January 12, 2013, Week 1: Technology-Related
Ideas and Final Presentations
R546:
Instructional Strategies for Thinking,
Collaboration, and Motivation
Instructor:
Week 1 Agenda:
a. Rich
course history...
b.
Course Texts and Book of Readings: PDF
d. Course goals: Brain like mush, learn 4-5 things
can use, get labels, become a leader, see 4 main areas as integrated yet
distinct, see some new resources.
e.
Books and resources that I have.
g.
Laminated card/cheat sheet idea...
h.
Possible guest speakers?
January 19th, 2013,
Week 2: Cooperative Learning Methods Specific
R546: Instructional
Strategies for Thinking, Collaboration, and Motivation
Instructor:
Week 2 Agenda:
1.Administrivia
2.
Bonk to Lecture on Cooperative and Collaborative Learning
3.
Videotape: Cooperative learning or Jigsaw
1. Venn
Diagram or ANY visual--compare the learner-centered characteristics with
a. Your
work setting, and,
b. Your
goals for a psychologically safe environment
(See,
for examples, Venn Diagram).
4.
CL Pondering Questions
5.
History of the field: Cooperative Teaching Scripts
6.
Generic Methods: How make sense of these? Who has used the most?
a. Stand, Raise Hand, Leg, etc.
and Admit
b.
Cooperative Learning: Five Models
c. 3 CL
types/formats: Formal/Lesson, Informal/Partner, Home/Base
7.
Quiz on cooperative learning from packet of handouts.
8.
Top Ten List: How can you spot a teacher using cooperative learning
ineffectively???
9.
Review packet of handouts and other questions
10. Jigsaw or Elliot Aronson in YouTube
a.
Turn to your partner and...
11. Basic Principles
(PIGS Face)
a.
HOG FARMER: Have your Objectives; Group
size,
F (4F's), Assigning
students, Room arrangements, Materials, Ensuring
interdependence, Roles.
12. Building Positive
Interdependence
13. Building
Individual Accountability
14. Building
Social Skills and Trust...(4 F's)
a.
Trust or group bonding: How do you create it? (fav restaurant, pet type, relative, proudest accom, if I were rich, a good movie, best parttime job, travel)
b.
Consensus Seeking/Reading: 1. Do you
like spinach?
2.
Do you like the weather today?
3. Limit lecture today?
15. Grouping
Strategies
a.
Group Processing
16. Grading
Strategies
17. Reaching
Difficult Students
a.
Reaching Difficult Students
18. Critical
Friend Activity
19. Review of Key Pts: in book you read (so far)
(Three Step Interviews, BOB)
a.
Line up by date born. Pair up and group by month born.
b.
In pairs, interview partner for 5 minutes (max) and jot down notes
1.
What is important about this book?
2.
What is a interesting that caught your eye?
3.
What is a dumb idea?
c.
Reverse roles (for another 5 minutes)
d.
Pairs
join to form groups of four
e. Roundrobin sharing what you learned in the interview
f. Alt: Jigsaw
into various chapter expert groups and summarize main
pts.
20.
I cross my legs and hope for Break #1
a. Top Ten List:
How can you spot a teacher using cooperative learning ineffectively???
21.
Structured Controversy Task
a. You will be
assigned to 1 of 4 groups (Group by type of car
drive). Please be prepared to
make 3-4 arguments
for the position you have been given using your text, lecture, and video.
b. What to do when
you disagree
d1. I think CL is just a fad vs. no, CL is really here to stay...
d2. Group Grades vs. Individual vs. No Grades
d3. Ignore CL--assessed by basics vs. tests
changing--teamwork is the new basic.
22.
Solid vs. Fuzzy in Groups of Four
a. Three Stay,
One Stray--Buzz Groups--Roundtable.
b. Alt #1: #'d Heads Together (Count off 1, 2, 3, 4) & Roundrobin & Blackboard Share.
23.
13 Reading assignments: Read, Summarize, and Discuss: Convince others that
yours is best.
24.
What did you learn?
25. More Generic Coop. Learning (Simple
Structures, Mid-level strategies, Class Assess Tech, Kagan)
a. Circle those
you have used or know about...
b. Stand and
Share: Which items did you circle? Why and what would you do???
26.
