August 26, 2017, Week 1: Education 3.0 and R2D2 &
TEC-VARIETY Models
R546: Instructional
Strategies for Thinking, Collaboration, and Motivation
Instructor:
Week 1 Agenda:
September 2, 2017, Week 2: More Education 3.0 and Course
Activities Recap and Cooperative Learning Basics
R546: Instructional
Strategies for Thinking, Collaboration, and Motivation
Instructor:
Week 1 Agenda:
September 9, 2017, Week 3: Cooperative Learning Basics
R546: Instructional
Strategies for Thinking, Collaboration, and Motivation
Instructor:
Week
3 Agenda:
i.
Rotate outside to Table 1, Table 2, or
Table 3
ii.
Return to teach your group what you
learn
iii.
Report back to the class
a. Line
up by date born. Pair up and group by month born.
b. In
pairs, interview partner for 5 minutes (max) and jot down note: (1) What is important
about this
book?; 2.
What is interesting?; 3. What is a dumb idea? (p. 526
& p. 528)
c.
Reverse roles (for another 5 minutes)
d.
Pairs join to form groups of four
e. Roundrobin sharing what you learned in the interview
f. Alt:
Jigsaw into various chapter expert groups and
summarize main pts.
i.
I think CL is just a fad vs. no, CL is really here to stay...
ii.
Group Grades vs. Individual vs. No
Grades
iii.
Ignore CL--assessed by basics vs. tests
changing--teamwork is the new basic.
a.
Three Stay, One Stray--Buzz Groups--Roundtable.
b. Alt
#1: #'d Heads Together (Count off 1, 2, 3, 4) & Roundrobin
& Blackboard Share.
September 16, 2017, Week 4: Critical Thinking (and end Coop Learning)
R546: Instructional
Strategies for Thinking, Collaboration, and Motivation
Instructor:
Week
4 Agenda:
Low
Medium High
1-2-3-4-5-6-7-8-9-10 1. Creative Thinking
1-2-3-4-5-6-7-8-9-10 2. Critical Thinking
1-2-3-4-5-6-7-8-9-10 3. Cooperative Learning
a.
Three Stay, One Stray--Buzz Groups--Roundtable.
b. Alt
#1: #'d Heads Together (Count off 1, 2, 3, 4) & Roundrobin
& Blackboard Share.
a. Reciprocal
Teaching Part 1: https://www.youtube.com/watch?v=8oXskcnb4RA
b. Reciprocal
Teaching Part 2: https://www.youtube.com/watch?v=e8gSIcSyypk
c. Students
Take Charge: RT: https://www.youtube.com/watch?v=My68SDGeTHI
d.
Using Higher-Order Questions: Interview Annemarie Palincsar: https://www.youtube.com/watch?v=XZ4LFxGi0mI
e. Reciprocal
Tchg Activity (Roles: Tchr,
#1, #2, #3, #4, Jim, Barbara...) p. 458-459
f. You
will be assigned to 1 of 4 groups (Group by car drive). Prepare to make 3-4
arguments for the position you have been given using your text, lecture, and
video.
i.
Reciprocal teaching gives too much power
to the learners
ii.
PBL gives too much focus on learners and
not enough on teachers.
iii.
Create a controversy…
12. Video #1: Critical Thinking
Series: https://www.youtube.com/watch?v=GzV1pNQUX5s
13. Video #2: Critical Thinking: https://www.youtube.com/watch?v=J0yEAE5owWw
14. Video #3: Critical Thinking: https://www.youtube.com/watch?v=6OLPL5p0fMg
(Note: Think Sheets, Procedural
Facilitation, Guided Questions)
Fat Questions: require lots of
discussion and explanation with interesting examples and take time to think
through and answer in depth.
Skinny Q's: require simple
yes/no/maybe or a 1 word answer or nod or head shake and take
1.
APC: Alt's, Possibilities, & Choices (The tasks) (This is CR BS!)
2. FIP: First Important
Priorities (e.g., what tasks to do for
this class)
3. AGO: Aims, Goals, Objectives
4. OPV: Other People's Views
5.
C&S: Consequence & Sequel (of an action or decision)
6. CAF: Considering All Factors: (a)
Buying a second hand car, (b) Choosing a place to live, etc.
7. FI - FO: Info In (Already
accounted for) - Info Out (Unknown/still needed)
8. EBS: Examining Both Sides of
an Argument
9. ADI: Agree, Disagree,
Irrelevant
September 23, 2017, Week 5: Critical
Thinking Defined and Explained
R546: Instructional Strategies for Thinking,
Collaboration, and Motivation
Instructor:
Week 5 Agenda:
a.
Watson-Glaser Critical Think Appraisal: Form A--Sample
Items #1 & #2 (p. 307)
b.
Cornell Test of Critical Thinking (see handout)--Try questions 1-10.
c. A
Disposition Inventory: p. 366
d.
Picture completion; p. 363-365
1. What-if no one studied creativity and we
had no understanding of creative processes?
2. What-if no one assessed creativity? There
were no cr measures or researchers?
3. Just suppose you were in charge of
curriculum? How would you address cr?
4. What if we had standardized creativity or
coop. learning tests in Indiana?
5. What-if creative thinking was more
prevalent in dogs than human beings?
6. What is Education 3.0 was required by state
governments? What would teaching be like?
7. What if flipping the classroom was possible
30 years ago? What education be like now?
8. What-if more creative people lived 20 years
longer than non less
creative?
9. What if critical thinking was banned in
K-12 schools?
10. What would teaching creative thinking be
like if we lived life in reverse...???
11. Just suppose Indiana assessed the level of
instructor or department thoughtfulness?
a. New Perspectives,
Metaphoric Thkg, Analogies, Synectics,
Breaking Set, Imagery, Aesthetics,
September 30, 2017, Week 6: Creative
Thinking Defined and Explained
R546: Instructional Strategies for Thinking,
Collaboration, and Motivation
Instructor:
Week 6 Agenda:
a. What
can you do to teach or enhance creativity in your school/work setting?
b.
