The Mission of Education

1
The Mission of Education To develop or to
encourage in young people a desire to learn and
to continue learning over a lifetime
The BIG Picture --Telescope--
The Problems
The Process The Tools
The Plan
The Child --Microscope--
Motivation
Desire to Learn
2
Discuss with a Partner

• What student comes to mind when you hear the
  words ALIENATED, AT-RISK, APATHETIC, or ANGRY?
• Describe this child to your partner.
• How is this student disciplined at school?
• How is this student spoken to by teachers / by
  fellow classmates / by friends?
• Is this student isolated in school? (by seating
  arrangement, by instructional grouping, etc.)
• What does this student love to do?
• What weaknesses does this student have?
• Is the student given any responsibility at
  school?
• Is the student given choices?

3
Courtesy of Yorkshire-forward.com ImageBank
4

• If only he would put forth as much effort in the
  classroom!
• Unmotivated
• No attention span
• Unable to persevere in difficult tasks
• Why? Whats wrong?

Courtesy of Yorkshire-forward.com ImageBank
5
Why do so many students CHOOSE to be left behind?
Courtesy of Yorkshire-forward.com ImageBank
6
Skaters-A Closer Look

• Attempt ever more difficult maneuvers
• Spend hours trying to improve a jump or stunt
• Exhibit tenacious attitudes
• Experience a failure-to-success ratio of at least
  100 to 1, yet continue to persevere

7
Youthful dedication abounds---just not
necessarilyin the classroom.
8
A Bracing Reality

• Graph Perceptions About School
• Students are telling us that something serious is
  slowly disappearing from our classrooms. What
  is it?
• (Permission to reprint National Ed Tech Plan,
  Todays Students PDF, page 10)

9

1983 1990 1996 2000

• Schoolwork is meaningful.
• Courses are interesting.
• School learning will be important later in life.

10
What is missing?

• Relevance?
• Engagement?
• Motivation
• The link between motivation and achievement
  is straightforward.
• (Covington, LeDoux, Deci)

11

• What encourages youngsters to invest in difficult
  undertakings?

Koppenhol.com
12
Richard Sagor
C B U P O
13
Richard Sagor
C B P O
14
Your Student
C
B
U
P
O
15
HYPO
Fear Anger Aggression Fight or flight Hunger Thirs
t Water balance Body temperature Sex drive Eat,
kill, have sex.
Reptilian Brain Most primitive region of the
brain _at_Birth - fully functioning Controls
primitive      emotions
16
AMY
Communicates with HYPO Present at birth
but Function develops during childhood
based on environmental cues, modeling,
parenting JOB Overrule Hypo
Amygdala Sophisticated emotions Love Jealo
usy Attraction Kindness Compassion empathy
17
Amy 2nd Voice
Hypo 1st Voice
18
Student Yells Obscenity - at you

• HYPO (first voice) Perhaps the world would
  be a better place with one less child in it.
• AMY (2nd voice) You wanted to be a teacher
  because you love children and you want to help
  them.

19
Baby Thumbelina

• Birthday Party - 5 years old
• Prized Possession - a baby Thumbelina doll
• Brother - 3 years old
• Creepy Crawler Goo
• Feet colored green
• Mother intervenes, Hes only three. He loves
  you. He didnt mean to hurt your doll.

20
Baby Thumbelina

• If appropriate behavior other than aggression
  was modeled for you in your early years, the
  amygdalas voice is a strong one and will
  overrule the hypothalamus in most cases.
• A Students Brain, by Kathie Nunley

21
Hypothalamus

• Hypo - more primitive
• Survival situation - resort to primitive areas
• Hypothalamus-driven Person
• Tend to be male
• Larger in males
• Product of testosterone
• Grew up in eat or be eaten world

22
Reptilian Brain

• when you make a decision in this state of mind,
  you are thinking with all the wisdom of a
  turtle.
• (Nunley, page 45)

23
In the Classroom

• Erika, I am so angry right now that I do not
  feel comfortable discussing this. Can you please
  go sit down until I calm down enough and can
  think more clearly?

24
In the Classroom

• www.disciplinehelp.com

25
Competent

• Hundreds of attempts, mastery of a stunt
  authentic evidence of success
• Reinforcement Observers and friends applaud
  the accomplishment, ask for coaching

26
Competent

• In helping children overcome weaknesses, we tend
  to neglect to cultivate their strengths.
• Every child has strengths. They simply await
  discovery.
• Strengths keep kids afloat when they are
  struggling to overcome the effects of their
  weaknesses.