How do you spell RELIEF
27. COOPERATIVE LEARNING SPECIFIC:
a. Rdg Methods: rdg is active,
constructive, no 1 best method, not ego-enhancing competitive process.
1. Reciprocal Teaching scripts... (Roles: Tchr, #1, #2, #3, #4, Jim,
Barbara...)
2. Try READERS on readings.
3. Try READER on readings.
4. Paired
Repeated Reading on Chapter in book you selected
5. Cooperative
reading with different purposes: teacher, parent who fights it in book you have
b. Writing
Methods
1. Traditional:
peer reviewers, conferences, newsletters, local publishing
2. Electronic:
Google Docs, Ning, ePals, iEARN, etc.
c. SCIENCE
METHODS
1. Circle sample lessons you already use or could
use...
2. What else:
Additional Thinking skill links!!! (circle
one)
28. Everything is Getting
FUZZY: Break #3 Back Stretching and Limbering Up...
29. Cooperative
Learning: Important vs. Fad class debate.
30. Complete notecard on Low, Medium,
and High Risk strategies: Find a matching card.
31. Top 3 activity.
32.
CL Summary.
January
26, 2013, Week 3: Critical Thinking Defined and Explained
R546: Instructional
Strategies for Thinking, Collaboration, and Motivation
Instructor:
Quotes:
Vygotsky: "What children can do together today,
they can do on their own tomorrow."
Johnson & Johnson: "No one of is as smart as all of
us." But, "It seems a little late to ask a
40 year old engineer to work more effectively in a team."
Unknown: "Copying is complementing."
Week 3 Agenda:
3. Value Line: Rate your use of CR,
CT, CL:
Low Medium High
1-2-3-4-5-6-7-8-9-10 1.
Creative Thinking
1-2-3-4-5-6-7-8-9-10 2.
Critical Thinking
1-2-3-4-5-6-7-8-9-10 3.
Cooperative Learning
a. Draw your
vision of Cooperative Learning: your
roadmap, flowchart, or mnemonic
1. How might you
use CL next year?, what % of time?, what combo of
CR/CT/CL?
(Jot down 2-3
ways might use and label methods like jigsaw is known)
2. Write a philosophical
statement, goals, method selection, assessment.
(What is your
guiding metaphor of school/teaching (e.g., tour bus, family, museum))
a.
Watson-Glaser Critical Think Appraisal: Form A--Sample
Items #1 & #2
b. Cornell Test
of Critical Thinking (see handout)--Try questions 1-10.
a. Rate these skills on a scale
of 1-5 as important in your work setting.
b. Write down sample occupations
where these are important.
a. What Constitutes Good Thinking
b. Critical Thinking Defined and
Separated by Grade Levels
c. Inductive and Deductive
Thought
d. 6 Aspects of Critical Thinking
e. Highlights from the CT
research
f. Critical Thinking: Recommended
Reading
g. Gubbins'
Matrix of Thinking Skills
h. Laminated Card
I. Sternberg's 8
ways to fail
a. Summing Up/Nutshell/Review:
What have you learned so far???
b. One minute papers: Most impt and muddiest point from yesterday...
c. Think Sheets, Procedural
Facilitation, Guided Questions
d. Goal Concretization
e. Conferencing, Peer Review of
Writing, Revision
1. Have you ever taught/scaffolded like this?
2. Speaker and Listener: listener
writes down idea #1 on the horizontal
and then associated
thoughts on the vertical and then switch roles
February 2, 2013, Week 4: Critical Thinking
Methods
R546: Instructional
Strategies for Thinking, Collaboration, and Motivation
Instructor:
Week 4 Agenda:
1. Summary of critical thinking
activities from last time.
3.
Pruning the tree activity: I am thinking of a critical thinking technique…
4. Value lines: motivation,
creative thinking, critical thinking, and cooperative learning.
5.
Writing, Questioning, Pondering
a. Fat and Skinny Questions:
discuss/explain & think thru vs. 1 word/yes-no,
head shake.
(Note: Think Sheets, Procedural
Facilitation, Guided Questions
Fat Questions: require lots of
discussion and explanation with interesting examples and take time to think
through and answer in depth.
Skinny Q's: require simple yes/no/maybe or a 1 word answer or nod or head shake and take limited amounts
of time to answer.
6.
Share PMI on this course so far...
7.
Force Field Analysis on Prob: Finishing final
projects--Forces against/Allies
8.
