ENGAGING LOST MALES IN DEVELOPMENTAL CLASSES: STRATEGIES

TO REACH THEM

Lost Males

Iris Strunc

Northwest Florida State CollegeNiceville, FloridaTwo campuses•Five centers•Serving 15,000 full time students

POPCORN SORRY

HOUSE HICCUPS

DANDRUFF TEACHER

PENCIL GREEN

BABY TOMATO

CAR PURSE

NOSE ACORN

BEAUTIFUL PESKY

CUP TURN

Read out loud the text inside the triangle.

Jensen’s Equation for Optimal Learning

Meaning +(connecting experience, data, & stimuli to form conclusions and create

patterns that give our lives meaning)Present Circumstances +

(environment, feelings, people, context, goals, moods)Personal History +

(beliefs, experiences, values knowledge)Input (five senses) +

(visual, auditory, kinesthetic, olfactory, gustatory)Processing +

(learning preference—states, left/right hemisphere, abstract/concrete)Responses (seven intelligences) +

(verbal-linguistic, spatial bodily kinesthetic, musical-rhythmic, mathematical-logical, intrapersonal, interpersonal)

=Optimal Learning (Jensen, 1998)

How We Learnby William Glasser

• 10% of what we read*• 20% of what we hear• 30% of what we see• 50% of what we both see and hear• 70% of what is discussed with others• 80% of what we experience personally• 95% of what we teach someone else

90% of what they do70% of what they say50% of what they see and hear30% of what they see26% of what they hear10% of what they read

What the Average Person Remembers

*Within 24 hours, 90% of the material is lost.

Maximize their strengths

Minimize their weaknesses

Utilize their learning styles

How Can I Help My Male Students Study Smarter?

Determine preferred learning style/modality of your students

Administer a Learning Styles Inventory (http://vark-learn.com/english/page.asp?=questionnaire)

Maximize strengths and minimize weaknesses of your students

Steps to Take

Auditory learners:• are skilled at remembering the spoken word; so include lecture or group discussions.• are distracted by loud noise and/or silence; so incorporate subtle background noise while working with them.

Visual learners:• pay attention to their surroundings; so make them user friendly.• need timelines and charts for remembering data; so incorporate pictures or descriptive oration of topics.

Tactile, Haptic, Kinesthetic•role play; they like class content with topics that allow them to move or engage their entire body.•use a computer to take notes in class or hand draw some note materials.•incorporate movement into their learning by tapping their pencil, shaking their foot, or twirling a pen when they are introduced to a new topic.

1. low light Bright light2. Nibbling/sippin No food/drink

3. Sound, music Quiet4. Breaks Work until

finished5. Many projects Single project6. Sitting in bed Sitting at a

desk to study

7. General Goals Specific steps8. Stories/Ancecdotes

Outline/Agenda9. Pictures Words

Global Analytic

Identifying Processing Style

Matching instructional strategies to the Perceptual Preferences of students is an effective way to increase achievement and improve attitudes toward learning. (Sawyer, 1995)

English LanguageOne of the largest vocabulary sets of all the

languages in the worldIt contains somewhere around 600,000 to

1,000,000 words (Gillet & Temple, 1990)

Speakers of English can claim an average vocabulary of 50,000-60,000 words

1945, average American student (6-14 yrs) had a written vocabulary of 25,000 words

In recent years, some of this active vocabulary has been shrinking

With advent of television & internet, written vocabulary has dropped about 10,000 words

Estimated that students must learn more than 88,000 words by 9th grade to read required textbooks

(Nagy & Anderson, 1984)

Vocabulary

At the age of 4, individuals know about 5,600 words At the age of 5, individuals know about 9,600 words At the age of 6, individuals know about 14,700 words At the age of 8, individuals know about 21,200 words At the age of 9, individuals know about 26,300 words At the age of 10, individuals know about 29,300 words In adulthood, many individuals know in excess of 50,000 to

100,000 words

The average adult has a vocabulary of about 40,000 to 50,000 words out of a language that has more than one million words.

(Gillet & Temple, 1990)

Source # of Rare Words per 1,000 Adult speech (expert testimony) 28.4 Adult speech (college graduates) 17.3 Prime time adult television 22.7 Mister Rogers & Sesame Street 2.0 Children’s books—preschool 16.3 Children’s books—elementary 30.9 Comic books 53.5 Popular magazines 66.7 Newspapers 68.3 Adult Books 52.7 Scientific article abstracts 128.0 (Cunningham & Stanovich, 1998; Rasinski, 1998)

Sources of Rare Words in Vocabulary Acquisition

Literary Workshops

vs. Literacy Clinics

RREEGGIISSTTEERR

EEXXPPLLAANNAATTIIOONN

FROZEN

Language that is always the same. For example: Lord’s Prayer, wedding vows, etc.

