It

1
Its More Than Serving Pizza
Motivating Todays Secondary Students

• Rick Wormeli
• rwormeli_at_cox.net
• 703-620-2447

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Motivating Students When Nothing Else Works

• Teacher Assistance Teams
• Specialists
• Coaches or Pastors/Rabbis
• Alternative Instruction
• Strong relationship with trusted adult
• Diet
• Sleep
• Doctors Physical Exam
• Looping
• Deal with poverty issues

3
Motivating Students When Nothing Else Works
(cont.)

• Middle school concept
• Teacher training in young adolescence
• Videotaping
• Behavior checklist
• Use inertia
• Deal with loneliness and/or powerlessness
• Multiple intelligences
• Ask the student

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Teachers who motivate students to think, make
sure students

• Experience competence regularly.
• Have a positive relationship with at least one
  adult in the building
• Teach in a developmentally appropriate manner
• Share their passion for the subjects they teach
• Enable and inspire students to participate in
  their own learning

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Characteristics of Motivational Classrooms(Rick
Lavoie, The Motivation Breakthrough, 2007)

• Relevance
• Control
• Balance of Support and Challenge
• Social Interaction
• Safety and Security
• Motivational Forces (Needs)
• To Belong To be Acknowledged
• To be Independent To Control
• To be Important To Assert
• To Know

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• Carol Dweck (2007) distinguishes between
  students with a fixed intelligence mindset who
  believe that intelligence is innate and
  unchangeable and those with a growth mindset who
  believe that their achievement can improve
  through effort and learningTeaching students a
  growth mindset results in increased motivation,
  better grades, and higher achievement test
  results.
• (p.6, Principals Research Review, January 2009,
  NASSP)

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• A
• B
• C
• I, IP, NE, or NTY
• Once we cross over into D and F(E) zones, does
  it really matter? Well do the same two things
  Personally investigate and take corrective action

I Incomplete IP In Progress
NE No Evidence NTY Not There Yet
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Highly Motivating Hope(Being
Encouraged/Allowed to Recover from Failure,
Stupidity, Irresponsibility, Impulsivity)

• If we do not allow students to re-do work, we
  deny the growth mindset so vital to student
  maturation, and we are declaring to the student
• This assignment had no legitimate educational
  value.
• Its okay if you dont do this work.
• Its okay if you dont learn this content or
  skill.
• None of these is acceptable to the professional
  educator.

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What Doesnt Work?

• Punishment
• Removing students from p.e., fine and performing
  arts classes to double-up on math and reading
  classes for state exams
• Considering LD, ED, Aspergers Syndrome,
  Tourettes, ESL the opposite of gifted
• Unwavering adherence to pacing guides.
• Homework that does not advance our cause.
• Relying solely on talking to students as our
  primary way to get information across.
• Limiting what students read this year because a
  teacher they may or may not have in the future
  may or may not use that book as well.
• Watching videos for the whole class period.
• Lecturing for the majority of the period
  Lectures chunked works well, however.

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What Works at the Secondary Level?

• 1. Expertise in adolescents.
• Circle in our lesson plans where we see evidence
  of our expertise in teaching adolescents. We
  should find
• Structure and clear limits
• Physical activity every single day
• Frequent and meaningful experiences with fine and
  performing arts
• Opportunities for self-definition
• Safe and inviting emotional atmosphere
• Students experiencing real competence
• Meaningful participation in families, school, and
  communities
• Basic of students met food, water, rest, good
  health, physical presence.

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Expertise in Teaching Adolescents (continued)

• Promotion of sleep -- Make it a regular homework
  assignment
• Teacher Advisory
• 9th Grade Academies
• Students involved in their own learning,
  including assessment
• Students knowing themselves as learners and
  becoming their own advocates
• Abstract and symbolic concepts turned into
  physical representations
• Teaming (particularly for grades 5, 6, 7, 8, and
  9)
• Outdoor Education programs
• Patience with the emotional roller coaster
• Stress on growth plates on the ends of bones
  relieved regularly get them moving every 15
  minutes!