Find a match; Call to action; etc.
d.
How can you use these cards?
(e.g.,
Polya, Osburn, Parnes, Oech, Wallas,
AUTA, Torrance, BS, Future PS).
a.
Share Models Selected...Is there a true
problem solving process that works for you???
b.
Assessment dilemmas: validity and reliability.
c.
Fishbowl: on the model you selected
1. What-if no one studied creativity and we
had no understanding of creative processes?
2. What-if no one assessed creativity? There
were no cr measures or researchers?
3. Just suppose you were in charge of
curriculum? How would you address cr?
4. What if we had standardized creativity or
coop. learning tests in Indiana?
5. What-if creative thinking was more
prevalent in dogs than human beings?
6. What is Education 3.0 was required by state
governments? What would teaching be like?
7. What if flipping the classroom was possible
30 years ago? What education be like now?
8. What-if more creative people lived 20 years
longer than non less
creative?
9. What if critical thinking was banned in
K-12 schools?
10. What would teaching creative thinking be
like if we lived life in reverse...???
11. Just suppose Indiana assessed the level of
instructor or department thoughtfulness?
13. Make
Shift Fishbowl: What if taught like this, would you be fired. (Front Row, Back
Row)
a. Six
Hats
a. New
Perspectives, Metaphoric Thkg, Analogies, Synectics, Breaking Set, Imagery, Aesthetics,
a.
Experimental-safekeeping
self-rating: Find your spot pp. 183-184
b.
von Oech's
Explorer, Artist, Judge, Warrior pp. 187-188
c.
Right vs. Left Brained, pp. 238
& 240
23. Creativity
Assessment
d.
Torrance: Cardboard Boxes
(Activity #5: Unusual Uses)
e.
Remote Associations Test
f.
Williams: Parent/Teacher Rating
(try for a son, daughter, cousin)
g.
Schaefer: Creativity Attitude
Survey
a. Imagine taste/smell...People Machines, Imagine
hear, touch, smell, tastes.
b. Invisible ball tossing.
c. Just Imagine: served in Vietnam.
d. Favorite animal poses, ridiculous
poses, stiffest/most rubbery, angriest/happiest.
e. Mirrors, puppets, ice cubes.
a. Tell a tall tale...give an
example of an idea squelching statement. What do you see? How is creativity
squelched here. Please use 3-4 idea squelching
statements in your story.
1. Which idea squelcher are the
most common for you? Create a new one.
2. Stand and sit...give an
example of an idea squelching statement.
b. Object
Obituary--write an obituary for an object you recently trashed...
c. Metaphorical Thinking: On the
meaning of creativity: 1. Creativity is like ____. Being Creative is like ____.
Creativity is to ___ as...
d. Morphological Synthesis
a. Wet
ink on most
constructivist/hands-on high school teacher. She/he was like a ______.
b. Wet
Ink II. Just
imagine: imagine you have created a psychologically safe envir...What
do you see? Can students wonder, question, speculate, take risks, active
listening, respect for ideas, withhold judgment, seek
justification??? How is creativity fostered here? Describe environment.
Physically, mentally, emotionally, etc...
a. Brainstorm: ways to increase use of
creative thinking in schools?
b. Reverse BS: ways to decrease use
of creative thinking in schools?
October 7, 2017, Week 7: Creativity
Part 2 and Motivation Part 1
R546: Instructional
Strategies for Thinking, Collaboration, and Motivation
Instructor: Curt
Bonk, Indiana University
Week 7 Agenda:
f. Imagine taste/smell...People Machines, Imagine
hear, touch, smell, tastes.
g. Invisible ball tossing.
h. Just Imagine: served in the war Vietnam.
Or just got a police ticket. Or were just served your favorite meal.
i.
Favorite
animal poses, ridiculous poses, stiffest/most rubbery, angriest/happiest.
j.
Mirrors,
puppets, ice cubes.
1. Which idea squelcher are the
most common for you? Create a new one.
2. Stand and sit...give an
example of an idea squelching statement.
c. Brainstorm: ways to increase use of
creative thinking in schools?
d. Reverse BS: ways to decrease use
of creative thinking in schools?
a. Attribute
Webbing/Listing: "XYZ" shapes, colors, sizes, purpose, numbering.
b. Attribute
Modification: "XYZ"--after listing attributes, think of ways to
improve each.
c. Alternative
Uses: Uses for "XYZ" for this class or for teaching in general. (find
the second best or third best suggestion)
d. Attribute
Transferring: "XYZ"--transfer ideas from one context to the next.
(with idea spurring questions--p. 80; Davis 195
(What else is
this like? What have others done? What else is this like? What could we copy? What
has worked before?)
(What can we
borrow from a carnival, funeral parlor, track meet, wild west)
e. Idea
Spurring Questions: how MAXimize, MAGnify,
arrangeRE, combine-adapt, subtutesti,
EEEXXXAAGGGGGEEERRRAAATTTEEE, add new twist,
modifie, ChAnGe
Webbing can be used to determine:
(1) all the possible directions and activities a student or class can explore
as a result of interest in a specific topic or subject, (2) all that is
presently known, and (3) knowledge interrelationships. This technique expands
awareness for relating, integrating, and organizing brainstormed ideas. Directions:
write the topic in the center and link closely related ideas or questions in
the first ring of ideas. As new ideas are suggested, they are connected by a
line to the related item or items.
#1: a recent Peak Performance;
#2: something very few people
know;
#3: draw a symbol of how you
spend your free time;
#4: fill in something you are
really good at;
#5: write in something that
epitomizes your personal motto.
October 14, 2017, Week 8: Motivation
and Presentations
R546: Instructional Strategies for Thinking,
Collaboration, and Motivation
Instructor:
Week 8 Agenda:
#1: a recent Peak Performance;
#2: something very few people
know;
#3: draw a symbol of how you
spend your free time;
#4: fill in something you are
really good at;
#5: write in something that
epitomizes your personal motto.
a. Take out two items (e.g.,
family pictures, credit cards, rabbits' feet, book you’re reading)
b. Describe themselves
(e.g., "I am superstitious")
c. State name with an adjective
starting with 1st letter of 1st name.
