievement & Motivational StylePresented by

Tr. Harvey Silver

Tr. Richard Strong

3-31-06 ASCD 2

3-31-06 ASCD 3

3-31-06 ASCD 4

3-31-06 ASCD 5

3-31-06 ASCD 6

3-31-06 ASCD 7

3-31-06 ASCD 8

3-31-06 ASCD 9

3-31-06 ASCD 10

3-31-06 ASCD 11

3-31-06 ASCD 12

3-31-06 ASCD 13

•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

3-31-06 ASCD 14

Framing Boredom

3-31-06 ASCD 15

Our Goals

Power Words *2Boredom

ResistanceResponsibilityStrategy, SkillDesign, Will, Professional

and their opposites

Knowledge

Big Ideas

Attitudes

Developing Skills

3-31-06 ASCD 16

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

3-31-06 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 boredomKnowledge

3-31-06 ASCD 18

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

3-31-06 ASCD 19

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

20ASCD3-31-06

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

21ASCD3-31-06

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?

3-31-063-31-06 ASCDASCD 2222

““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

23ASCD3-31-06

Guernica by Pablo Picasso

3-31-06 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?

3-31-06 ASCD 25

Draw a large box, and divide it into four quadrants. Label as follows:

Facts:

Questions: Ideas:

Feelings:

Classify your notes into these categories.

3-31-06 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?

3-31-06 ASCD 27

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?

3-31-06 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?

3-31-06 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?

3-31-06 ASCD 30

Key Word Strategy

BICYCLE

Big Idea

Key Word

Non-Examples Examples

Essential Characteristics

3-31-06 ASCD 31

Key Word Strategy

Transportation

BICYCLE

Big Idea

Key Word



3-31-06 ASCD 32

Key Word Strategy

Transportation

BICYCLE

2 wheeler

Big Idea

Key Word



3-31-06 ASCD 33

Key Word Strategy

Transportation

BICYCLE

2 wheeler

10 speed

Big Idea

Key Word



3-31-06 ASCD 34

Key Word Strategy

Transportation

BICYCLE

2 wheeler

10 speed

mountainbike

Big Idea

Key Word



3-31-06 ASCD 35

Key Word Strategy

motorcycle Transportation

BICYCLE

2 wheeler

10 speed

mountainbike

Big Idea

Key Word



3-31-06 ASCD 36

Key Word Strategy

motorcycle Transportation

BICYCLE

2 wheeler

10 speed

mountainbike

Big Idea

Key Word



unicycle

3-31-06 ASCD 37

Key Word Strategy

motorcycle

moped

Transportation

BICYCLE

2 wheeler

10 speed

mountainbike

Big Idea

Key Word



unicycle

3-31-06 ASCD 38

Key Word Strategy

motorcycle

moped

Transportation

BICYCLE

2 wheeler

10 speed

mountainbike

Big Idea

Key Word



unicycle

two wheels, seat, steering mechanism,Chain and pedal, power source, brakes

3-31-06 ASCD 39

Key Word Strategy

CRIME

Big Idea

Key Word



3-31-06 ASCD 40

3-31-06 ASCD 41

3-31-06 ASCD 42

Our Key Word

3-31-06 ASCD 43

A Blueprint for Learning

3-31-06 ASCD 44

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)

3-31-06 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.

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

3-31-06 ASCD 46

A Diversity that Works:

Let’s Peer Read

3-31-06 ASCD 47

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.

3-31-06 ASCD 48

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

3-31-06 ASCD 49

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

3-31-06 ASCD 50

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

51ASCD3-31-06

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.

52ASCD3-31-06

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

3-31-063-31-06 ASCDASCD 5353

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

3-31-063-31-06 ASCDASCD 5454

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?

3-31-06 ASCD 55

From Function to Style:

Sensing

Intuition

Thinking

Feeling

S + T

Mastery

S + F

Interpersonal

Self-Expressive

N + F

Understanding

N + T

3-31-063-31-06 ASCDASCD 5656

ST ST Mastery Learner:Mastery Learner:TThinking Goalhinking Goal

EEnvironmentnvironment

MMotivationotivation

PProcessrocess

OOutcomeutcome

S

N

T F

S+TMastery

3-31-063-31-06 ASCDASCD 5757

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

3-31-063-31-06 ASCDASCD 5858

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.