Goal Concretization (Peer review, conferencing, revision???)
9.
Small Bladder Break #2
10.
Idea Listing Activities
a. Plus-Minus-Interesting: do a
P-M-I on this course so far
b. Force Field Analysis on Prob: Finishing final projects--Forces against/Allies
c. K-W-L (What did you know?, What do you want to know?, What did you learn?)--
11.
Idea Listing Activities (many are Edward de Bono's Methods)
1.
K-W-L (What did you know?, What do you want to know?,
What did you learn?)--
Topic: Creativity or Creative
Thinking or Creativity Strategies
2. PMI: Plus, Minus, Interesting
a. Do a P-M-I on this course so
far
b. Should marriage be a renewable
5 year contract?
c. Should all
cars be painted
yellow?
3. APC: Alt's, Possibilities, & Choices (The
tasks) (This is CR BS!)
a. Rush hour
traffic problems in large cities.
b. Packaging of
chocolate bars.
c. Competitor cuts the price of
toilet paper.
d. A young man is seen pouring
beer in his car's gas tank. What happened?
4. FIP: First Important
Priorities (e.g., what tasks to do for
this class)
a. What should the priorities be
in running a school?
b. If you were organizing a
party, what would your priorities be?
c. How should a
career be chosen?
5. AGO: Aims, Goals, Objectives
a. What are your objectives when
you turn on the TV?
b. What are your objectives in
taking this course?
c. If you were a spacecraft
commander approaching
Earth, what are your objectives?
6. OPV: Other People's Views
a. In a teacher strike, how many
points of view are involved?
b. Tasks we choose in
c. Success of your workshops will come from what
points of view?
7.
C&S: Consequence & Sequel (of an action or decision)
(immed; ST (1-5 yrs), medium (5-20 yrs), LT (over 20
yrs) (e.g., this class)
a. A boy is on vacation and his
best friend steals his girlfriend.
b. The
invention of a harmless happiness pill.
c. All office work can be done at home via a computer.
8. CAF: Considering All Factors
(a) Buying a second hand car, (b)
Choosing a place to live, 8 Choosing a spouse.
9. FI - FO: Info In (Already
accounted for) - Info Out (Unknown/still needed)
a. Buying a house or borrowing
money.
b. Choosing a
place to go on a vacation.
c. Giving a
party.
10. EBS: Examining Both Sides of
an Argument
a. Nuclear Power Stations, WWW
Censorship, National Healthcare
11. ADI: Agree, Disagree,
Irrelevant
12. I Keep Holdin On For Break #1
13.
Other things to do with #5 above
a. Debate: teach as a course in
middle/high school or wait till college???
b. Debate: CT/CR should be (a) a
separate course, (b) added on w/n, 8 embedded.
c. Identify Main Pts--What were
the main pts made?
d. Cost-Benefit Analyses--new
course on CT/CR thinking skills for mid/h. s. students.
14. Working
backward, working forward, pruning the tree, 20 questions
1. I am thinking of a place that
houses the Center for the Study of Math.
2. I am thinking of a creative
thinking technique.
3. I am thinking of a critical
thinking technique.
15. I Keep Holdin
On For Break #2
16. More Tall
Tale Story Telling...
17.
The name game...
(CR and CT)
February 9, 2013, Week 5: Creative
Thinking Defined
R546: Instructional
Strategies for Thinking, Collaboration, and Motivation
Instructor:
Week 5 Agenda:
1.
Administrivia: Next week turn in Task II: Reflection
and Personal Exploration Activities
2. Bonk to Lecture
on Creativity
3.
Pick a model of Creative Problem Solving and try to improve it.
(e.g., Polya, Osburn, Parnes, Oech, Wallas,
AUTA,
a. Share Models Selected...Is
there a true problem solving process that works for you???
c. Assessment dilemmas: validity and reliability.
4. Creative
Whack Pack and other card packs
a.
What can you do to teach or enhance creativity in your school/work setting?
b. Find a match.
c. Call to action.
d. How can you use these cards?
5.
Fishbowl: What if you taught like Robin Williams in Dead Poets Society?
6. Breaker Breaker, Good Buddy, We need a Break #1...
7.
Matching
8.
Review of List of 25 creative thinking techniques...
9.
What was the muddiest point for creative thinking section?
a.
