1. Identifying Similarities and Differences Reinforcing Effort Providing Recognition Generating and Testing Hypotheses Presenters: Kimberly Logue and Jaya Ullal

2. Identifying Similarities and Differences Background (Pgs. 13-14) Use this format for instruction: I do (direct-instruction) We do (guided practice) You do together (collaborative practice) You do alone (independent practice) Represent similarities and differences in graphic or symbolic form. Use a variety of activities for identification of similarities and differences.

3. Identifying Similarities and Differences Classroom Practice (Pgs. 21-22) Classifying – Organizing elements into groups based on their similarities. – “Break a whole into parts” – Example: Rocks, Rainforests, Parts of Speech, etc.

4. Identifying Similarities and Differences Classroom Practice (Pg.23-28) Creating Metaphors – Two items in the metaphor are connected by an abstract or non-literal relationship. – Example: “Love is a Rose” Creating Analogies – Identifying a relationship between two things. – Similar or dissimilar – Example: Hot : Cold as Night : Day

5. Comparing Activity Using the Graphic Organizer: Venn Diagram

6. Another Example Different Native American Tribes in Colorado History CharacteristicsAnasaziUtesPlainsCompare and Contrast LocationSimilar Different FoodSimilar Different ShelterSimilar Different

7. Then Students Choose… Option 1: Introduction Anasazi Utes Plains Conclusion Option 2: Introduction Location Food Shelter Conclusion …For a 5 Paragraph Essay or

8. Identifying Similarities and Differences Questions to Consider: Think about an upcoming unit or lesson: – When/how can you have your students identify similarities and differences? – What will you want your students to take away from the lesson?

9. Reinforcing Effort Background (Pg. 50) Popular causes of student achievement are: – Ability – Other people – Luck – Effort Effort is the most useful attribute of success.

10. Reinforcing Effort Background (Pg. 50) Not all students realize the importance of believing in effort. Teachers should explicitly teach that the amount of effort students put into a task has a direct effect on their success relative to the task.

11. Reinforcing Effort Classroom Practices (Pgs. 51-52) Share examples of effort increasing achievement using personal experiences and text connections. – Teacher’s personal experiences – Pop culture stories – Text connections – Student’s personal experiences Provide an Effort and Achievement Rubric for students (see page 52).

12. Reinforcing Effort Questions to Consider: How often do you see your students struggle with effort? Is it in certain content areas? Have you noticed a connection between your students amount of effort and achievement? How do you reinforce effort in your classroom? Have you taught any lessons explicitly demonstrating the importance of effort? If so, how did it go? Did you notice a difference?

13. Providing Recognition Background (Pgs. 53-58) Recognition must be even and systematic in order to be effective. Reward is most effective when it is contingent on the attainment of some standard of performance. Abstract symbolic recognition is more effective than tangible rewards.

14. Providing Recognition Classroom Practice (Pgs. 58-59) Personalize Recognition P Personally meaningful RRespectful of the individual AAuthentic IImmediate SSpecific EEncouraging - Barbara R. Blackburn

15. Providing Recognition Classroom Practice (Pgs. 58-59) Pause, Prompt, and Praise – Stop and help students when they need it, then reward them when they get it right. Concrete Symbols of Recognition – Only give tokens of recognition when students accomplish specific performance goals. – Examples: stickers, awards, coupons, and treats, etc. *Know your students, some may not want to be publicly recognized

16. Providing Recognition Classroom Practice (Pgs. 58-59) Recognition Log NameTeacher Who Recognized Me What I Did

17. F.R.O.G.S. Chart I received a F.R.O.G.S. Dollar because I… Tallies I lost a F.R.O.G.S. Dollar because I… Tallies Followed directionsDidn’t follow directions Finished my work quietlyDidn’t finish my work Was a good role model Disturbed other students Helped Ms. LogueWas disrespectful Walked in the hall quietlyTalked in the hall Helped another student finish their work Hurt another student’s feelings Came to the floor quicklyDidn’t come to the floor quickly

18. Star Chart for behavior Other possibilities: Math facts, homework, etc.

19. Bulletin Board

20. Providing Recognition Questions to Consider: When do you give recognition to your students? What form of recognition do you give in your classroom? How often do you give recognition? For what accomplishments do you recognize your students’ success?

21. Generating and Testing Hypotheses Background (Pg. 104-110) Hypothesis generation and testing can be approached in a more inductive or deductive manner. – Deductive: Using a general rule to make a prediction about a future action or event. – Inductive: Drawing new conclusions based on information we know or are presented with.

22. Generating and Testing Hypotheses Background (Pg. 104-110) Teachers should ask students to clearly explain their hypotheses and their conclusions. – Students should carefully explain—preferably in writing—the principles they are working from, the hypotheses they generate from these principles, and why they make sense.

23. Generating and Testing Hypotheses Classroom Practice (Pgs. 103-104) Systems Analysis – Students at all grade levels study many systems. – Examples: ecosystems, anatomical systems, systems of government, and transportation systems. – Students may generate hypotheses that predict what would happen if some aspect of a system changed.

24. Generating and Testing Hypotheses Classroom Practice (Pg. 107) Problem Solving – By definition, problems involve obstacles and constraints. While engaged in solving problems, students must generate and test hypotheses related to the various solutions they predict might work. – Example: A task that requires students to build a car using only limited materials. – 5 Step Process *Problem solving activity

25. Generating and Testing Hypotheses Classroom Practice (Pg. 107) Historical Investigation – Students are engaged in historical investigation when they construct plausible scenarios for events from the past, about which there is no general agreement. – Example: Conflicting versions of Roosevelt’s role in the events that led up to the bombing of Pearl Harbor. – 4 step process

26. Generating and Testing Hypotheses Classroom Practice (Pg. 108) Invention – Invention often demands generating and testing hypotheses, until one of them proves effective. – Example: Develop a new form of exercise. – 6 Step Process

27. Generating and Testing Hypotheses Classroom Practice (Pg. 108) Experimental Inquiry – Teachers can use experimental inquiry across the disciplines to guide students in applying their understanding of important content. – Examples: science experiments, effects of literary devices in writing, etc. – 5 Steps

28. Generating and Testing Hypotheses Questions to Consider: * Read handout and write: How can you use the generating and testing hypotheses strategy in your content area? How well do your students generate and test hypotheses now?

29. Thank you!