59ASCD3-31-06

NF Self-Expressive Learner:• Thinking Goal

• Environment

• Motivation

• Process

• Outcome

S

N

T F

N+FSelf-Expressive

60ASCD3-31-06

NF Self-Expressive Learner:

• Thinking Goal:

• Environment:

• Motivation:

• Process :

• Outcome:

REORGANIZING

COLORFUL AND CHOICE

ORIGINALITY

DREAM-BY-DREAMEXPLORE POSSIBILITIES

WHAT IF?CREATIVE ALTERNATIVES

61ASCD3-31-06

NF Self-Expressive Learner

Quick Check for Understanding

62ASCD3-31-06

NF Self-Expressive Learner

How is a Self-Expressive learner like an ocean?

3-31-06 ASCD 63

SF SF Interpersonal Learner:Interpersonal Learner:• TThinking Goalhinking Goal

• EEnvironmentnvironment

• MMotivationotivation

• PProcessrocess

• OOutcomeutcome

S

T

N

F

S+FInterpersonal

3-31-06 ASCD 64

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

3-31-06 ASCD 65

SF SF Interpersonal LearnerInterpersonal Learner

Personal Reflection…Personal Reflection…

3-31-06 ASCD 66

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

3-31-06 ASCD 67

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?

3-31-06 ASCD 68

NT NT Understanding Learner:Understanding Learner: TThinking Goalhinking Goal

EEnvironmentnvironment

MMotivation otivation

PProcessrocess

OOutcomeutcome

S

N

FT

N+TUnderstanding

3-31-06 ASCD 69

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

3-31-06 ASCD 70

NT NT Understanding LearnerUnderstanding Learner

Quick Check for Quick Check for UnderstandingUnderstanding

3-31-06 ASCD 71

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?

72ASCD3-31-06

S+TMASTERY

S+FINTERPERSONAL

UNDERSTANDINGN+T

SELF-EXPRESSIVEN+F

35%

10% 20%

35%

12%1% 22%

65%

3-31-06 ASCD 73

Teaching t

o…

Teaching with…

Teaching

about…

74ASCD3-31-06

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

3-31-06 ASCD 75

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:

77ASCD3-31-06

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.

7878ASCDASCD3-31-063-31-06

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

7979ASCDASCD3-31-063-31-06


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

8080ASCDASCD3-31-063-31-06


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

8181ASCDASCD3-31-063-31-06


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

3-31-063-31-06 ASCDASCD 8282

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

3-31-06 ASCD 83

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

3-31-06 ASCD 84

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

3-31-06 ASCD 85














The Dashboard:

Word Works


Introduce


New Knowledge

Reflection

Assessment

Success Relationships

Curiosity Originality

3-31-06 ASCD 86














The Dashboard:

New American Lecture


Introduce


New Knowledge

Reflection

Assessment

3-31-06 ASCD 87

What is the connection between

Boredom and Strategies?

3-31-06 ASCD 88

How are they similar?

What do you know about Curriculum

Units?

What do you know about Houses or

Homes?

3-31-06 ASCD 89

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?

3-31-06 ASCD 90

Casey at the Bat Casey at the Bat --or-or-

Unity and Diversity in Unity and Diversity in Curriculum DesignCurriculum Design

3-31-06 ASCD 91

Casey at the Bat: A Lesson in Attitude in Literature and Life

“…Today we’re going to look at people and their attitudes…”

3-31-06 ASCD 92

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:

3-31-06 ASCD 93

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.

3-31-06 ASCD 94

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.

95ASCD3-31-06

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:

96ASCD3-31-06

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.”

3-31-06 ASCD 97

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.

3-31-06 ASCD 98

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:

3-31-06 ASCD 99

What actions did we take in

our unit to help students

make boredom

manageable?

3-31-06 ASCD 100

Parts is Parts What’s it for?

Strengths and Weaknesses

Adaptations

3-31-06 ASCD 101

Strategic

Skill

Motivation

Plan

The Roots of Responsibility

+ =

3-31-06 ASCD 102

3-31-06 ASCD 103

3-31-06 ASCD 104

“This shaking keeps me steadyI take my waking slowI learn by goingWhere I_______________* go”

The Awakening not quite

by Theodore Roethke

3-31-06 ASCD 105

Pick onePick one

“need to”

“have to”

“want to”

3-31-06 ASCD 106

THANK YOU

Richard Strong

Harvey Silver

boredom & its opposite

Documents

terrifyingboth boredom

overcoming boredom

new capacities

boredomdevelop new ways

studentswhat new skills

teachers strategies

habits of mind

habits of attention