Write down 2-4 best CR and CL techniques we have heard of.
b.
Roundrobin on top ten list of CR and CL (each).
c. Morphological Synthesis or Checkerboard to create
a new technique.
d.
Think of example of how you would use.
e.
Share
More review
a.
Categorize AS A CLASS ACTIVITY CT vs. CR techniques
b.
Partner Review
c.
Read off cards...
11. Rearrange
facts/what if (Pick one and write
for a minute):
1. What-if no one studied creativity and we
had no understanding of creative processes?
2. What-if no one assessed creativity? There
were no cr measures or researchers?
3. Just suppose you were in
charge of curriculum? How would you address cr?
4. What if we had
standardized creativity or coop. learning tests in Indiana?
5. What-if creative thinking was more prevalent
in dogs than human beings?
6. If people didn't
need to sleep, would we be more creative in morning or at night?
7. Suppose the Japanese were
well known for creativity and creativity assessment?
8. What-if more creative
people lived 20 years longer than non less creative?
9. What-if in 20 years, creativity became
equated with intelligence?
10. What would teaching creative thinking be
like if we lived life in reverse...???
11. Just suppose Indiana
assessed the level of dept. thoughtfulness? Would tchg
be different?
12. Just
suppose teachers were asked to assess the level of
student thinking?
What would teaching be like? What
would learning be like?
a. New Perspectives,
Metaphoric Thkg, Analogies, Synectics,
Breaking Set, Imagery, Aesthetics,
February 16, 2013,
Week 6: Creativity Thinking Methods
R546: Instructional
Strategies for Thinking, Collaboration, and Motivation
Instructor:
Curt Bonk
Week 6 Agenda:
1. Administrivia
a. Dress Down and Out Day is next week--exercise
your risk muscle
1.
clothes your grandmother would pick out at a rummage
sale;
2.
clothes from another country;
3.
something you would be embarrassed to wear;
4.
something nifty, something cute;
5.
your favorite clothes;
6.
your oldest set of clothes; or,
5.
bring back the disco days; happy days are here again.
9. Bonk Creativity Lecture Continued.
a. Creativity Intro...Creativity
is...??? What is creativity?
10.
Question 1: How would you foster creativity?
11.
Question 2: Are you creative? List 5 examples.
12.
Creativity (rate yourself, fill out handout from
yesterday)--Are you creative?
a. Experimental-safekeeping self
rating (which are you???)
a. Find your spot
b. von Oech's Explorer, Artist, Judge, Warrior
c.
Right vs. Left Brained
13.
More Creative Dramatics (Davis’ 5th edition, pp. 297-306):
a. Imagine taste/smell...People
Machines, Imagine hear, touch, smell, tastes.
b. Invisible
ball tossing.
c. Just
Imagine: served in Vietnam.
d. Favorite animal poses,
ridiculous poses, stiffest/most rubbery, angriest/happiest.
e. Mirrors, puppets, ice cubes.
14. Discussion on text so far...
15.
Creativity Techniques
a. Tell a tall tale...give an
example of an idea squelching statement.
1. Which idea squelcher are the
most common for you? Create a new one.
2. Stand and sit...give an
example of an idea squelching statement.
b. Object Obituary--write an
obituary for an object you recently trashed...
c. Humor:
d. Metaphorical Thinking: On the
meaning of creativity:
1. Creativity is like ____. Being
Creative is like ____. Creativity is to ___ as...
16. Break #2
17. More Creative Reflection
Exercises:
a. Wet ink on most constructivist/hands-on high school teacher. She/he
was like a ______.
b. Wet Ink II. Just imagine:
imagine you have created a psychologically safe envir...
What do you see? Can students
wonder, question, speculate, take risks, active listening, respect for ideas,
withhold judgment, seek justification??? How is creativity fostered here? Describe environment. Physically,
mentally, emotionally, etc...
18.
Brainstorming--more is better, wilder the better, hitchhiking encour, no eval, combine
a. Brainstorm:
ways to increase use of creative thinking in schools?
b. Reverse BS: ways to decrease
use of creative thinking in schools?
19.
Flexibility/Breaking set activity
See: Word games; Which one is different; Nine dots; Flying Pig; Concealed
colors; 13 original colonies.
20.
If time:
a. Creative
teaching and teachers in YouTube?
b. Go through course packet of
handouts.