FORMAL

The standard sentence syntax and word choice of work and school. Has complete sentences and specific word choices.

CONSULTATIVE

Formal register when used in conversation. Discourse pattern not quite as direct as formal register.

CASUAL

Language between friends and is characterized by a 400- to 800-word vocabulary. Word choice general and not specific. Conversation dependent upon non-verbal assists. Sentence syntax often incomplete.

INTIMATE

Language between lovers or twins. Language of sexual harassment.

Registers/Voice of Language

(Joos, 1967)

Language1. When male students

speak in casual register, have them say it two other ways in formal register.

2. When male students write in casual register, have them write it two other ways in formal register.

What can you do in the classroom?

Constitution of the United States of America

We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.

TThe Preamble to theThe Preamble to the

Cinderella

Language &Vocabulary

Males and Vocabulary

The lack of words, the driving need to complete, the need to be in motion, and the inability to articulate feelings set boys up to have difficulty academically, socially, and emotionally. (Slocumb, 2004)

Think About it!

Differences in language acquisition & the use of language are probably two of the most significant factors that impede males academically (Slocum, 2004)

Male brain is highly specialized; most males tend to access each area one at a time

First segment of the male brain to develop is the part that governs spatial abilities

Last portion of the male brain to develop is language (Ibid)

Language & Planning Connection

Developing Vocabulary in Males

Addressing the issue of mobility & THAT MALES RELATE TO DIAGRAMS AND ABSTRACTIONS BETTER THAN JUST WORDS (Slocum, 2004)

COMMON TYPES OF ANALOGIESAnalogy Examples

Word : Synonym (syn-o-nym) Plain : Simple

Word : Antonym (ant-o-nym) Hasten : Delay

Part : Whole Lens : Camera

Cause : Effect Burn : Pain

Worker : Tool Assistant : Computer

Worker : Product Cobbler : Shoes

Item : Purpose Pencil : Write

Item : Category Chipmunk : Rodent

1. Dentist : Drill ::(A) Calendar : Date (B) Sculptor : Chisel(C) Lumberjack : Forest (D) Eyeglasses : Sight (E) Hammer: Carpenter

2. Horse : Mammal ::(A) Insect : Beetle (B) Beaver : Fish(C) Snake : Reptile (D) Trout : Halibut (E) Animal : Tiger

3. Hasten : Hurry ::(A) Laugh : Talk (B) Trust : Doubt(C) Stammer : Whisper (D) Attempt : Try (E) Explain : Understand

RECOGNIZING ANALOGIES

Click to Begin

Semantic Mapping

Semantic Mapping•Write the concept word in the middle of the paper•Help the students provide characteristics of the word•Write the characteristics around the concept word, connecting with an arrow pointing toward the characteristic

Semantic Mapping decaying withering rotten

decomposed Decadent crumble spoiling wasted falling into ruin

Semantic Mapping decaying withering rotten

decomposed Decadent crumble spoiling wasted falling into ruin

Educated

Your turn!

Sketching Words & Concepts

Sketch these words.

Love freedom

Marriage fear

money success

Education Divorce

Sketching Words & Concepts

Sketch these words.

Love freedom

Marriage fear

money success

Education Divorce

Ability

Af was a bull, very affable—his “bullmates” thoughtHim laughable.

Affable--friendly

CRAVEN (KRAY ven) cowardly

Link: RAVEN

A CRAVEN RAVEN on the run.

Vocabulary Cartoons

Your Turn

COUTURE

Link:

“That’s what we’ll be wearing; the

COUTURE of the FUTURE.”

COUTURELink: FUTURE

Chemistry textbooks contain more than 3,000 content specific words unfamiliar to college students.

Vocabulary knowledge plays an instrumental role in understanding text.

(Nagy and Scott, 2000)

Personalizing Word Learning

Studies by Blachowicz and Fisher (2000) indicate that students seem to be more actively engaged when allowed to select their own vocabulary words.

The effect of student choice becomes even morepronounced when the instructor models how to select words that are important for understanding text. (Dole, Solan, & Trathen 1995)

EquatorText definition: an imaginary line that circles

the earth midway between the north and south poles

Own definition: a line in the middle of earth

Characteristics: hottest place on earth found in the center at 0 degrees latitude

Concept Mapping

Concept of Definition Map—Square

What is it? (category)

Quadrilateral

SquareRectangle

ComparisonAll four sides are congruent

4 angles are congruent and right anges 90

degrees

Diagonals: congruent, bisect

each other, & perpendicular

What is it like?(Properties)

Cheese snack

crackers

Different colors on

chess board

What are some examples?