27
Competent

• When a child has learning difficulties, the
  pursuit of a strength can go far to alleviate and
  prevent low self-esteem due to academic
  underachievement. (Schools Attuned)

28
Competent

• Because of their critical importance and enormous
  potential for redeeming a child, strength
  delineation and management SHOULD BE a part of
  every educational plan for every student.

29
Competent

• Affinities areas of knowledge toward which a
  child feels strong attachment
• Critical that every child develop at least one
  area of intellectual passion that they sustain
  over time

30
Competent

• Affinities should evolve into domains of
  expertise.
• Every child should be an expert at something it
  yields remarkable benefits.
• Mastery in the area of an affinity allows the
  child to experience the intense satisfaction that
  comes with being a true scholar.

31
Competent

• They do not come forth and grow automatically.
• The adult world must work with children to help
  them find and sustain their strengths and
  affinities

32
"...we've learned that helping kids find out who
they really are --- what they are good at and
what they love to do ---is the most important way
of maintaining natural curiosity and an eagerness
to learn. We need to stop drawing so much
attention to what kids can't do and start
emphasizing what they can do."
(Willis/Hodson, 1999)
33
Achievement 25____ 25____ 50____

• 25 I.Q.
• 25 Experience Opportunity
• 50 Self-Esteem

(Slavin, Co-Director of the Center for Research
on the Education of Students Placed at Risk,
Johns Hopkins University)
34
Dreambuilderwww.ncwiseowl.org/kscope
Kaleidoscope
35
Belong

• With a Gang
• Distinctive clothing
• Common attire - social purpose
• Part of a fraternity
• Help, encouragement, support
• Dedication to the group

36
Belong

• At School
• I dont fit in here. I dont belong.
• I cant measure up so Ill stop trying. Its
  safer to act like I dont care to fit in.

37
Belong

• Alternative School at-risk students can bond
  to an institution
• Democratic classroom practices
• Involvement in decision-making

38
Belong

• Harness that anger for a worthy cause
• Real-world projects that MEAN something to the
  kid!

Kaleidoscope The Knowledge Flow
39
Useful

• Practice in groups
• Learn from one another
• Absent missed
• Present useful
• (Theyre teaching, demonstrating, and applauding
  the efforts of friends.)

40
Useful

• Need challenges, responsibility
• Stop dumbing down
• Im needed. If I miss a day someone will
  notice.

41
Useful

• Why are our students behind students from other
  countries? There have been several trends in
  our country that have not served our students
  well. One was the self-esteem movement, which
  although well-meant, was often misguided.
• Educators often tried to make students feel good
  rather than helping them learn. Students were not
  given challenging work and were often
  over-praised for work that was far from
  outstanding. . . -Carol Dweck, Chat Transcript

42
Useful

• How can students come to love challenges and
  initiate valuable learning under such conditions?
  
• My research shows that over-praising children's
  intelligence can actually harm their motivation
  and undermine their learning.
• The other trend has been to teach to the
  achievement test, rather than teaching students
  to think, to engage in the learning process, and
  to enjoy mastering new material. Higher
  achievement results from the latter. -Carol
  Dweck, Chat Transcript

43
Potent

• How do you learn these amazing maneuvers?
• You just have to practice. The longer you work
  at it, the better you get.
• Sweat lt-----------gt Outcomes
• Understanding the relationship produces a rich
  sense of potency

44
Potent

• Externalizers
• See the world as happening TO them
• Luck or ease of task
• Im dumb. Theres nothing I can do about it.
• Its not my fault.
• Prisons are full of externalizers.
• VICTIM mentality

45
Potent

• Talking to them about effort is a waste of
  breath.
• They do not learn from mistakes.
• Teachers/School systems reinforce the notion I
  give the grades. I keep all the records. I
  decide if you fail a grade.

46
Potent

• Students Knowledge Workers
• Teachers Academic Coaches

47
Potent

• What do you hope to accomplish in this class?
• What will you need to do in order to accomplish
  this?
• How can you track your progress?
• How can I help you?

48
Potent

• Affirm goals/timelines
• Establish a plan of action
• Consistently coach/monitor the plan of action
• Revise, if needed

Kaleidoscope DreamBuilder/Acorns Oaks
49
Effort-Results

• I didnt even break a sweat.
• I put forth reasonable effort all week.
• I worked as hard as I could all week.

50
Carol Dweck

• Students' Beliefs about their Intelligence
• My research shows that students who believe
  their intelligence is fixed (they have only so
  much and that's that) tend to worry about how
  smart they really are. Their motivation and
  engagement are tentative--when a task gets too
  hard, they lose interest and flee.

51
Carol Dweck

• But students who believe their intelligence can
  be developed get deeply involved in learning and
  remain engaged in the face of difficulty. We have
  shown in many studies that their engagement and
  intrinsic motivation is hardier.