2. Share
Sample Student Work--curriculum brainstorms
a.
Wet Ink and outline beginning to a thought paper or brainstorming reflection...
3. CNN Videotapes: Creativity,
Constructivism, Problem-Based Learning, Odyssey of Mind
4.
More Creative Reflection Exercises:
a. Wet Ink II on most constructivist/hands-on h. s. teacher. She/he
was like a ______.
b. Wet Ink II.
Just imagine: imagine you have created a
psychologically safe envir...
What
do you see? Can students wonder, question, speculate, take risks, active
listening, respect for ideas, withhold judgment, seek justification??? How is creativity fostered
here? Describe environment. Physically, mentally, emotionally, etc...
c.
Tell a tall tale...just imagine you have created a
environment that is not safe for learning.
What do you see? How is creativity squelched here.
Please use 3-4 idea squelching statements in your story.
5.
Creativity Intro--10 strats definitions......Creativity is...??? What is creativity???
6.
Brainstorming--more is better, wilder the better, hitchhiking encour, no eval, combine
a. Brainstorm: ways to increase
use of creative thinking in schools?
b.
Reverse BS: ways to decrease use of creative thinking in schools?
7.
Discussion on
8. Small Bladder Break #1
9.
Reflections and questions
10. Attribute
Listing, Modification, and Transformation (Davis pp. 178-186)
a. Attribute
Webbing/Listing: "XYZ" shapes, colors, sizes, purpose, numbering.
b. Attribute
Modification: "XYZ"--after listing attributes, think of ways to
improve each.
c. Alternative
Uses: Uses for "XYZ" for this class or for teaching in general.
(find the second best or third best suggestion)
d. Attribute
Transferring: "XYZ"--transfer ideas from one context to the next.
(with idea spurring questions--p. 80;
(What else is
this like? What have others done? What else is this like? What could we copy? What
has worked before?)
(What can we
borrow from a carnival, funeral parlor, track meet, wild west)
e. Idea
Spurring Questions: how MAXimize, MAGnify,
arrangeRE, combine-adapt, subtutesti,
EEEXXXAAGGGGGEEERRRAAATTTEEE, add new twist,
modifie, ChAnGe
13.
Break #2: Hello
14. Make Shift Fishbowl: What if taught
like this, would you be fired. (Front Row, Back Row)
a. Handout on
John Campbell
b.
With six hats
15. The Creativity Case: Class Discussion
with 27 Thinking Roles
a. Can we
increase student/worker creativity?
16. Rate yourself...
a.
b.
von Oech's Explorer, Artist, Judge, Warrior
c. Right vs.
Left Brained
17. Creativity Assessment
a. Why
measure? How assess?
b. What measures
are there?
1.
2. Remote
Associations Test
3. Williams: Parent/Teacher
Rating (try for a son, daughter, cousin)
4. Schaefer:
Creativity Attitude Survey
c. Assessment
dilemmas
d. Design a
creativity test item and give to neighbor to take,.
18. For Next time: Models of Creative
Problem Solving--pick a model you like & improve
it.
(e.g.,
Polya, Osburn, Parnes, Oech, Wallas,
AUTA,
19. And I had a dog
named "Bingo": The Bingo Quiz!
February
23, 2013, Week 7: Motivation Defined and Explained
R546: Instructional
Strategies for Thinking, Collaboration, and Motivation
Instructor:
Week 7 Agenda:
1.
TASKs BEFORE
WE START
a. Try Scrambled Cities and I.Q.
Test Handouts
b. Phillips 66 on the Davis book so far.
2.
Administrivia
a. Any book or other problems or
issues???
b. For next time: Bring one
educational object.
3. Bonk to lecture on motivation
4.
Minute Paper Summary
a. Review a few key points from
yesterday (on chart paper--left)
b. 2nd summary--Now create an
outrageous summary (on chart paper--right)
5.
What is motivation??? (Webbing) What do the techniques
have in common???
Webbing can be used to determine:
(1) all the possible directions and activities a student or class can explore as a result of interest in a specific topic or subject, (2)
all that is presently known, and (3) knowledge interrelationships. This
technique expands awareness for relating, integrating, and organizing
brainstormed ideas. Directions: write the topic in the center and link closely
related ideas or questions in the first ring of ideas. As new ideas are
suggested, they are connected by a line to the related item
or items.