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What Else Works in Secondary Schools?

• 2. Formative assessment
• 3. Formal reading lessons through 10th grade
• 4. Creating prior knowledge where there was none
• 5. Summarization
• 6. Priming for Structure Our ability to retrieve
  information based on how it was structured when
  it first entered our minds, not how we studied it
• 7. Primacy-Recency effect
• 8. Battling Confabulation

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What Works in Secondary Schools?

• 9. Vividness in learning experiences
• 10. Examples contrasted with near examples
• 11. Service learning
• 12. Ample opportunities for articulating and
  defending thinking
• 13. Metaphors and analogies
• 14. Collaborative efforts among students
• 15. Flexible thinking among students creating
  mental dexterity

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What Works in Secondary Schools?

• 16. Dramatic evolution of current grading
  practices into standards-based grading that
  yields accurate grades that can be used to
  accurately document student progress, provide
  feedback, and inform our instruction.
• 17. Teachers who know their subjects and how to
  teach them
• 18. Teachers who sincerely enjoy being in the
  presence of their students
• 19. Teaching students that compassion is among
  the more courageous and preferred qualities of
  mankind
• 20. Differentiation
• 21. Getting students to learn the material in
  terms of relationships, connections, and
  patterns, not individual discreet pieces
• 22. Homework and other assignments that are
  transformative rather than perfunctory, and stop
  using homework passes!

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Relating to Students

• Relationships transcend everything.
• They dont care how much we know
• until they know how much we care.
• Subject, teacher Its the same thing.
• Let them know they make good
• company.

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Relating to Students (continued)

• Affective versus academic is not a zero-sum.
• Get them to like you?
• Remember, theyre kids first.
• Accept students as they are, not as you want
• them to be.

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Relating to Students (continued)

• Model healthy responses to
• struggle and failure.
• Use the power of wait time.
• Affirm create rites of passage.
• Allow physical touch.

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Taking Positive Risks

• The fellow who never makes a mistake takes his
  orders from one who does.
• -- Herbert Prochnow
• If I had been a kid in my class today, would I
  want to come back tomorrow?
• -- Elsbeth Murphy
• Nothing ventured, something lost.
• -- Roland Barth

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Negating Students Incorrect Responses While
Keeping Them in the Conversation

• Act interested, Tell me more about that
• Empathy and Sympathy I used to think that,
  too, or I understand how you could conclude
  that
• Alter the reality
• -- Change the question so that the answer is
  correct
• -- Thats the answer for the question Im about
  to ask
• -- When student claims he doesnt know, ask,
  If you DID know, what would you say?

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Negating Students Incorrect Responses and While
Them in the Conversation

• Affirm risk-taking
• Allow the student more time or to ask for
  assistance
• Focus on the portions that are correct
• Remember Whoever is responding to students is
  processing the information and learning. Who,
  then, should be responding to students in the
  classroom? Students.

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Be Inviting, Not Disinviting

• Greeting at the door
• Student work up in the room
• Directing students to one another
• Negating incorrect responses diplomatically
• Location of the teachers desk

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Get Physical!

• Attach content to a piece of the body
• Post information high and to the right
• Full spectrum lighting
• Living graphic organizers
• Ascending lines
• Exercise/Stretching

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All thinking begins with wonder.-- Socrates

• Our job is not to make up anybodys mind, but to
  open minds and to make the agony of
  decision-making so intense you can escape only by
  thinking.
• -- Fred Friendly, broadcaster

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Two Factors Affecting the Pre-Adolescent and
Adolescent Brain
Moral and Abstract Reasoning, Immediate, working
memory Awareness of Consequences, Planning,
Impulsivity control
Input by-passes cognition centers goes directly
to emotional response centers
Pre- Frontal Cortex
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Hippocampus and the Amygdala
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AMYGDALA!
Activate the

• Amygdala encodes emotion on to information as
  its
• processed in the hippocampus.
• Learning with strong emotion retained longer.
• Dont go too far emotion can dominate
  cognition.
• Purposefully plan for the emotional atmosphere.

