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

2. 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 & Guthrie, Cox et. al. 2000

3. 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

4. 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

5. 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)

6. 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

7. 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)

8. The CORI, Zull, Kolb Connection

9. CORI’S Framework of Instruction

10. Reading GLEs and Science GEs

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

12. Assessing Prior Knowledge of the Five Senses

13. Rubric for Assessing Prior Knowledge

14. 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

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

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

17. Sample of Activity (to reflect and react)

18. 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

19. 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

20. 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

21. 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

22. 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 ｷ ｷ ｷ ｷ
Provide good activities for activating PK and observing & personalizing:
ｷ -
ｷ (called Neuroscience for Kids)
Excellent for accelerated readers/enrichment ｷ
Incredible website for teachers - talks about senses and the brain ｷ

23. MORE Interesting Websites
CORI-related
Zull-Kolb’s Work

24. 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 ). 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 ). 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

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