(e.g., Quick Curt, Marvelous
Mary, Dancing Diane)
d. Now intro self & also by a
nickname current, past, or potential nickname.
(ask
others what it means during break)
e. Brainstorm a list of questions
you would like to ask the others...
(e.g., My
person I most admire is? The best book I ever read?)
a. 33 highlights of research on strategies
for motivating to learn (Jere Brophy)
b. 150 ways to increase intrinsic
motivation (James Raffini)
c. 1001 ways to energize
employees (Bob Nelson)
d. 200 ways to motivate secondary
students (pp. 91-105)
R546: Instructional
Strategies for Thinking, Collaboration, and Motivation
Extra Handouts
Curt Bonk, Indiana University
Fall 2017
Technology Integration Presentation
Two Models of Technology Integration:
Framework/Model #1: R2D2
Curt
Bonk, Indiana University
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Ideas
Definitely Can Use |
Ideas Might
Use |
Ideas
Can’t Use |
Questions and
Comments |
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1.
Read |
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2.
Reflect |
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3.
Display |
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4.
Do |
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Across Phases |
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Technology Integration Presentation
Two Models of Technology Integration:
Framework/Model #2: TEC-VARIETY
Curt
Bonk, Indiana University
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Ideas
Definitely Can Use |
Ideas Might
Use |
Ideas
Can’t Use |
Questions and
Comments |
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1.
Tone and Climate |
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2.
Encouragement and Feedback |
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3.
Curiosity and Intrigue |
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4.
Variety and Novelty |
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5.
Autonomy and Choice |
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6.
Relevance, Meaningful, Authentic,
and Interesting |
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7.
Interactive and Collaborative |
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8.
Engagement and Involvement |
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9.
Tension and Challenge |
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10.
Yielding Products, Goals, and
Purpose |
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Sample Creativity Test (R546)
I. Rate yourself on 1-10 scale (do #21 if you
skipped one):
SCALE:
1
2 3 4 5 6
7 8 9 10
___ 1. censors feels
___ 2. evaluates takes risks
___ 3. reassures
& supports takes risks
___ 4. analyzes makes
connections
___ 5. is
realistic plays
___ 6. looks
at consequences speculates
___ 7. is
logical is
curious
___ 8. alert
to danger sees
the fun in things
___ 9. avoids
surprises likes
surprises
___ 10. avoids
wrongness open to
anything
___ 11. punishes
wrongness in touch with
total experience
___ 12. is
serious does
not mind being confused
___ 13. is
pessimistic is
optimistic
___ 14. is
judgmental focus
on what is going for the idea
___ 15. argue waste no
energy evaluating early
___ 16. inattention/distant listen and interested
___ 17. be
noncommittal wholly
open to being available
___ 18. correct
and precise set up
win/wins--nobody loses
___ 19. dominant/commands deal with as an equal--eliminate
rank
___ 20. point
out flaws see the
value in/assume valuable implications
___ 21. fearful is
impetuous
(over)
II.
Now rate yourself on the following items on a 1-10
scale (10 being high and 1 being low).
SCALE:
Low Medium High
1 2 3 4 5 6 7 8 9 10
___ 1. self-confident
___ 2. risk-taking
___ 3. high in
energy
___ 4. stubborn
___ 5. curious
___ 6. playful,
childlike
___ 7. resists
domination
___ 8. enthusiastic
___ 9. wide
interests
___ 10. non-participation
in class activities
___ 11. good
sense of humor
___ 12. idealistic
___ 13. reflective
___ 14. uncooperative
___ 15. need
privacy, alone time
___ 16. artistic
interests
___ 17. capriciousness
___ 18. low
interest in details
___ 19. too
emotional
___ 20. adventurous
___ 21. aesthetic
interests
___ 22. attracted
to novelty, complexity, and the mysterious
___ 23. sometimes
uncommunicative
___ 24. forgetful,
absentmindedness, mind wanders
___ 25. egocentric
___ 26. too
demanding
___ 27. autonomous
___ 28. open-minded
___ 29. ambitious
___ 30. temperamental
___ 31. sloppiness
and disorganization with unimportant matters
___ 32. dresses
differently
___ 33. does
things different from standard procedures
___ 34. imaginative
___ 35. is full
of ideas
___ 36. is a
"what if?" person
___ 37. high
verbal, conversational ability
___ 38. not
afraid to try something new
___ 39. uses
all senses in observing
___ 40. ability
to regress and transform items
The Creative Insights of Heraclitus (as interpreted by Roger von
Oech)
1. The
cosmos speaks in patterns.
2.
Expect the Unexpected, or you won’t find it.
3.
Everything flows.
4. You
can’t step in the same river twice.
5. That
which opposes produces benefit.
6. A
wonderful harmony is created when we join together the seemingly unconnected.
7. If
all things turned to smoke, the nose would become the discerning organ.
8. The
Sun will not exceed its limits, because the avenging Furies, ministers of
Justice, would find out.
9.
Lovers of wisdom must open their minds to very many things.
10. I
searched into myself.
11.
Knowing many things doesn’t teach insight.
12. Many
fail to grasp what’s right in the palm of their hand.
13. When
there is no sun, we can see the evening stars.
14. The most beautiful order is a heap of sweepings piled up at
random.
15.
Things love to conceal their true nature.
16.
Those who approach life like a child playing a game,
moving and pushing pieces, possess
the power of kings.
18. On a
circle, an end point can also be a beginning point.
19. It
is disease that makes health pleasant, hunger that makes fullness good, and weariness that makes rest sweet.
20. The
doctor inflicts pain to cure suffering.
21. The
way up and the way down are one and the same.
22. A
thing rests by changing.
