Firing Up Motivated Learners Building Neuronal Networks through Integrated Instruction Created by: Patricia McDermott EdFS 377 Summer 2008

Psych Ed. Project An integrative unit of study based on “Concept Oriented Reading Instruction (CORI)”, an instructional framework developed at the University of Maryland Guthrie, Van Meter, et. al. 1998 & Guthrie, Cox et. al. 2000

Goals for the Project The goal for this project is twofold: To work collaboratively with teachers to implement CORI in classrooms To provide teachers with a model of integrated instruction that will intrinsically motivate students to learn and gain deep knowledge

Rational for “The Project” Zull points to the need for educators to help students "make connections" in order to gain comprehension and reach deep understanding. CORI provides teachers with a framework to make these connections while increasing flexibility in utilizing class time efficiently and effectively

Rational for “CORI” in the Classroom The principles for integrated instruction contain three vital connections: 1. connections between disciplines, such as science and language arts, taught through conceptual themes 2. connections between strategies for learning, such as searching, comprehending, interpreting, composing, and the teaching of content knowledge 3. connections among classroom activities that support motivations and social and cognitive development” (Guthrie & McCann, 1997)

Additional Rational for “CORI” CORI is based on the premise that classrooms should be structured to build self-efficacy promote curiosity foster collaboration challenge students intrinsically motivate students to seek new knowledge

The Zull, Kolb, CORI Connection Provide students with opportunities to connect prior knowledge with new knowledge through concrete experiences (building on existing neuronal networks) engage in self-directed learning (allowing control) work collaboratively with peers toward a common goal (reflecting and social networking) strengthen meaning and understanding through conceptual learning (forming new neuronal networks) integrate knowledge to formulate ideas and carry out plans of action that will, ultimately, serve as evidence of deep understanding (action)

The CORI, Zull, Kolb Connection

CORI’S Framework of Instruction

Reading GLEs and Science GEs

Establishing Prior Knowledge Reading Primary Observation Assessments • Teacher Observations Science Teacher-made Pre-assessment on the Five Senses

Assessing Prior Knowledge of the Five Senses

Rubric for Assessing Prior Knowledge

Week 1: Observe & Personalize Zull’s sensory cortex; Kolb’s concrete experiences Students interact with the real world Activate background knowledge Observe and record information Compare and contrast Relate experiences Pique interest for learning Pose questions (use “Curiosity Chart”) Differentiation: Learning Styles

"At-a-Glance”: Sample of a lesson plan for the first week

Sample of a Five Senses Recording Sheet (to be used at Stations)

Sample of Activity (to reflect and react)

The Next Three Phases of CORI Search & Retrieve Phase 3: Comprehend & Integrate Phase 4: Communicate to Others Students choose subtopics and learn to search for information Students learn strategies for comprehending and integrating information Students become experts and develop synthesis projects to share with others

Phase 2: Search & Retrieve Zull’s back integrative cortex; Kolb’s reflection Students choose subtopics and learn to search for information Students choose a topic to research Expand knowledge about topic through research Teams search for and gather information using a variety of modes: multiple texts, graphs, charts, maps, tables, and media Work collaboratively in groups according to interest Differentiation for interest and reading ability

Phase 3: Comprehend & Integrate Zull’s frontal integrative cortex; Kolb’s generation of abstractions Students learn strategies for comprehending and integrating information Main instructional focus is on reading strategies (using guided reading groups to provide scaffolding) Determine critical details Summarize important information from texts Organize important information using concept maps Use interesting texts and sources including internet Collaborate and create plans and ideas for presenting information to an audience Differentiation: Interest, readiness (reading ability), learning styles

Phase 4: Communicate to Others Zull’s motor cortex; Kolb’s active testing Students become experts and develop synthesis projects to share with others Communicate conceptual learning: teach an audience about science content Present information about content knowledge using oral and written language, as well as visual images Given criteria (rubrics), students choose how they will share new knowledge for an audience Differentiation: Learning Styles

Interesting Websites on the Five Senses The following websites from edHelper.com have an assortment of grade-appropriate, printable reading materials for primary students (at a cost): ｷ http://freda.auyeung.net/5senses/... ｷ http://www.edhelper.com/five_senses.htm... ｷ http://freda.auyeung.net/5senses/smell.htm... ｷ http://freda.auyeung.net/5senses/taste.htm... ｷ http://www.edhelper.com/ReadingComprehension_27_68.html... Provide good activities for activating PK and observing & personalizing: ｷ http://www.fi.edu/qa97/me9/... - ｷ http://faculty.washington.edu/chudler/chtoget.html... (called Neuroscience for Kids) Excellent for accelerated readers/enrichment ｷ http://www.nlm.nih.gov/changingthefaceofmedicine/resources/lesson_k_2.html... Incredible website for teachers - talks about senses and the brain ｷ http://www.hhmi.org/senses/c210.html

MORE Interesting Websites CORI-related http://www.cori.umd.edu/development/framework/ http://www.cori.umd.edu/overview/goals/reading.php http://www.readingrockets.org/article/284 http://www.teach.virginia.edu/go/clic/nrrc/cori_r10.html Zull-Kolb’s Work http://neurons.wordpress.com/2008/06/01/learning-the-brain-%E2%80%93-taylor-lamoreaux-adult-learning-zull-model/

References Guthrie, John L. & McCann, Ann Dacey. (1997). Characteristics of classrooms that promote motivations and strategies for learning. In J. T. Guthrie & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 128-148). Newark, Delaware: International Reading Association. Perencevick, Kathleen C. (2004) How the CORI Framework looks in the Classroom. In Guthrie, John T., Wigfield, Allan, & Perencevich, Kathleen C. (Eds.), Motivating reading comprehension: Concept-oriented reading instruction (pp. 25-53). Mahwah, NJ: Lawrence Erlbaum Associates. Zull, James E. (2002). The art of changing the brain: enriching the practice of teaching by exploring the biology of learning. Sterling, VA: Stylus

- IF you choose to reflect… plan… & act! NOT the End - IF you choose to reflect… plan… & act!