1. C LASSROOM I NTERVENTIONS THAT R ESCUE THE D ISCOURAGED How Technology Can Help

2. D ISCOURAGED L EARNER ? Lacks Confidence Feels Hopeless Chooses to fail

3. Q UESTIONS Where does this discouragement come from? How do we recognize it? How do we as educators respond?

4. O NE D ISCOURAGED L EARNER Jarens Story ---Please remember that this story is about one group of discouraged, but the whole concept may be applied to multiple groups!

5. R ESCUE - E XAMINATION Pacific Ocean ----- Atlantic Ocean Why is it important to self-examine before you begin the process of rescue? You need to know where you are before you can be in place to rescue someone else! One can not stand by the Atlantic Ocean hoping to rescue the person drowning in the Pacific Ocean!

6. C OGNITIVE D ISSONANCE

7. Whenever our attitude and behavior are in conflict, we experience heightened levels of anxiety and stress. It maps out this way: Attitude X Behavior in Conflict (dissent) = Stress.

8. A RECENT EXAMPLE Cognitive Dissonance Notice the faces of the judges and the audience!

9. Number your paper from 1 – 4. beside each number write your reaction to each statement ranging from (1) meaning strongly disagree to (5) meaning strongly agree. 1) World hunger is a serious problem that needs attention. 12345

10. Number your paper from 1 – 4. beside each number write your reaction to each statement ranging from (1) meaning strongly disagree to (5) meaning strongly agree. 2) Our country needs to address the growing number of homeless. 12345

11. Number your paper from 1 – 4. beside each number write your reaction to each statement ranging from (1) meaning strongly disagree to (5) meaning strongly agree. 3) The right to vote is one of the most valuable rights of American citizens. 12345

12. Number your paper from 1 – 4. beside each number write your reaction to each statement ranging from (1) meaning strongly disagree to (5) meaning strongly agree. 4) Our government should spend less money on nuclear weapons and more on helping citizens better their lives. 12345

13. Turn your paper over; number your paper from 1- 4. Respond to each statement with a yes or no. 1. Do you personally do anything to lessen world hunger (e.g., donate money or food or write your representative)? YesNo

14. Turn your paper over; number your paper from 1- 4. Respond to each statement with a yes or no. 2. Do you personally do anything to help the homeless (e.g., volunteer at a homeless shelter or donate money)? YesNo

15. Turn your paper over; number your paper from 1- 4. Respond to each statement with a yes or no. 3. Did you vote in the last election for which you were eligible? YesNo

16. Turn your paper over; number your paper from 1- 4. Respond to each statement with a yes or no. 4. Do you personally convey your feelings to the government (e.g., by writing your representative or by participating in protests/marches)? YesNo

17. N OW C OMPARE 1. World hunger is a serious problem that needs attention. 1. Do you personally do anything to lessen world hunger (e.g., donate money or food or write your representative)?

18. N OW C OMPARE 2. Our country needs to address the growing number of homeless. 2. Do you personally do anything to help the homeless (e.g., volunteer at a homeless shelter or donate money)?

19. N OW C OMPARE 3. The right to vote is one of the most valuable rights of American citizens. 3. Did you vote in the last election for which you were eligible?

20. N OW C OMPARE 4. Our government should spend less money on nuclear weapons and more on helping citizens better their lives. 4. Do you personally convey your feelings to the government (e.g., by writing your representative or by participating in protests/marches)?

21. C OGNITIVE D ISSONANCE Did you feel anything within yourself that was unsettling or uncomfortable as you compared your first answers to your second set of answers?

22. I N Y OUR C LASSROOM Have you seen cognitive dissonance at work within students in your classroom? Which child has internal conflict between his/her actions vs. what he/she knows is the right thing?

23. C OMPARE THE S TUDENT C HARACTERISTICS How could your purposeful creation of cognitive dissonance within the student have caused positive outcomes for your student destined to fail?

24. T EST T IME (Q UESTIONS ) Designed to bring thought to the concept that everyone has the opportunity for discouragement. We each handle discouragement according to the situation, and according to our own methods.

25. D ISCOURAGEMENT No one is immune. Knowing the signs, and reshaping is the educators challenge. Richard Sagors Characteristics of the discouraged learner:

26. D ISCOURAGEMENT Richard Sagors Characteristics of the discouraged learner: Low self-confidence

27. D ISCOURAGEMENT Richard Sagors Characteristics of the discouraged learner: Avoidance of school and confrontation because of the low self-confidence

28. D ISCOURAGEMENT Richard Sagors Characteristics of the discouraged learner: Limited notion of the future

29. D ISCOURAGEMENT Richard Sagors Characteristics of the discouraged learner: Tend to come from fragile homes

30. D ISCOURAGEMENT Richard Sagors Characteristics of the discouraged learner: Do not see the relationship between effort and achievement

31. N EEDS OF A T -R ISK Y OUTH Richard Sagor Competence Belonging Usefulness Potency Optimism

32. H OW DO WE FOSTER EACH NEED ? Competence – four variables Motivation – helping the student to see the rationale behind the lesson. Prerequisite Skills – begin sure that the foundation is in place for success Quality Instruction – ask questions of your group; keep the students engaged Adequate time Technology Implications?: Student Response Systems; cell phone response systems; resources for research

33. H OW DO WE FOSTER EACH NEED ? Belonging Multiculturalism – extending membership to all Value students by valuing their interests Check teacher expectation Technology implications?

34. H OW DO WE FOSTER EACH NEED ? Usefulness – Problem based learning Cooperative learning Community Service Technology implications?

35. H OW DO WE FOSTER EACH NEED ? Potency – Potency – Kay Alderman lists four factors that are regarded as the route to internal locus of control (p. 169) Four Links to Success Proximal Goals – goals are immediate and attainable Learning Strategies – strategies are appropriate – neither too difficult nor too easy Successful experience – classroom is organized for mastery making success predictable Attribution for success – students likely to credit themselves for eventual success. Technology implications?

36. D ELVING D EEPER - TAKE FIVE Think of something you truly enjoy and have a certain degree of expertise with. How did you first become interested – Were you stimulated by something you read or heard about? Was it through an experience trying something out, going someplace, doing something? How did you build your knowledge about this concept? ~share?~

37. A CADEMIC N EEDS OF S TUDENTS Sagor talks about Student Academic Needs and lists them as follows: To understand the teachers goals To be actively involved in the learning process To relate subject matter to their own lives To follow their own interests To receive realistic and immediate feedback What aspects of technology may we use to meet these needs?

38. A LMOST THERE ! Technology is a tool that can be used to facilitate change. Our students are native to its use. Example of who you have coming your way: When he gets to kindergarten, what world will he encounter? Are we finding creative ways via technology to keep him engaged, and reclaim our lost? When we consider students who challenge us, our goal is to work to help students derive authentic feelings of – competence, belonging, usefulness, potency and optimism.

39. O NLINE R ESOURCES http://tinyurl.com/3uzujrj This resource is there help you shape your learning experience. Rather than pouring the knowledge into you, this session was for the purpose of planting a seed of thought, in hopes that you will use the information to delve more deeply. Please keep me informed of your progress. jnicholswilson@dpi.state.nc.us Julian