23. The
barley-wine drink falls apart unless it is stirred.
24.
While we’re awake, we share one universe, but in sleep we each turn away to a
world of our own.
25. Dogs
bark at what they don’t understand.
26.
Donkeys prefer garbage to gold.
27.
Every walking animal is driven to its purpose with a whack.
28.
There is a greater need to extinguish arrogance than a blazing fire.
29. Your
character is your destiny.
30. The
sun is new each day.
Critical Thinking Methods Activity
Curt Bonk, R546
Idea Listing
Activities (many are Edward de Bono's Methods)
1.
K-W-L (What did U know?, What do U want to know?, What
did U learn?)
2. PMI:
Plus, Minus, Interesting
3. APC:
Alt's, Possibilities, & Choices (The tasks) (This is CR BS!)
4. FIP:
First Important Priorities (e.g., what tasks to do for this class)
5. AGO:
Aims, Goals, Objectives
6. OPV:
Other People's Views
7.
C&S: Consequence & Sequel (of an action or decision)
8. CAF:
Considering All Factors
9. FI -
FO: Info In (Already accounted for) - Info Out (Unknown/still needed)
10. EBS:
Examining Both Sides of an Argument
11.
ADI: Agree, Disagree, Irrelevant
Issues
and Decisions:
1.
Should we add more videoconferencing
locations in Indiana for this class? e.g., near Chicago? Fort Wayne? South
Bend? Near Louisville? Etc.
2.
Should we add more international
videoconferencing locations for this class (e.g., Beijing and Shanghai given
all the Chinese scholars in this class; What about
Helsinki? Mumbai? Taipei? Singapore? Auckland? Tel Aviv? Hanoi? Etc.)?
3.
Should IU Bloomington (or IUPUI) build another
parking lot near the School of Education?
4.
Can the world stop the Zika virus?
5.
Should countries of the world partner
together and set their sights on Mars with space exploration?
6.
How quickly does the world need to move
from coal and gas power to solar power, wind power, or something else to avoid
global warming?
7.
Should the United States take more
refugees from Syria?
8.
Should Facebook add a “Dislike” button?
9.
Should healthcare providers offer
incentives to workers to get their blood pressure to 120 or below?
10. How can
the world save the northern
white rhino (2 females left and 1 older male)?
11. Should
the School of Education add a third wing to showcase research?
12. Some
other issue or decision. You name the topic.
Bloom’s Taxonomy
Meanings
of Bloom’s Level of Questions
|
Levels |
Definition |
Verbs |
|
Knowledge |
Questions
about facts |
list,
recall, memorize |
|
Comprehension |
Questions
of understanding of facts |
explain,
reword |
|
Application |
Questions
of using the facts |
solve
by, organize to prove |
|
Analysis |
Questions
taking apart information |
break
down, compare, put into categories |
|
Synthesis |
Questions
putting together information in a new way |
create,
compose, reorganize |
|
Evaluation |
Questions
of judgment or value of information |
rate,
choose, justify |
|
Knowledge Level I |
Comprehension Level II |
Application Level III |
Analysis Level IV |
Synthesis Level V |
Evaluation Level VI |
|
define find identify know list locate match memorize name recall recite relate repeat say |
describe discuss explain express identify interpret locate recognize report restate review reword summarize tell translate |
apply calculate demonstrate diagram dramatize employ extrapolate graph illustrate operate practice schedule sketch solve transfer try use |
analyze compare-
components debate deduce detect differentiate discover distinguish examine experiment infer inventory question reduce test |
compose construct design develop formulate hypothesis manage organize originate plan produce propose |
appraise assess choose compare
and contrast decide estimate evaluate grade judge rank rate select value |
Knowledge
(get the basic facts)
list,
match, write, recall, know, summarize, who, what, where, when, say in your
own words,
observe and write, memorize, arrange, put into categories, select,
name, tell
about, group, show, underline, find, choose, label, spell, pick, point to, say
Comprehension
(understand the facts)
explain,
show, demonstrate, change, reword, interpret, alter, transform, retell,
account for,
recognize, offer, propose, submit, define, translate, convert, expand,
outline, vary,
spell out, restate in your own words
Application
(use the facts)
apply,
select, solve by, organize, choose, interview, make use of, experiment
with, try,
operate, relate, put to use, handle, put into action, utilize, record, model,
construct,
demonstrate through, put together
Analysis
(select, examine, and break apart by facts)
breakdown,
inspect, divide, take away, dissect, put into categories, examine,
uncover,
survey, group, analyze, test for, study, classify, identify the parts for,
search,
clarify, discover, contrast, compare, simplify, take apart
Synthesis
(put the basic information back together in a new way)
create,
design, develop, discuss, build, imagine, compare, re-order, make,
compose,
combine, form, compile, blend, construct, predict, invent, reorganize,
contrast, make
up, estimate, suppose, rearrange, alternate, originate
Evaluation
(value, judge, accept or reject facts)
rank,
evaluate, rate, judge, measure, choose, criticize, justify, determine,
conclude,
grade, select, award, recommend, reveal, dispute, rule on, decide,
defend
Bloom’s
Taxonomy
|
Knowledge |
Knowledge
of specifies (What is the principal ingredient in the air we
breathe?) Knowledge
of ways and means of dealing with specifies (What steps would you have to
take to become a licensed operator?