6.
Motivation: link corporate and academic motivation
a. 33 highlights of research on strats for motivating to learn (Jere
Brophy)
b. 150 ways to increase intrinsic
motivation (James Raffini)
c. 1001 ways to energize
employees (Bob Nelson)
d. 10 internal motivation online
techniques (Dennen and Bonk, in press)
7.
Break
8. Active Learning
Assessments--Rate self, rate department, rate students.
a. Create a scenario or lesson
wherein 5 of these 10 interconnections were used.
b. Just suppose
Which items would you like on
your teacher report card?
What would teaching be like? Would
you feel secure?
c. Just suppose teachers were asked to
assess the level of student thinking...
Select questions that could be added to a student report card.
What would teaching be like? What
would learning be like?
9.
7.
Activity: Have you ever?
10.
Write
4-5 initial expectations for this course
a. Expectations Flip Chart: share
of 1-2 of these...
b. Business
Card or Notecard idea.
11.
5.
Little known facts Part 1: Inquisitors and Confessors.
12.
Little
known facts Part 2: write on cards and turn in.
13.
Communication/Learning
Visuals--Draw one or more of the following: Gun, cannon, noose, high fives,
thumbs up, watch, toilet, smiley face, etc.
14.
Index
Card: What is unique about you???
a. Favorite Sports/teams/hobbies/past
times (upper left)
b. Birthplace and Favorite cities
to visit (upper right)
c. Past and/or current jobs (lower left)
d. 2 comments, things, or traits
about yourself (e.g., team player, personable,
talkative,
opinionated, hate Purdue, like movies, move
a lot, hate sports) (lower right)
e. Course expectations (in the middle)
15.
Dead Poets Society Part 1.
16.
Treasure
Hunt (find 2-3 others like you)
17.
Middle
name and nickname game...(why and how was that name chosen)
18.
Videotape:
Dead Poets Society Part II and III
March 2, 2013, Week 8:
Motivation Theory and Technique
R546: Instructional
Strategies for Thinking, Collaboration, and Motivation
Instructor:
Week 8 Agenda
Motivation and Final Papers:
#1: a recent Peak Performance;
#2: something very few people
know;
#3: draw a symbol of how you
spend your free time;
#4: fill in something you are really good at;
#5: write in something that
epitomizes your personal motto.
a. Take out two items (e.g.,
family pictures, credit cards, rabbits' feet)
b. Describe themselves
(e.g., "I am a tightwad," "I am superstitious"
c. State name with an adjective
starting with 1st letter of 1st name.
(e.g., Marvelous Mary, Dancing
Diane, Inscrutable Ida, Crusty Curt)
d. Now intro self & also by a nickname current, past, or potential
nickname.
(ask
others what it means during break)
e. Brainstorm a list of questions
you would like to ask the others...
(e.g., My
person I most admire is? The best book I ever read?)
a. Turn in 2-3 accomplishments
(e.g., past summer, during college, during life);
b. Instructor lists those on a
sheet;
c. Students have to ask "Is this you?" If yes, get a signature.
a. how is my school like: a prison, a beehive, an orchestra,
ghetto, expedition, garden, family, herd, artist's palette, machine, military
camp, Olympic games, hospital, theater.
b. how is life like a
supermarket????
a. Models of learning
b. Consultative vs. Traditional
Teaching
c. Shifting views on learning
a. 33 highlights of research on strats for motivating to learn (Jere
Brophy)
b. 150 ways to increase intrinsic
motivation (James Raffini)
c. 1001 ways to energize
employees (Bob Nelson)
d. 200 ways to motivate secondary
students
a. Part I: What is creativity,
critical thinking, cooperative learning?