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Neuron
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Oxygen/Nutrient-Filled Bloodflow When the Body
is in Survival Mode

• Vital Organs
• Areas associated with growth
• Areas associated with social activity
• Cognition

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The Brains DilemnaWhat Input to Keep, and What
Input to Discard?

• Survival
• Familiarity/Context
• Priming
• Intensity
• Emotional Content
• Movement
• Novelty
• -- Summarized from Pat Wolfes Brain Matters, 2001

The brain never stops paying attention. It's
always paying attention.
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• With hocked gems financing him,
• Our hero bravely defied all scornful laughter
• That tried to prevent his scheme.
• Your eyes deceive, he had said
• An egg, not a table
• Correctly typifies this unexplored planet.
• Now three sturdy sisters sought proof,
• Forging along sometimes through calm vastness
• Yet more often over turbulent peaks and valleys.
• Days became weeks,
• As many doubters spread
• Fearful rumors about the edge.
• At last from nowhere
• Welcome winged creatures appeared
• Signifying momentous success.
• -- Dooling and Lachman (1971)
• pp. 216-222

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Perception

• What do you see?
• What number do you see?
• What letter do you see?
• Perception is when we bring meaning to the
  information we receive, and it depends on prior
  knowledge and what we expect to see. (Wolfe,
  2001)
• Are we teaching so that students perceive, or
  just to present curriculum and leave it up to the
  student to perceive it?

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Recall Success with Individual, Unrelated Items
Age of Student of Unconnected, Individual Items Successfully Recalled (plus or minus 2, Wolfe, 2001)
5 2
7 3
11 5
15 7
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Visuals and Graphics are Powerful!

• Examples
• When students are learning vocabulary terms,
  significantly more are learned when students
  portray the words graphically (ex Shape
  spellings) instead of defining terms and using
  them in a sentence.
• Students can portray Aristotles Rhetorical
  Triangle (ethos, pathos, logos) by juggling.

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Sample Anticipation Guide
Theme Me My Group Author AQOTWF
is not an accusation nor a confession, and least
of all an adventure.
War changes people. War
forces people to reject traditional values and
civilized behavior. Cruel trainers are the best
instructors for soldiers about to go to
war. True friendship endures all. Whole
generations are destroyed by war. Nature is
indifferent to mankinds pain and
decisions. To no man does the Earth mean so
much as to the soldier. Every soldier believes
in Chance.

•  
• C

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Journalistic vs. Encyclopedic Writing

• The breathing of Benbows pit is deafening,
• like up-close jet engines mixed with a cosmic
• belch. Each new breath from the volcano
• heaves the air so violently my ears pop in the
• changing pressure then the temperature
• momentarily soars. Somewhere not too far
• below, red-hot, pumpkin size globs of ejected
• lava are flying through the air.
• -- National Geographic, November 2000, p. 54

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A volcano is a vent in the Earth from which
molten rock (magma) and gas erupt. The molten
rock that erupts from the volcano (lava) forms a
hill or mountain around the vent. Lava may
flowout as viscous liquid, or it may explode
from the vent as solid or liquid particles
-- Global Encyclopedia, Vol. 19
T-U-V, p. 627
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Components of Blood Content Matrix
Red Cells White Cells Plasma
Platelets
Purpose Amount Size Shape Nucleus ? Where
formed
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T-List or T-Chart Wilsons 14 Points
Main Ideas
Details/Examples
1. 2. 3. 1. 2. 3. 1. 2. 3
Reasons President Wilson Designed the Plan for
Peace Three Immediate Effects on U.S.
Allies Three Structures/Protocols created by
the Plans
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Cornell Note-Taking Format

• Reduce Record
• Summarize in
• short phrases
• or essential
• questions next
• to each block
• of notes.
•  
•   Review -- Summarize (paragraph-style) your
  points or responses to the questions. Reflect
  and comment on what you learned.