Vocabulary Map

Vocabulary Word

Definition

Sentence

Synonym

Picture

Vocabulary Map

turbulence

choppiness

The sudden turbulence caused the

passengers to scream.

disruption

Definition

synonym

sentence picture

Mind Mapping Webs

Concept mapsThink links

Pair or group students and help them develop several vocabulary maps together. Then ask them to present their maps to the class.

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•Think about the relation of outside items to the center item•Erase, edit, and/or shorten words to key ideas•Relocate important items closer to each other for better organization (If possible, use color to organize information• Link concepts with words to clarify their relationships

Mind Mapping

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Flash exercise contributed by Aaron Shapiro & Dustin Schiltz; Luoise Lystig Fritchie, Interactive Media (DHA 5341) School of Design, University of Minnesota

http://www.mindmeister.com/

http://www.imindmap.com

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•IHMC CmapTools version 4.09• http://cmap.ihmc.us/download/ The CmapTools client is a free mapping toolkit.

•http://www.text2mindmap.com/

Free!

•Students learn by involving all modalities (listening, speaking, reading, writing)•Students are presented with a list of words related to a topic of interest being studied in class•Working in pairs, students take turns discussing the topic for 5 minutes, using the given words•After brief discussion, each student writes a summary of the topic, using the words on the list

Capsule Vocabulary

Topic: EducationFeedback

performanceMotivation effectiveTimely evaluatedBehavior workMechanism managingAccurate systemPositiveNegativeInappropriate

Academic Word List

A set of 3.5 million words created by Averil Coxhead at Victoria University of Wellington in New Zealand

The words were found in over 400 written academic texts, covering 28 different subject areas from the basic disciplines

Frequency was one of the factors taken into account in choosing the word

established estimate evidence export factors financial formula function identified income

indicate individual  interpretation

involved issues labor legal legislation major method occur percent period policy principle procedure process required research

http://language.massey.ac.nz/staff/awl/mostfreq1.shtml achieve acquisition administration  affect appropriate aspects assistance categories chapter commission community complex computer conclusion conduct consequences construction consumer  credit cultural design distinction

response role section sector significant  similar source specific structure theory variables

distinction elements equation evaluation features final focus impact injury

institute investment items journal maintenance normal obtained participation perceived positive potential previous primary purchase range region regulations relevant resident resources

•Shortest person at table becomes the guesser•Taking turns, everyone else at the table gives a verbal clue of the word chosen from bag (no gestures allowed)•Person on left of guesser gives first clue•Clues continue until word is guessed•Clue givers concentrate on precise choice of words•Clue givers avoid non-verbal signals•Clue givers use descriptive words relating all five senses•Clue givers try to use precise, effective words•If word is guessed correctly, the guesser points to the next person to be the guesser

Words

Fly Swatter Vocabulary Review

1. Minute to review the words2. Divide the students into

groups of four to five 3. Groups choose order of

members4. First members of two groups

come up5. Play begins6. Loser picks next person up to

play

Cooperative Learning Groups

•Instructional practice of placing students into small groups •Groups work together toward a common goal•Each member of the team is responsible for learning and also helping teammates learn•Benefit of cooperative learning is that it enhances a student’s self esteem which in turn motivates the student to be more involved in the learning process

(Johnson & Johnson, 1989)

Cooperative interactions among students result in higher degree of accomplishment for all participants (Slavin, 1987)

Some sample roles are:

•Organizer—provides the group with the overall process structure•Recorder—writes down important information (e.g., directions or group work)•Checker—Makes sure that all team members understand the concepts and the team's conclusions.•Questioner—generates questions and involves all students•Assessor—evaluates the progress of each work session•Encourager—models and reinforces appropriate social skills.

•Summarizer: Restates the team's conclusions or answers.•Spokesperson—represents the group and presents group work to rest of the class•Timekeeper—keeps group on task and on time•Team facilitator—Moderates discussions, keeps the team on schedule, ensures that work is completed by all, and makes sure that all have the opportunity to participate and learn.•Elaborator—Relates the discussion with prior concepts and knowledge.•Research runner—Gets needed materials and is the liaison between teams and between their team and the instructor.

Roles

•Numbered Heads Together •Ask students to number off in their teams from one to four. •Announce a question and a time limit.

• Students put their heads together to come up with an answer. •Call a number and ask all students with that number to stand and answer the question•. Recognize correct responses and elaborate through robust discussions.

•Team Jigsaw

•Assign each student in a team one fourth of a page to read from any text (for example, a social studies text), or one fourth of a topic to investigate or memorize.• Each student completes his or her assignment and then teaches the others or helps to put together a team product by contributing a piece of the puzzle

Cooperative Groups

Giving Students Choices Biology Chordates - Birds/Mammals

Animal Unit : Chordates, part 2: Birds/Mammals Name____________________________100 pts. Due Date: February 28 You may turn in 2 assignments/day and ONE level I assignment on day 5!!