What is the correct form for presenting a motion before a meeting?) Knowledge
of universals and abstractions (What is the basic principle
behind the operation of a free market?) |
|
Comprehension |
Translation (In
your own words what does “laissez-faire economy” mean? What does it mean to say that to the victor
belongs the spoils?) Interpretation (In
what ways are the Democratic and Republican positions on support for the
military budget similar?) Extrapolation (If
the use of electrical energy continues to increase at the present rate, what
will be the demand for electrical energy in A.D. 2000?) |
|
Application |
(If
you measure the pressure in your barometer at the foot of the mountain and
then measure it again at the summit of the mountain, what difference in the
reading would you expect? If of two
sailing vessels leaving New York at the same time en
route to London one took a route following the Gulf Stream and one kept
consistently south of the Gulf Stream, which would you expect to reach London
first, everything else being equal?) |
|
Analysis |
(Questions
that ask pupils to break complex ideas down into their component elements in
order to make them more understandable.) Analysis
of elements (Which part of the argument we have just read is
fact and which is opinion? What
propaganda devices can you find in this automobile advertisement?) Analysis
of relationships (Does the conclusion that Senator X made
logically follow from the facts he presented?) Analysis
of organizational principles (In this poem what devices has the
author used to build up the characters of the principal antagonists?) |
|
Synthesis |
Production
of unique communication (Describe the procedure you used and
the results you observed in the experiment.) Production
of a plan or a proposed set of operations (How would you go about
determining the composition of this unknown chemical?) Deviation
of a set of abstract relations (You have heard the
description of the situation. What
might be the causes of this situation?) |
|
Evaluation |
Judgment
in terms of internal evidence (In what ways is the argument
presented illogically?) Judgment
in terms of external criticism (Does the theory that
organically grown foods are more healthful than other foods conform to what
we know of the chemical composition of these foods? Explain) |
Images
of Schools (Workplaces) Through Metaphor (ISM): Actual Form
Directions: Think
about where you work or teach. What is it actually
like working at this place? Indicate the extent to which you agree/disagree
with each of the following 40 metaphors. Rate on a scale of 1 (Strongly
Disagree) to 10 (Strongly Agree).
___ 1. My school (workplace) is a
Mental Straight-jacket.
___ 2. My school (workplace) is a
Military Camp.
___ 3. My school (workplace) is a
Ghetto.
___ 4. My school (workplace) is a
Prison.
___ 5. My school (workplace) is a
Family.
___ 6. My school (workplace) is an
Artist's Palette.
___ 7. My school (workplace) is a Team.
___ 8. My school (workplace) is a
Negotiating Area.
___ 9. My school (workplace) is a
Culture.
___ 10. My school (workplace) is an
Exhibition.
___ 11. My school (workplace) is an
Orchestra.
___ 12. My school (workplace) is a
Garden.
___ 13. My school (workplace) is an
Expedition.
___ 14. My school (workplace) is a Herd.
___ 15. My school (workplace) is a
Museum.
___ 16. My school (workplace) is a
Machine.
___ 17. My school (workplace) is a
Hospital.
___ 18. My school (workplace) is a
Nursery.
___ 19. My school (workplace) is a Labor
Ward.
___ 20. My school (workplace) is a
Beehive.
___ 21. My school (workplace) is a
Living Organism.
___ 22. My school (workplace) is a
Theater.
___ 23. My school (workplace) is an
___ 24. My school (workplace) is a
Refuge.
___ 25. My school (workplace) is an Ocean.
___ 26. My school (workplace) is a Board
Game.
___ 27. My school (workplace) is a
Camping Trip.
___ 28. My school (workplace) is a Court
Room.
___ 29. My school (workplace) is a
Monastery.
___ 30. My school (workplace) is a
Pressure Cooker.
___ 31. My school (workplace) is a
Fraternity Party.
___ 32. My school (workplace) is an
Olympic Games.
___ 33. My school (workplace) is a Brew
Pub.
___ 34. My school (workplace) is a Zoo.
___ 35. My school (workplace) is an
Amusement Park.
___ 36. My school (workplace) is a
Casino.
___ 37. My school (workplace) is a Tour
Bus.
___ 38. My school (workplace) is a Theme
Park.
___ 39. My school (workplace) is a Video
Arcade.
___ 40. My school (workplace) is a
Laboratory.
Images
of Schools (Workplaces) Through Metaphor (ISM): Ideal Form
Directions: Think
about where you work or teach. What would you ideally want this place to be like? Then indicate the extent to
which you agree/disagree with each of the following 40 metaphors. Rate on a
scale of 1 (Strongly Disagree) to 10 (Strongly Agree).
___ 1. My school (workplace) is a
Mental Straight-jacket.
___ 2. My school (workplace) is a
Military Camp.
___ 3. My school (workplace) is a
Ghetto.
___ 4. My school (workplace) is a
Prison.
___ 5. My school (workplace) is a
Family.
___ 6. My school (workplace) is an
Artist's Palette.
___ 7. My school (workplace) is a Team.
___ 8. My school (workplace) is a
Negotiating Area.
___ 9. My school (workplace) is a
Culture.
___ 10. My school (workplace) is an
Exhibition.
___ 11. My school (workplace) is an
Orchestra.
___ 12. My school (workplace) is a
Garden.
___ 13. My school (workplace) is an
Expedition.
___ 14. My school (workplace) is a Herd.
___ 15. My school (workplace) is a
Museum.
___ 16. My school (workplace) is a
Machine.
___ 17. My school (workplace) is a
Hospital.
___ 18. My school (workplace) is a
Nursery.
___ 19. My school (workplace) is a Labor
Ward.
___ 20. My school (workplace) is a
Beehive.
___ 21. My school (workplace) is a
Living Organism.
___ 22. My school (workplace) is a
Theater.
___ 23. My school (workplace) is an
___ 24. My school (workplace) is a
Refuge.
___ 25. My school (workplace) is an
Ocean.
___ 26. My school (workplace) is a Board
Game.
___ 27. My school (workplace) is a
Camping Trip.
___ 28. My school (workplace) is a Court
Room.
___ 29. My school (workplace) is a
Monastery.
___ 30. My school (workplace) is a
Pressure Cooker.
___ 31. My school (workplace) is a
Fraternity Party.
___ 32. My school (workplace) is an
Olympic Games.
___ 33. My school (workplace) is a Brew
Pub.
___ 34. My school (workplace) is a Zoo.
___ 35. My school (workplace) is an
Amusement Park.
___ 36. My school (workplace) is a
Casino.
___ 37. My school (workplace) is a Tour
Bus.