Write your notes on this side.
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Somebody Wanted But SoFiction

•  
• Somebody (characters)
• wanted (plot-motivation),
• but (conflict),
• so (resolution) .

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Something Happened And ThenNon-fiction
  Something (independent variable) happened
(change in that independent variable), and
(effect on the dependent variable), then
(conclusion) .
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Provide Models
Begin with the end in mind.
Students will outgrow their models.
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Feedback vs Assessment

• Feedback Telling a person what they did
  no evaluative component
• Assessment Gathering data in order to
  make a decision
• Greatest Impact on Student Success Formative
  feedback

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Teacher Action Result on Student Achievement
Just telling students correct and incorrect Negative influence on achievement
Clarifying the scoring criteria Increase of 16 percentile points
Providing explanations as to why their responses are correct or incorrect Increase of 20 percentile points
Asking students to continue responding to an assessment until they correctly answer the items Increase of 20 percentile points
Graphically portraying student achievement Increase of 26 percentile points
-- Marzano, CAGTW, pgs 5-6
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Attention Signals

• Movement
• Sound
• Rain stick
• Power location
• Speak quietly, requesting an action
• Minimize light blinking

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Attention Moves

• Using students names
• Proximity
• Redirecting
• Startling
• Pre-alerting
• Prompts
• Humor
• Drama

• Students as assistants
• Vocal inflection
• Unison task
• Argue (Devils Advocate)
• Props
• Connect to students imagination or life
• Praise

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Additional Differentiated Instruction Strategies

• Whoever responds to students/classmates is doing
  the learning. Make sure the majority of the time
  its the students responding, not the teacher.
• Teachers ask 80 questions each hour on average.
  How many do students ask? Two. Thats for the
  whole class for the whole hour, not two per
  student. Students learn more when they ask the
  questions. Find ways to make question-asking so
  compelling they cant escape it. Consider your
  level of questioning 80 of questions teachers
  ask are recall or comprehension quetsions.
  (Hollas)

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Logical Fallacies

• Ad Hominem (Argument To The Man) -- Attacking
  the person instead of attacking his argument
  Dr. Jones conclusions on ocean currents are
  incorrect because he once plagiarized an research
  article.
• Straw Man (Fallacy of Extension) -- Attacking an
  exaggerated version of your opponent's position.
  "Senator Jones says that we should not fund the
  attack submarine program. I disagree entirely. I
  can't understand why he wants to leave us
  defenseless like that."
• The Excluded Middle (False Dichotomy) -- Assuming
  there are only two alternatives when in fact
  there are more. For example, assuming Atheism is
  the only alternative to Fundamentalism, or being
  a traitor is the only alternative to being a loud
  patriot.
• From Jim Mortons Practical Skeptic
  website http//members.aol.com/jimn469897/ske
  ptic.htm)  

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Motivating Assignments

• Communicate clear expecations
• Incorporate a cause.
• Incorporate cultural references and students.
• Provide an audience other than the teacher.
• Allow choices.
• Enlist students in determining how it will be
  assessed.
• Are complex. Theyre not fluff.

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Motivating Assignments(continued)

• Integrate assignments with other classes.
• Seem short. 1-page better than 4-page.
• Are returned with feedback in a timely manner.
• Specific Practices for Homework
• Eliminate homework passes.
• Eliminate extra credit options.
• Have everyone turn in a paper.