b. Part II: What is active
learning (i.e., students: discover, drawn upon, break free from, use, take
ownership, talk, write, relate)
Extra Handouts
Sample Creativity Test (R546)
I. Rate yourself on 1-10 scale (do #21 if you
skipped one):
SCALE:
1
2 3 4 5 6
7 8 9 10
___ 1. censors feels
___ 2. evaluates takes risks
___ 3. reassures
& supports takes risks
___ 4. analyzes makes
connections
___ 5. is
realistic plays
___ 6. looks
at consequences speculates
___ 7. is
logical is
curious
___ 8. alert
to danger sees
the fun in things
___ 9. avoids
surprises likes
surprises
___ 10. avoids
wrongness open to
anything
___ 11. punishes
wrongness in touch with
total experience
___ 12. is
serious does
not mind being confused
___ 13. is
pessimistic is
optimistic
___ 14. is
judgmental focus
on what is going for the idea
___ 15. argue waste no
energy evaluating early
___ 16. inattention/distant listen and interested
___ 17. be
noncommittal wholly
open to being available
___ 18. correct
and precise set up
win/wins--nobody loses
___ 19. dominant/commands deal with as an equal--eliminate
rank
___ 20. point
out flaws see the
value in/assume valuable implic's
___ 21. fearful is
impetuous
(over)
II.
Now rate yourself on the following items on a 1-10
scale (10 being high and 1 being low).
SCALE:
Low Medium High
1 2 3 4 5 6 7 8 9 10
___ 1. self-confident
___ 2. risk-taking
___ 3. high in
energy
___ 4. stubborn
___ 5. curious
___ 6. playful,
childlike
___ 7. resists
domination
___ 8. enthusiastic
___ 9. wide
interests
___ 10. non-participation
in class activities
___ 11. good
sense of humor
___ 12. idealistic
___ 13. reflective
___ 14. uncooperative
___ 15. need
privacy, alone time
___ 16. artistic
interests
___ 17. capriciousness
___ 18. low
interest in details
___ 19. too
emotional
___ 20. adventurous
___ 21. aesthetic
interests
___ 22. attracted
to novelty, complexity, and the mysterious
___ 23. sometimes
uncommunicative
___ 24. forgetful,
absentmindedness, mind wanders
___ 25. egocentric
___ 26. too
demanding
___ 27. autonomous
___ 28. open-minded
___ 29. ambitious
___ 30. temperamental
___ 31. sloppiness
and disorganization with unimportant matters
___ 32. dresses
differently
___ 33. does
things different from standard procedures
___ 34. imaginative
___ 35. is full
of ideas
___ 36. is a
"what if?" person
___ 37. high
verbal, conversational ability
___ 38. not
afraid to try something new
___ 39. uses
all senses in observing
___ 40. ability
to regress and transform items
Images of Schools (Workplaces)
Through Metaphor (ISM): Actual Form
Directions: Think
about where you work or teach. What is it actually
like working at this place? Indicate the extent to which you agree/disagree
with each of the following 40 metaphors. Rate on a scale of 1
(Strongly Disagree) to 10 (Strongly Agree).
___ 1. My school (workplace) is a
Mental Straight-jacket.
___ 2. My school (workplace) is a
Military Camp.
___ 3. My school (workplace) is a
Ghetto.
___ 4. My school (workplace) is a
Prison.
___ 5. My school (workplace) is a
Family.
___ 6. My school (workplace) is an
Artist's Palette.
___ 7. My school (workplace) is a Team.
___ 8. My school (workplace) is a
Negotiating Area.
___ 9. My school (workplace) is a
Culture.
___ 10. My school (workplace) is an
Exhibition.
___ 11. My school (workplace) is an
Orchestra.
___ 12. My school (workplace) is a
Garden.
___ 13. My school (workplace) is an
Expedition.
___ 14. My school (workplace) is a Herd.
___ 15. My school (workplace) is a
Museum.
___ 16. My school (workplace) is a
Machine.
___ 17. My school (workplace) is a
Hospital.
___ 18. My school (workplace) is a
Nursery.
___ 19. My school (workplace) is a Labor
Ward.
___ 20. My school (workplace) is a
Beehive.
___ 21. My school (workplace) is a
Living Organism.
___ 22. My school (workplace) is a Theater.
___ 23. My school (workplace) is an
___ 24. My school (workplace) is a
Refuge.
___ 25. My school (workplace) is an
Ocean.
___ 26. My school (workplace) is a Board
Game.
___ 27. My school (workplace) is a
Camping Trip.
___ 28. My school (workplace) is a Court
Room.
___ 29. My school (workplace) is a
Monastery.
___ 30. My school (workplace) is a
Pressure Cooker.
___ 31. My school (workplace) is a
Fraternity Party.
___ 32. My school (workplace) is an
Olympic Games.
___ 33. My school (workplace) is a Brew
Pub.