___ 38. My school (workplace) is a Theme
Park.
___ 39. My school (workplace) is a Video
Arcade.
___ 40. My school (workplace) is a
Laboratory.
Active Learning Assessments (sample
questions):
A. Reflection #1: A New Teacher Self-Assessment for
active learning. (Bonk, 1995)
Rate: Never = 1;
Seldom = 2; Sometimes = 3; Often = 4; Very Often = 5.
In my classes...
___ 1. students have a
say in class activities and tests.
___ 2. I help students to explore, build, and
connect their ideas.
___ 3. students share
their ideas and views with each other and me.
___ 4. students can
relate new terms and concepts to events in their lives
___ 5. students work in
small groups or teams when solving problems.
___ 6. students use
computers to help them organize and try out their ideas.
___ 7. I give hints and clues for solving
problems but do not give away the answers.
___ 8. I relate new information or problems to
what students have already learned.
___ 9. students prepare
answers with a partner or team b/4 sharing ideas with the class.
___ 10. I ask questions that have more than one
answer.
___ 11. students take
sides and debate issues and viewpoints.
___ 12. students develop
ideas from a variety of library and electronic resources.
___ 13. students bring in
information that extends across subject areas or links topics.
___ 14. students suggest
possible problems and tasks.
___ 15. I provide diagrams or pictures of main
ideas to make confusing info clearer.
B. Reflection #2: A Dept.
Thoughtfulness Report Card: In this dept. (or class):
___ 1. There is
sustained examination of few topics, rather than superficial coverage of many.
___ 2. The lessons
display substantive coherence.
___ 3. Students are
given an appropriate amount of time to think.
___ 4. Teachers
carefully consider explanations and reasons for conclusions.
___ 5. Teachers ask
challenging questions and structure challenging tasks.
___ 6. Teachers
press students to justify or clarify assertions and answers.
___ 7. Teachers try
to get students to generate original ideas, explanations, and solutions.
___ 8. Teachers are
a model for thoughtfulness.
___ 9. Students
assume the roles of questioners and critics.
___ 10. Students
offer explanations and reasons for their conclusions.
C. Reflection #3: Student Thinking Report Card (Excerpts from Teacher Assessment of Student Thinking
from John Barrell, 1991, Teaching for Thoughtfulness,
Longman Publishing).
Rating Scale:
1
= completely false (F); 2 = mostly F; 3 = partly F/T; 4 = mostly True; 5 =
completely True
___ 1. The student
is very interested in ideas.
___ 2. The student
works well in discussion groups.
___ 3. The student
can express ideas clearly.
___ 4. The student
cannot tell which ideas are more important.
___ 5. The student
can often combine many ideas into one idea.
___ 6. The student
runs out of ideas quickly.
___ 7. The student
can often suggest ideas not mentioned before.
___ 8. The students thinking is not well organized.
___ 9. The student
is a lazy thinker.
___ 10. The student
asks good questions.
___ 11. The student
likes to try difficult problems.
___ 12. The student
cannot concentrate for too long.
___ 13. The plans the
student makes are well thought out.
___ 14. The student
has trouble making decisions.
___ 15. The student
can think well about a wide range of things.
Big Picture
Revisited
a. What can teachers do to
"assist" in student learning?
Ten
Techniques To Assist In Learning: (Bonk & Kim, 1998; Tharp,
1993)
1. Modeling
(illustrating and verbalizing invisible performance standards);
2. Directly
Instructing (provide clarity, needed content, and missing information);
3. Coaching
(observe and supervise in guiding toward expert performance);
4. Scaffolding
and Fading (supporting what learner can't do and later removing support);
5. Cognitive
Task Structuring (explaining/organizing the task within zones of development);
6. Questioning
(requesting a verbal response using a mental function learner can't yet do);
7. Articulating
and Dialoguing (encouraging description/summary of
reasoning processes);
8. Reflecting
(fostering self-reflection and analyses of previous performances);
9. Exploring
(pushing student discovery and application of problem solving skills);
10. Managing
& Feedback (giving performance feedback and positive reinforcement).
b. What resources exist for a learning
environment? (Bonk,
Hay, & Fischler, 1996).
Answer
is eight different things:
(1)
Teachers, (2) Peers, (3) Curriculum/Textbooks, (4) Technology/Tools, (5)
Experts/Community,
(6)
Assessment/Testing, (7) Self Reflection, (8) Parents.
c. Matrix of Active Learning
Resources
Directions: Fill in the
matrix grid by look at the intersection of resources and teaching techniques
and place a plus ("+") to indicate whether it is possible, a negative
("-") to indicate it may not be possible, and a questionmark
("?") when you are uncertain if it is possible.
|
|
1. Tchrs |
2. Peers |
3. Texts |
4. Tech. Tools |
5. Experts |
6. Assess |
7. Self |
8. Parents |
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1. Model |
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2. Directly Instruct |
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3. Coach |
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4. Scaffold & Fade |
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5. Cogn. Task Structure |
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6. Question |
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7. Articulate & Dialogue |
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8. Reflect |
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9. Push to Explore |
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10. Manage and Feedback |
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Motivation Research
Highlights (Brophy)
1. Supportive, appropriate
challenge, meaningful, moderation/optimal.
2. Teach goal setting and
self-reinforcement.
3. Offer rewards for
good/improved performance.
4. Novelty, variety, choice,
adaptable to interests.
5. Gamelike,
fun, fantasy, curiosity, suspense, active.
6. Higher levels, divergence,
dissonance, interact with peers.
7. Allow to create finished
products.
8. Provide immediate feedback,
advance organizers.
9. Show intensity, enthusiasm,
interest, minimize anxiety.
10. Make content personal,
concrete, familiar.
Other Classroom
Motivation Tips
(Alexander,
class notes, Pintrinch & Schunk, 1996; Reeve,
1996; Stipek, 1998):
1. Include positive before
negative comments.
2. Wish students “good effort”
not “good luck”.