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Motivating Assignments Look Like

• Design a flag that incorporates the labor unions
  goals in its symbols and pattern.
• How does the painting express the theme of
  passage?
• Write an ode to a pentagonal prism.
• Identify the mistake in the students solution
  and what the student still needs to learn.
• Rank these items in order of importance to
  Herbert Hoover

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Motivating Assignments Look Like

• Write a constitution of your underwater city that
  reflects the politics of ancient Rome.
• Body sculpt the vocabulary term.
• Create 12 questions for which the answer is,
  chromosome.
• Create a television PSA that convinces young
  adolescents to make good decisions regarding
  snacks after school.
• Create a 6-panel comic strip portraying the
  event.

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Change the Verb

• Analyze Explain
• Construct Revise
• Decide between Argue against
• Why did Argue for
• Defend Examine
• Contrast Devise
• Identify Plan
• Classify Critique
• Define Rank
• Compose Organize
• Interpret Interview
• Expand Find support for
• Predict Develop
• Categorize Suppose
• Invent Imagine
• Recommend

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Inquiry Method

•  
• 1.    Something arouses students curiosity.
•  
• 2.    Students identify questions regarding
  topic. There is usually one main question with
  several sub-questions that help answer the main
  question. These questions are submitted to
  classmates for review.
• 3. Students determine the process of
  investigation into topic. Their proposal for
  how to conduct the investigation is submitted to
  classmates for review and revision as necessary.
  
•  
• 4.    Students conduct the investigation.
•  
• 5.    Students share their findings.
•  

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Socratic Seminar

• Pre-Seminar
• A.      Shared experiences, chosen for richness
  of ideas, issues, ambiguity, discussability
• B.      Students reflect on material
•     Group dynamics, ground rules, and
  courtesy are understood and accepted.
•  
• Seminar
• A. Teacher asks a provocative question. Opening,
  Core, and Closure Questions
• B. Students respond to the provocative question
  and each other.
• C. Teacher offers core questions that help
  students interpret and to re-direct, also
  evalutes and tries to keep mouth shut.
• C. Closing connect to the real world of the
  student
• Post-Seminar
• Writings, Summations, Artwork, Reflection,
  Critique, Analysis

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Debate Format

• 1.    Statement of the General Debate Topic and
  Why its
• Important 1 min.
• 2.    Affirmative Position Opening Remarks 3
  min.
• 3.    Negative Position Opening Remarks 3 min.
• 4.    Affirmative Position Arguments 5 min.
• 5.    Negative Position Arguments 5 min.
• 6.    Caucus Students on both teams consider
  their arguments and rebuttals in light of what
  has been presented. 3 min.
• 7.    Affirmative Rebuttal and Questioning of the
  Negatives Case 3 min.
• 8.    Negative Rebuttal and Questioning of the
  Affirmatives Case 3 min.
• 9.    Closing Arguments Affirmative Position 2
  min.
• 10. Closing Arguments Negative Position 2
  min.

57
Taboo Cards

• Photosynthesis
• Light
• Green
• Water
• Sun
• Chlorophyll
• Plant
• Produce

58
Human Continuum
A
D
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Human Continuum

• Use a human continuum. Place a long strip of
  masking tape across the middle of the floor, with
  an "Agree" or Yes taped at one end, and
  "Disagree" or No at the other end. Put a
  notch in the middle for those unwilling to commit
  to either side. Read statements about the days
  concepts aloud while students literally stand
  where they believe along the continuum. Be pushy
  ask students to defend their positions.

60
Line-up

• Groups of students line up according to criteria.
  Each student holds an index card identifying
  what he or she is portraying.
• Students discuss everyones position with one
  another -- posing questions, disagreeing, and
  explaining rationales.

61
Line-up

• Students can line-up according to
• chronology, sequences in math problems,
  components of an essay, equations, sentences,
  verb tense, scientific process/cycle, patterns
  alternating, category/example, increasing/decreasi
  ng degree, chromatic scale, sequence of events,
  cause/effect, components of a larger topic,
  opposites, synonyms

62
Meeting of Minds at Rachel Carson Middle
School Portrayals of Dr. Sally Ride, Albert
Einstein, Josef Stalin, Bob Dylan, Boss Tweed,
Dr. Robert Oppenheimer, Senator Joseph McCarthy,
the Unsinkable Molly Brown, Rosa Parks. In the
background Advisors for each historical figure

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Meeting of Minds

• Students portray historical figures whove been
  called together to discuss modern world issues
  and complex ideas. This debate is moderated by
  the teacher.
• Each team of students researches the figure and
  shares a summary of what they discover with the
  class prior to the debate.
• Prior to the debate, each team identifies how
  their figure would probably respond to several
  the identified modern issues, and what holes
  they can poke in other figures responses.
• Each team has 5 - 6 members 1 performing as the
  historical figure, 1 3 who design a
  personalized backdrop for the figure during the
  debate, 1- 3 who design and prepare an accurate
  costume and props for the figure.
• All team members research and discuss responses,
  citing evidence for how the group determined the
  figures responses to the issues.

64
Meeting of Minds

• Potential Topics for Discussion
• Should Earth have one language or many? What are
  the roles of men and women in society?
• Should students be required to wear uniforms in
  school?
• What are the qualities of a good leader?
• Should rap music lyrics be censored?
• Should our country have gone to war?

65
Ropes Course Games
66
Ropes Course Games

• Electric Fence (Getting over triangle fence
  without touching)
• Spider Web (Pass bodies through webbing withot
  ringing the attached bells)
• Group Balance (2X2 platform on which everyone
  stands and sings a short song)
• Nitro-glycerin Relocation (previous slide)
• Trust Falls (circle style or from a chair)

67
Rummy Games

• Played just like Rummy card games. Instead of a
  straight such as the four, five, six, seven of
  spades, however, students get the components of a
  sequence or set youve taught. Examples steps
  in photosynthesis, process for dividing
  fractions, all the elements for a animals
  habitat, four things that led to the Civil War,
  four equivalent fractions, four verbs in the past
  perfect tense
• Students work off a central pile, drawing cards,
  discarding cards, just as in they would do in a
  Rummy or Gin Rummy game until they achieve a
  winning hand.

68
Highly Recommended Resources

• Armstrong, Thomas. Multiple Intelligences in the
  Classroom. 2nd Edition, ASCD, 1994, 2000
• Brooks, Jacqueline Grennon, and Brooks, Martin G.
  In Search of Understanding The Case for
  Constructivist Classrooms, ASCD, 1993
• Burke, Kay. What to Do With the Kid Who
  Developing Cooperation, Self-Discipline, and
  Responsibility in the Classroom, Skylight
  Professional Development, 2001
• Covey, Steven. The 7 Habits of Highly Effective
  People, Simon and Schuster Publishers, New York,
  1989
• Dweck, Carol. Self-Theories Their Role in
  Motivation, Personality, and Development, Taylor
  and Francis Group, 2000
• Dweck, Carol Elliot, Andrew J. Handbook of
  Competence and Motivation, Guilford Press, 2007
• Glynn, Carol. Learning on their Feet A
  Sourcebook for Kinesthetic Learning Across the
  Curriculum, Discover Writing Press, 2001

69

• Goleman, Daniel. Emotional Intelligence Why it
  can mattermore than I.Q, 1995 (The Brain Store,
  800-325-4769, www.thebrainstore.com)
• Henton, Mary. (1996) Adventure in the Classroom,
  Dubuque, Iowa Kendall Hunt
• Hyerle, David. A Field Guide to Visual Tools,
  ASCD, 2000
• Interact Education Simulations,
  www.highsmith.com
• Jensen, Eric. Different Brains, Different
  Learners, 2000 (Corwin Press and Crystal Springs
  Books)
• Kriegel, Robert. If it aint Broke, Break it!
  And Other Unconventional Wisdom for a Changing
  Business World, Warner Books, New York, 1991
• Kushel, Gerald. Reaching the Peak Performance
  Zone, American Management Association Publishers,
  New York, 1994
• Lavoie, Richard. The Motivation Breakthrough 6
  Secrets to Turning On the Tuned-Out Child, Simon
  and Schuster, 2007