Teachleys Amazing Talking Brain Sites for
Students
52
Optimistic

• Distrustful of adults, avoiders
• Takes DOZENS of successful experiences to rewire
  the brain for optimism
• Key word brain
• Teachleys Amazing Talking Brain

Kaleidoscope
53
C to feel competent B to belong U to feel
useful P to feel potent O To feel optimistic
54
What do we need to stop doing or to change in
order to meet the needs of these children?
55
Chat Transcript
56
Sad Realityvery little success can be traced
to most categorical programs and pilot projects
design to remediate educational
disadvantages.(At-Risk Students Reaching and
Teaching Them, by Sagor Cox)
57
Call to Action
Cognitive Dissonanceexplains why these defeated
youngsters tend to remain stuck outside of the
mainstream
ONLY through our understanding of this concept
can we begin to construct interventions that work
58
I asked Eddie one day why he thought he was doing
so much better than last year. Its because I
like myself now when Im with you. (A teacher
quoted by Everett Shostrom in Man, the
Manipulator)
I CAN
59
End
60
Extra Slides
61
Cross Laterals

• Learn the Study Buddy Hand Shake
• Activate both hemispheres
• Prepare brain for learning new things
• Create more nerve networks
• (Movement) activates the release of BDNF, a
  growth factor that boosts the ability of neurons
  to communicate with each other
• (Motor memory) makes learning more efficient and
  effective, has unlimited storage, requires
  minimal review
• (Source Dr. Carla Hannaford and the field of
  neurobiology)

62
Know Your Audience

• Fail to investigate and you will become
  irrelevant very quickly.
• How often do we give students information they
  dont think they need?
• What a Kid Wants Truthful Relevance

63
Persistence

• If we consider a task to be irrelevant,
  uninteresting or unimportant, how long will we
  stick with it?
• When was the last time you had to work on
  something that you felt was not meaningful? How
  much effort did you put into it? How long did
  you stick with it?

64
Persistence

• Children need to learn that real discovery often
  requires persistence. Invention and insight
  result from cultivation and care. Children must
  learn to go the distance. The ability to stick
  with a tough thinking or learning learning task
  over time will give students an important
  advantage in school and later on in life.
  (McKenzie)

65
Achievement
Take Kids where they are
A desire to learn and to continue learning over a
lifetime
66
Achievement
Take Kids where they are
IQ
Experiences/Opportunities
Self-Esteem
Motivation
Competent
Magic Bullet
Belong
Useful
Potent
Optimistic
A desire to learn and to continue learning over a
lifetime
67
Meet 4 Guys

• Kyle
• Ron
• Mark
• Sparky

68
Kyle

• Active
• Forgetful
• Average
• Never has liked school
• A/B student
• Short attention span

69

• Opportunity
• Experience
• Self-Esteem
• Reading Technical Journals
• Persistence
• Entire Sunday afternoons with old men

70
user of information to solve problems
71
active and creative locator, evaluator
72
users of information to satisfy their own
curiosity
73
Real Purpose Partners in Flight Project of the
States of NC and Ohio
To Pause Movie click inside movie Frame
74
Meet Mark

• Incarcerated twice (age 17)
• In juvenile detention center for drug dealing and
  other antisocial offenses
• Suffered delays in reading, written output,
  spelling, math
• Very thought of writing elicited rage
• Appeared not the least bit inclined to succeed

75
Read His Letter

• Dr. Levine - Attuning Process
• Private sketchbook
• Artistic talent/originality
• Designing building forts
• Remarkable intuition when it came to
  problem-solving in the domain of construction
• Community college - art and computer classes
  (mentor)
• Web sites for obstetricians

76
How Did He Do It?

• Ron Clark, Disney Teacher of the Year

77
How Did He Do It?

• "They just needed someone to place them in an
  environment where they could succeed. They
  needed someone to believe in them . . . I tried
  to help them become complete individuals and to
  love life. And using things they were already
  interested in made my job a lot easier." -Ron
  Clark, Disney Teacher of the Year

78
Several Answers

• Helping students become experts on a topic they
  LOVE

79

• The rod of the shepherd is not to beat the sheep.

80
Todays Students

• are growing up digital and their view of the
  world is vastly different from ours. The have
  unprecedented access to information, people,
  interactive media and real-time, webbed
  interactivity.
• (21st Century Skills, Executive Summary)

81
Todays Students

• Laptops, pagers, instant messaging, cell phones,
  drive-throughs, multiple choice questions,
  gaming, sound bites and video clips have spurred
  societal changes in ways earlier technologies
  have not. This, along with standardized testing,
  fosters a fast-fact mentality where persistence
  is a thing of the past.