3. Give flexibility in
assignments and due dates.
4. Communicate respect via tasks
select and control.
5. Design interactive and
interesting activities.
6. Use coop learning, debates, group discussions.
7. Minimize social comparisons
and public evaluations.
8. Use relevant, authentic
learning tasks.
9. Use optimal difficulty and
novelty.
10. Use challenge, curiosity,
control, and fantasy.
11. Give challenging but
achievable tasks.
12. Create short term or proximal
goals and vary these goals.
13. Give students different ways
to demo what they know.
14. Encourage students to give
and get help.
15. Attrib failure to low effort
or ineffective strategy.
(Attrib success to effort or
competence)
16. Give poor performing student
the role of expert.
150 Ways to
Motivate in the Classroom (Raffini, 1996)
1. Ice Breakers
(Treasured objects, birthday
circles, treasure hunts, middle name game, accomplishment hunts, similarity
wheels, who=s like me, coat of arms, self-disclosure intros, expectations
charts, scrambled sayings)
2. Goal Cards, Goal Notebooks
(ST and LT with objectives and
ideas how to achieve)
3. Floating A,
Escape Clauses, Volunteer Assignments, etc.
(to be
used on any assignment within 25 hours)
4. Self Report Cards, Self
Evaluation
5. Discussion Questions, Issues,
Problems, Solutions
(Perhaps answer questions of the
other teams, talking chips)
6. Term Crossword Puzzles or Term
Matching, Competitions, Dilemmas
7. Success Contracts and Choice Calenders
(Guarantee an A or B if fulfill
contract provisions)
8. Positive Statements, Self
Reinforcements
(Bury the “I can’ts”
and Save the “I Cans”)
9. Celebrations, Praises,
Acknowledgments, Thank Yous, Put-Ups
(Multicultural days, trips, class
awards, helpers, end of term)
10.
(Web Site and Digitized Web class
photo, photo album, class project, teeshirts, field trips)
11. Democratic Voting, Student
Interest Surveys, Class Opinion Polls
12. Random Acts of Kindness,
Service Learning/Teaching, Volunteerism
13. Change Roles or Status
(Random roles, assume expert
roles, switch roles for a day)
1001 Ways to
Energize Employees (Bob Nelson, 1996)
1. Bank of Boston--4 informational
days to work on special projects.
2. Honda--places
individuals who know nothing about tech in design teams.
3.
Hewlett-Packard--takes out of routine by putting new bus plans on trial.
4. Delta Land
Survey--employees vote once/year on dress code, bonuses, etc.
5. Tandem
Computers--promotions based on technical OR managerial merit.
6. Scitor Corp--no max number of sick days (ave. is 5 days/year--low).
7. Adobe
Systems--set own hours & eligible for stock options & sabbaticals.
8.
Matsushita--created research lab of 20 scientists free to explore any proj.
9. Dan
Corp.--employees can spend $500/project to improve efficiencies.
10. Worthington
Industries--majority of employees must approve new hires.
11. Xerox--share
ideas no matter rank, time clocks out & teams are in (trust).
12. Hi-Tech
Hose--lumps all vacation, sick, & holidays in a single account.
13.
Pitney-Bowes--consider displaced persons b4 turning to outside market.
14.
Ventura--pushes to take time off outdoors as long as work is done.
15. Lands=
End--encourages to express interest in any dept interested in.
16.
Microsoft--encourages fun/playfulness (e.g., installing sod, sprinklers, lawn mowers in an office).
17.
Walmart--managers wear jeans once/week to help line workers/staff.
18. Duke Power
Co.--can post electronic message to change/swap jobs.
19.
Saturn--employees can send anonymous messages to upper management.
20. Whole
Foods--everyone can access sales, profit margins, & salaries.
21. Diesel Tech
Corp--disabled products so employees can see how fit.
22.
FedEx--internal newsletter with columns devoted to competitor info.
23. Levi
Strauss--employees rate each other on teamwork, trust, communication.
24. Computer
Specialists--clients rate workers & employees rate own perf.
25. Queen Mary
Resort--brainstorms & votes once/month how to imp jobs.
26. Advanced
Micro Devices--managers have quarterly breakfast with boss.
27.
Motorola--has quarterly employee town meetings with rap sessions.
28. S.C. Johnson
Wax--flew all employees of foreign buy-outs to the U.S.
29.
Com-Corp--installed “screwup boxes” to tell manage
what doing wrong.
30. Wired
Magazine--two “living room” mtg areas--sofas,
stereos, CDs, etc.
31. Microsoft--play
basketball, frisbee, golf,
etc. and be casual at work.
32. Sun
Micro--designed forum spaces & sun rooms for spontaneous conversations.
33. Lands End--$9 mil for activ ctr--pool, track, photo, gym, tennis, picnic tables,
whirlpool, etc.
34. Southwest
Air--1/4 of profit sharing funds must go to company stock.
35. Computer
Media Tech--encour volunteer in soup kitchens,
elderly homes, etc.
36.
Xerox--social service leave program (1 month to a year) with pay.
37. Ben Jerry=s
Homemade--set aside 1% of profits for peace programs.
38. Salem
Sportswear--anyone with a tie beyond a certain pt is fined $2.
39.
Owens-Corning Fiberglass--open space mtg rooms, no
agenda, no plans.
40. Nissan--uses
Involvement Through Teamwork (ITT) to discuss probs.
41. Siemans Info Sys--created team of 23 young, talented
employees under 40 to advise management.
42.
Hewlett-Packard--has 24 hour labs for res’ers & encourage to spend 10% on personal projects.
43.
AT&T--project team weekly outings to play darts & shoot pool.
44. United
Airlines--allowed workers to swap assignments (reduced sick time).
45. Odetics--wacky stuff; telephone booth stuffing contests,
bubble gum blowing, >50s day, yoga.
46. Hallmark
Greeting Cards--creativity ctr with clay, paint, etc.
to think up ideas.