I. "Stuff" - NO MORE THAN 70 POINTS IN SECTION I

_____1. Notes 5 pts/day 1 2 3 4

_____2. Flashcards: Bird Orders - 10 Orders, 2/3 birds per Order. 10 pts

_____3. Flashcards: Mammal Orders - 10 Orders, 2/3 mammals per Order. 10 pts.

_____4. Book work assignment: pg_____ # ____________________________. 10 pts

_____5. Book work assignment: pg_____ # ____________________________. 10 pts .

_____6. Choose a Bird Order. Write a 1 page report on the order giving an overview of the Order and how it is divided into Families. Use and cite at least two sources. 10 pts.

_____7. Make a scaled timeline using adding machine paper (no more than 4 feet). Show the emergence of each Class of Chordates, 4 Orders, the Hominids, and Homo sapien. 10 pts.

_____8. Write a 1-2 page report, using sources other than your textbook, explaining the evolution of egg-laying, marsupial, and placental mammals. 10 pts.

_____9. Make a simple sketch showing 7 parts of a feather and 4 different types of feathers. Learn them. 10pts.

_____II. Lab: 15 pts. Choose ONE ONLY

1. Open a Frog and identify 15 body parts.

2. Graph respiration rates on 5 different species of Mammals. Show relationship of size to respiration rate. III. Library Research. Choose ONE topic. Find 2 articles on the topic. Cite the article. Summarize each article (1/2 page each) then write ½ page of your opinion on the topic. 15 pts.

1. Were dinosaurs birds?

2. Why does Australia have all the Marsupials?Layered Curriculum®

3. True or False: 95% of bird species are extinct.

Layered Curriculum®Dr Kathie F Nunley

Brains.org

Giving Students Choices Biology: Animal Unit : Fish Amph. Reptiles 100 pts. Name______________________________ Due Date: February 13 No more than 2 assignments may be graded on any given day! I NO MORE THAN 70 POINTS IN SECTION I _____1. Notes 5 pts/day 1 2 3 4 5 _____2. Flashcards: Agnatha, Chondrichthyes, Osteichthyes Amphibian, Reptile & the 4 Orders of

Reptiles. List main characteristics and improvements. 15 pts . _____3. Book work assignment: pg_____ # ____________________________. 10 pts _____4. Book work assignment: pg_____ # ____________________________. 10 pts _____5. Video: Realm of the Alligator. Write 10 facts and 5 questions generated. 15 pts. _____6. Choose an amphibian Order. Write a 1 page report on the order using at least two sources. 10

pts. _____7. Find 5 newspaper accounts (past or present) of shark attacks on humans. Print them off. What

types of sharks tend to attack humans? Why? 10 pts. XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX _____II. Lab: 15 pts. Choose ONE ONLY 1. Does a 1 degree (C) water temperature change affect fish respiration? 2. Does caffeine affect fish respiration?

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX III. Library Research. Choose ONE topic. Find 2 articles on the topic. Cite the article. Summarize

each article (1/2 page each) then write ½ page of your opinion on the topic. 15 pts. 1. What kinds of environmental issues are affecting amphibians and why. 2. What kinds of environmental issues are affecting the fishing industry. 3. What evidence supports the theory that snakes are lizards without legs

Layered Curriculum®Dr Kathie F Nunley

Brains.org

Giving Students Choices

Dale—older male student; test anxiety issues. Test days cause him distress. I allow him to choose when he feels ready to take a test.

In my reading class, I allow the students to choose whether they work on their computer assignments, textbook assignment, or vocabulary assignment for 30 minutes of the class. This choice encourages student efficacy.

Students may choose to replace a low grade in a homework assignment with another assignment of equal value.

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Newark, DE: International Reading AssociationPayne,R. (2002). Learning Structures, Highlands, TX: aha! Process.Payne, R. (2005). A Framework for Understanding Poverty (4th Revised Edition). Highlands, TX: aha! Process.Pelzer, d. (1997). The Lost Boy. Deerfield Beach, FL: Health Communications.Pollack, w. (2000). Real Boys’ Voices. New York, NY; Random House.Pressley, M., Levin, J.R. & Delaney, H.D. (1983). The mnemonic keyword method. Review of Educational Research, 52, 61-92.Sax, L. (2005). Why Gender Matters. New York, NY: Doubleday.Slocumb, P. (2007). Hear Our Cry: Boys in Crisis (2nd Revised Edition). Highlands, TX: aha! Process.Zwiers, J. ((2008). . San Francisco, CA; Jossey Bass.Electronic SourcesThe gender gap:boys lagging. “60 Minutes,” May 25, 2003 http://www.cbsnews.com/stories/2002/10/31/60minutes/printables52678.shtml

Iris Struncstrunci@nwfsc.edu