70

• Lavoie, Richard. How Difficult Can This Be? The
  F.A.T. City Workshop, WETA Video, P.O. box 2626,
  Washington, D.C., 20013-2631 [phone].
  The video costs 49.95. Also available at
  www.Ldonline. There is another one Beyond FAT
  City as well.
• Marzano, Robert J. Pickering, Debra J. Pollock,
  Jane E. Classroom Instruction that Works
  Research-based Strategies for Increasing Student
  Achievement, ASCD, 2001
• Marzano, Robert J. What Works in Schools, ASCD,
  2003
• Griggs. Risk It! Empowering Young People to
  Become Positive Risk Takers in the Classroom
  Life, Incentive Publications, Inc. , Nashville,
  TN 1996 ISBN 0-86530-346-0
• Popkin, Dr. Michael. Active Parenting of Teens,
  Active Parenting, Inc., 810 Franklin Court, Suite
  B, Marietta, GA 30067
• Purkey, William W. Novak, John M. Inviting
  School Success A Self-Concept Approach to
  Teaching and Learning, Wadsworth Publishing, 1984
• Renzulli, Joseph S. Enriching Curriculum for All
  Students, Skylight Training and Publishing, 2001

• Rohnke, K. (1984). Silver Bullets. Dubuque, Iowa
  Kendall Hunt.
• Rohnke, K. Butler, S. (1995). QuickSilver.
  Dubuque, Iowa Kendall Hunt.
• Rohnke, K. (1991). The Bottomless Bag Again.
  Dubuque, Iowa Kendall Hunt.
• Rohnke, K. (1991). Bottomless Baggie. Dubuque,
  Iowa Kendall Hunt.
• Rohnke, K. (1989). Cowstail and Cobras II.
  Dubuque, Iowa Kendall Hunt.

71

• Saphier, Jon Gower, Robert. The Skillful
  Teacher, Research for Better Teaching, 1987 (56
  Bellows Hill Road, Carlisle, Massachusetts,
  01741)
• Silver, Dr. Debbie. Drumming to the Beat of a
  Different Marcher Finding Rhythm for Teaching a
  Differentiated Classroom, Incentive Publications,
  2003
• Sousa, Dr. David A. How the Brain Learns.
  Corwin Press, 2002
• Sousa, Dr. David A.. How the Special Needs Brain
  Learns, Corwin Press, 2001
• Sousa, Dr. David A. How the Gifted Brain Learns.
  Corwin Press, 2003
• Sternberg, Robert J. Grigorenko, Elena L.
  Teaching for Successful Intelligence To Increase
  Student Learning and Achievement, Skylight
  Training and Publishing, 2001
• Thompson, Randy Vanderjagt, Dr. Dorothy. Fire
  Up! For Learning Active Learning Projects and
  Activities to Motivate and Challenge Students.
  Incentive Publications, 2002
• Tovani, Cris. I Read It, But I Dont Get It.
  Stenhouse Publishers, 2001

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• Winebrenner, S. Teaching Gifted Kids in the
  Regular Classroom StrategiesEveryTeacher Can Use
  to Meet the Needs of the Gifted and Talented.
  Free Spirit Publishing, Minneapolis, 1992
• Wolfe, Patricia. Brain Matters Translating
  Research into Classroom Practice, ASCD, 2001
• Wormeli, Rick. Meet Me in the Middle Becoming
  an Accomplished Middle Level Teacher, Stenhouse
  Publishers, 2001
• Wormeli, Rick. Day One and Beyond Practical
  Matters for New Middle Level Teachers. Stenhouse
  Publishers, 2003