47. Chiat Day (ad agency)--hangs punching bags of execs in
break rooms.
48. Alagaso--Pres Mike Warren distrib
“Hey Mike” cards & posters in firm.
49. Cooper
Tires--for ownership, operators can stamp names inside tires produced.
50. Southwest
Air--CEO kissed an employee who turned down a job offer (both males).
Some Ice Breakers
(Bonk, 1998; Raffini, 1996; Scannell & Newstrom, 1991; Thiagarajan, 1998)
1. Ice Breakers
a. Round I: Self-disclosure
introductions (who are you, job, interests, hobbies)
2. Round II. Self-disclosure
introductions...
a. Treasured Objects--Take out
two items out of your wallet and describe how they best represent you (e.g.,
family pictures, credit cards, rabbits' feet) and
share.
b. Describe themselves
(e.g., "I am a tightwad," "I am superstitious")
c. State name with an adjective
starting with 1st letter of 1st name.
(e.g., Marvelous Mary, Dancing
Diane, Inscrutable Ida, Crusty Curt)
d. Now intro self & also by a
nickname current, past, or potential nickname.
(ask
others what it means during break)
e. Brainstorm a list of questions
you would like to ask the others...
(e.g., The
person I most admire is? The best book I ever read?)
f. Middle name game (state what
middle name is and how you got it).
3. Expectations charts
What do you expect from this
workshop, what are your goals, what could you contribute?
a. Write short and long terms
goals down on goal cards that can be referenced later on.
b. Write 4-5 expectations for
this workshop/retreat
c. Expectations Flip Chart: share
of 1-2 of these...
4. Treasure hunts--fill out card
with interests, where born, would like to live, strengths, job role, hobbies,
etc. and find a match (find one thing in common and one thing different with
everyone)
Pass out an Index Card: What is
unique about you???
a. Favorite Sports/hobbies/past
times (upper left)
b. Birthplace and Favorite cities
to visit (upper right)
c. Current Job and
Responsibilities (lower left)
d. 2 comments, things, or traits
about yourself (e.g., team player, personable,
talkative,
opinionated, hate Purdue, like movies, move
a lot, hate sports) (lower right)
e. Accomplishments you are proud
of (in the middle)
5. Accomplishment Hunt
a. Turn in 2-3 accomplishments
(e.g., past summer, during college, during life);
b. Workshop leader lists 1-2 of
those for each student on a sheet without names.
c. Participants have to ask
"Is this you?" If yes, get a signature.
6. Issues and Discussion
Questions
a. make a list of issues people
would like to discuss.
b. Perhaps everyone brings 2-3
questions or issues to the meeting.
c. Partner off and create a list
and then collect question cards, and,
d. then distribute and your group
must answer questions of the other groups.
7. Team brainteasers (IQ tests),
scrambled cities, crossword puzzles, competitions, dilemmas, or unscrambled
sayings.
8. Coat of Arms--fill in.
#1: a recent Peak Performance;
#2: something very few people
know;
#3: draw a symbol of how you
spend your free time;
#4: fill in something you are
really good at;
#5: write in something that
epitomizes your personal motto.
9. It’ll Never Fly Wilbur
a. Introduce a new idea or
concept or plan.
b. Everyone writes 4-5 problems
they see in it.
c. Divide into groups of 3-4 and
discuss concerns.
d. Each group writes down 3
roadblocks on a 3 X 5 card.
e. Facilitator redistributes so
each group gets a different card.
f. Subgroups think creatively of
how to solve those problems and share with group.
10. Birthday
groupings--Nonverbally up by date of year born and partner off with person
closest to you in b-day and then do...
11. Talking String--state what
hope to gain from retreat (or discuss some other issue) as wrap string around
finger; next ones state names of previous people and then state their reasons.
12. Divide into small groups of
about six people and then hand out prepared list of 5 questions in increasing
order of disclosure for participants to ask each other and then have someone
stand and their group must describe him or her.
13. Psychic Massage (a closer
activity)
a. Divide in teams of 3-5.
b. In alphabetical order of first
names have someone turn his or back to the group
c. Team members must make
positive, uplifting statements about that person behind his or her back but
loud enough for others to hear them.
d. One minute per person.
14. Positive Strokes
a. 2-3 times during the session, each
person fills out a 3 x 5 card about other participants.
b. They must complete sentences
like: “the thing I like best about (name) is” and “the biggest improvement I
saw in (name) is”.
c. At the end of the day, the
folded cards are passed out and read aloud and then given to the named person.
15.
16. Communication/Learning Visuals--Draw
one or more of the following that you want to use during the training: Gun,
cannon, noose, high fives, thumbs up, watch, toilet, smiley face, etc.
17. Ask how feel, what has
happened, what did they learn, how might this help in workplace,
ask “what if” things were different at work, and what’s next???--how might they
do things differently?
18. Have you ever questions:
Grown a garden? Presented at a
conference? Worn a costume on Halloween? Met a famous politician? Been on the
radio? Been on TV? Been in a parade? Performed the Heimlich maneuver? Walked on
stilts? Surfed? Drank more than 10 cups of coffee in a 24 hour period? Owned a
watch for more than 10 years? Tried on a straight jacket? Been to a morgue? Laid down inside a casket? Taken a
Uber ride? Swum a mile in an ocean? Visited a winery? Owned a smart watch? Been
a Boy Scout or Girl Scout? Shaved your head? Flown a drone? Flown a plane?
Ditched a blind date? Water skied on one ski? Sky dived? Bungee jumped? Whitewater
rafted a dangerous river? Been in a play? Milked a goat or a cow? Done
back-to-back all-nighters? Completed a marathon? Broken a bone? Made an obscene
gesture at someone when driving your car? Cheated on your income tax? Had a
permanent tattoo? Run a toll booth? Had a hot cup of coffee spill on your lap?
Been in the CN Tower in Toronto? Visited Canada? Mexico? Been above the Arctic circle or below the Antarctic Circle? Driven a race car?
Slept in the forest?