___ 34. My school (workplace) is a Zoo.
___ 35. My school (workplace) is an
Amusement Park.
___ 36. My school (workplace) is a
Casino.
___ 37. My school (workplace) is a Tour
Bus.
___ 38. My school (workplace) is a Theme
Park.
___ 39. My school (workplace) is a Video
Arcade.
___ 40. My school (workplace) is a
Laboratory.
Images of Schools (Workplaces)
Through Metaphor (ISM): Ideal Form
Directions: Think
about where you work or teach. What would you ideally want this place to be like? Then indicate the extent to
which you agree/disagree with each of the following 40 metaphors. Rate on a
scale of 1 (Strongly Disagree) to 10 (Strongly Agree).
___ 1. My school (workplace) is a
Mental Straight-jacket.
___ 2. My school (workplace) is a
Military Camp.
___ 3. My school (workplace) is a
Ghetto.
___ 4. My school (workplace) is a
Prison.
___ 5. My school (workplace) is a
Family.
___ 6. My school (workplace) is an
Artist's Palette.
___ 7. My school (workplace) is a Team.
___ 8. My school (workplace) is a
Negotiating Area.
___ 9. My school (workplace) is a
Culture.
___ 10. My school (workplace) is an
Exhibition.
___ 11. My school (workplace) is an
Orchestra.
___ 12. My school (workplace) is a
Garden.
___ 13. My school (workplace) is an
Expedition.
___ 14. My school (workplace) is a Herd.
___ 15. My school (workplace) is a
Museum.
___ 16. My school (workplace) is a
Machine.
___ 17. My school (workplace) is a
Hospital.
___ 18. My school (workplace) is a
Nursery.
___ 19. My school (workplace) is a Labor
Ward.
___ 20. My school (workplace) is a
Beehive.
___ 21. My school (workplace) is a
Living Organism.
___ 22. My school (workplace) is a
Theater.
___ 23. My school (workplace) is an
___ 24. My school (workplace) is a
Refuge.
___ 25. My school (workplace) is an
Ocean.
___ 26. My school (workplace) is a Board
Game.
___ 27. My school (workplace) is a
Camping Trip.
___ 28. My school (workplace) is a Court
Room.
___ 29. My school (workplace) is a
Monastery.
___ 30. My school (workplace) is a
Pressure Cooker.
___ 31. My school (workplace) is a
Fraternity Party.
___ 32. My school (workplace) is an
Olympic Games.
___ 33. My school (workplace) is a Brew
Pub.
___ 34. My school (workplace) is a Zoo.
___ 35. My school (workplace) is an Amusement
Park.
___ 36. My school (workplace) is a
Casino.
___ 37. My school (workplace) is a Tour
Bus.
___ 38. My school (workplace) is a Theme
Park.
___ 39. My school (workplace) is a Video
Arcade.
___ 40. My school (workplace) is a
Laboratory.
Active Learning Assessments (sample questions):
A. Reflection #1: A New Teacher Self-Assessment for
active learning. (Bonk,
1995)
Rate: Never = 1; Seldom = 2; Sometimes = 3; Often = 4; Very Often = 5.
In my classes...
___ 1. students have a
say in class activities and tests.
___ 2. I help students to explore, build, and
connect their ideas.
___ 3. students share
their ideas and views with each other and me.
___ 4. students can
relate new terms and concepts to events in their lives
___ 5. students work in
small groups or teams when solving problems.
___ 6. students use
computers to help them organize and try out their ideas.
___ 7. I give hints and clues for solving
problems but do not give away the answers.
___ 8. I relate new information or problems to
what students have already learned.
___ 9. students prepare
answers with a partner or team b/4 sharing ideas with the class.
___ 10. I ask questions that have more than one
answer.
___ 11. students take
sides and debate issues and viewpoints.
___ 12. students develop
ideas from a variety of library and electronic resources.
___ 13. students bring in
information that extends across subject areas or links topics.
___ 14. students suggest
possible problems and tasks.
___ 15. I provide diagrams or pictures of main
ideas to make confusing info clearer.
B. Reflection #2: A Dept.
Thoughtfulness Report Card: In this dept. (or class):
___ 1. There is
sustained examination of few topics, rather than superficial coverage of many.
___ 2. The lessons
display substantive coherence.
___ 3. Students are given an appropriate amount of time to think.
___ 4. