Chapter 3  
Providing Recognition

Generalizations
1. Rewards do not necessarily have a negative effect on intrinsic motivation.
2. Reward is most effective when it is contingent on the attainment of some standard of performance.
3. Abstract symbolic recognition is more effective than tangible rewards.

Recommendations
1. Personalize recognition
2. Use the Pause, Prompt, and Praise strategy
3. Use concrete symbols of recognition.

(Pitler, H et al. 2007).

Sometimes when I have a class who is not doing what I ask, I pick the one person who is and sing a song of recognition to them.  Buddy you had better believe, those kids started doing what was asked of them.  I also have a series of claps.  Just ask me, I'll show them to you next time!




Chapter 4
Cues, Questions, and Advance Organizers

Generalizations
1. Cues, questions and advance organizers should focus on what is important rather than whit is unusual.
2. "Higher-level" questions and advance organizers produce deeper learning than "lower-level" questions and advance organizers.
3. Advance organizers are most useful with information that is not well organized.
4. Different types of advance organizers produce different results.
5. Waiting briefly before accepting responses from students has the effect of increasing the depth of students" answers.
6. Questions are effective learning tools even when asked before a learning sequence.

Recommendations
1. Use expository advance organizers.
2. Use narrative advance organizers.
3. Teach students skimming as a form of advance organizers.
4. Teach students how to use graphic advance organizers.
5. Use explicit cues.
6. Ask questions that elicit inferences.
7. Ask analytic questions.

For two of my lesson plans for Tusculum, I used KWL charts.  It is a great informational organizer!  One area I feel like I could improve on is the student response time.  I am very quick to expect an answer and by giving a the student a little more time they are using deeper/critical thinking.