82
Internet Safety

• What You Dont Know
• Can Hurt Your Child

83
Mastering Math Facts

• Multiplication Tables (automaticity, direct
  retrieval)
• Donald B. Crawford, Ph.D.
• Otter Creek Institute
• Learning math facts proceeds through three
  stages.
• I Just Dont Get Math PDF online

84
Listening Ears

• Unroll and massage to the bottom of each ear
• Wakes up entire body by stimulating over 148
  acupuncture points in the outer ear, which
  correspond to entire body
• (Hannaford, 1995)

85
Cross-Laterals

• Activate both brain hemispheres
• Stimulate alertness
• Create more nerve networks
• Sleepy Eights Integrates brain hemispheres
• (Sideways 8, thumb pointing up, eyes follow
  thumb, always go up through the center, 3X each
  hand)
• Hooks Major Stress Reducer
• (Crosss legs, cross arms, hands interlocked and
  brought to chest, tongue on roof of mouth)
• (Hannaford, 1993)

86
MOVEMENT

• The ONLY thing that activates BDNF, a neurotropic
  growth factor that enhances cognition by boosting
  the ability of neurons to communicate with each
  other
• 98 of learning - through the body
• Speeds up blood flow, carrying glucose oxygen
  to brain and rest of body

87
MOVEMENT

• Motor memory, or body learning, appears to have
  unlimited storage
• Requires minimal review
• Needs little intrinsic motivation
• Makes learning more efficient effective

88

• Three Basic Needs

89
1. Classroom Management 2. Instructional
Delivery 3. Positive Expectations
C A P A B L E
90
1. Classroom Management 2. Instructional
Delivery 3. Positive Expectations
A V O I D H U M I L I A T I O N
91
1. Classroom Management 2. Instructional
Delivery 3. Positive Expectations
B E L O N G
92
1. Classroom Management
Unlike ships, human relations founder on
pebbles, not reefs. A teacher can be most
destructive or most instructive in dealing with
everyday problems. Good discipline is a series
of little victories in which a teacher, through
small decencies, reaches a child's heart." (Haim
Ginott, Teacher Child)
93
2. Positive Expectations

• We are never too young or old to live our dreams
  and you never grow old until youve lost all your
  marvels.
• -Merry Browne

94
Achievement 25____ 25____ 50____

• 25 I.Q.
• 25 Experience Opportunity
• 50 Self-Esteem

(Slavin, Co-Director of the Center for Research
on the Education of Students Placed at Risk,
Johns Hopkins University)
95
1. Classroom Management 2. Instructional
Delivery 3. Positive Expectations
S E L F - E S T E E M
96
3. Instructional Delivery

• Success is a vitamin all kids should take.
  -Mel Levine

97
Classroom Instruction that Works (Marzano,
Pickering, Pollock)

• Presents and exemplifies instructional strategies
  extracted from the recent research base on
  effective instruction (using a research technique
  referred to as meta-analysis, the combining of
  results from many studies to determine the
  average effect of a given technique)
• Each chapter devoted to one of the Nine
  instructional strategies KNOWN to enhance student
  achievement

98
Research-Based Strategies for Increasing Student
Achievement

• Identifying similarities differences (45)
• Summarizing and note taking (34)
• Reinforcing effort and providing recognition (29)
• Quality homework and practice (28)
• Nonlinguistic representations (27)
• Cooperative learning (27)
• Setting objectives providing feedback (23)
• Generating testing hypotheses (23)
• Questions, cues, and advance organizers (22)

Percentile Gain, Source Classroom Instruction
that Works, by Marzano,Pickering, Pollock, 2001
99
Research-Based Strategies for Increasing Student
Achievement

• the research on instruction and schooling must
  be synthesized and made readily available to
  educators.
• school districts must provide high-quality
  staff development relative to effective practices
  identified by research.
• Simply presenting research-based instructional
  techniques is insufficient to effect change.

Source Classroom Instruction that Works,by
Marzano, Pickering, Pollock, 2001
100
Magic Bullet
The goal is to assist all students in becoming
active and creative locators, evaluators, and
users of information to solve problems and to
satisfy their own curiosity. (Information Power,
American Library Association)
101
The goal is to assist all students in becoming
active and creative locators, evaluators, and
users of information to solve problems and to
satisfy their own curiosity. (Information Power,
American Library Association)
102
(No Transcript)
103
(No Transcript)
104
(No Transcript)
105
(No Transcript)
106
EmotionalCognitive

• Connections from the emotional systems to the
  cognitive systems are stronger than connections
  from the cognitive systems to the emotional
  systems
• (Sources Bea McGarvey, LeDoux, Maslow)