5. How do you define Joyful Learning? Handout: Verbal and Visual Word Association Share with an elbow partner Do you have a memory of a learning experience that brought you joy? What elements of the experience made it joyful?

6. Engaging Minds in the Classroom: The Surprising Power of Joy Michael Opitz and Michael Ford “…acquiring knowledge or skills in ways that cause pleasure or happiness…what we are suggesting is that wrestling with new ideas and taking risk to learn new content requires persistence and the willingness to work through difficulties as they arise: through this experience, students experience joyful learning.

7. JOY-O-METER Where are you at? Where are your colleagues at? Where are your students at? 01234 Joyless Rarely Joyful Somewhat Joyful Mostly Joyful Joyful, Joyful!

8. We take Joy in… Create “Joy” statements with students Specifically connect “Joy” statements with writing We take joy in…

15. Challenge and Engagement

17. Vygotsky- Zone of Proximal Development

30. JUDY WILLIS Jay McTighe Video Clip

31. Neuroscience research connects to joyful learning In our research based, data and assessment driven educational system, leveraging the research on how the brain learns will help inform our conversations and prevent bad translations of COMMON CORE STANDARDS RESPONSE TO INTERVENTION WE DON’T HAVE TIME FOR….

32. The Neuroscience of Joyful Education “When students are engaged and motivated and feel minimal stress, information flows freely through the affective filter in the amygdala and they achieve higher levels of cognition, make connections, and experience “aha” moments.” Judy Willis: The Neuroscience of Joyful Education, Educational Leadership

33. Lost in translation… “Unfortunately, the current emphasis on standardized testing and rote learning encroaches upon many student’s joy. In their zeal to raise test scores, too many policymakers wrongly assume that students who are laughing, interacting in groups, and being creative…are not doing real academic work.” Judy Willis: The Neuroscience of Joyful Education, Educational Leadership

34. HANDOUT

35. RAD-Judy Willis Three Important Neuroscience Concepts to Consider

36. I will strive to create a classroom in which CCSS are implemented in creative and novel ways so that the information is transmitted through my student’s reticular activating system. Promote engagement! Reticulum/Amygdala/Dopamine

37.  Content Area Writing-Daniels, Zemelman, Steinke Expressive writing can have a positive affect on health: Lowers stress Better working memory Reduction of psychological symptoms Reference from :Rochester Psychiatric Center- “Positive Health Effects of Expressive Writing” Writing has healthful benefits

39. Ban Dr. Seuss Day?? A Teacher’s Manifesto in a Time of Standardization

42. Frame the Conversation Teachers: Use the neuroscience research on learning and the brain. It’s powerful! Students: Teach them the how the brain works so they can self advocate- It’s powerful! Judy Willis website: http://www.radteach.com/

43. Handout- Judy Wallis “What You Should Know About Your Brain” Empower students too!

44. Leverage the Neuroscience Research on Learning and the Brain Inform the conversations Promote joyful learning and connection to improved student outcomes Promote student self-advocacy

48. Joyful Learning Framework Engaging Minds in the Classroom: The Surprising Power of Joy Michael F. Opitz, Michael P. Ford ASCD 2014 Handout: Let’s look at the framework and then apply elements to student writing!

49. Photographs by Lewis Hines of Child Labor

50. Who Is In Our Classroom?

51. Primary Source Documents

52. CCSS-Grade 8 CCSS.ELA-LITERACY.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content CCSS.ELA-LITERACY.W.8.2 CCSS.ELA-LITERACY.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-LITERACY.RH.6-8.1 CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-LITERACY.RH.6-8.2

53. What kinds of writing do we ask students to do that meets criteria in the Joyful Learning Framework and connects with CCSS standards? Give-one-Get-one Activity 10 minutes APPLICATION

55. Jog the Web

56. Jog the Web-Resources for Non-fiction Non-fiction reading resources on the web- elementary Non-fiction reading resources on the web: 6-12 primary sources on web Common Core Resources Compiled by Sharon Daly

57. Wrapping Up

66. Where does this lead us? Personal Take-Aways

68. Standards of Joy

69. Make a Joyful Learning Quotes Poster Take your quote and paste it ON!

72. Sharon Daly- Teacher Workshop GMWP 2014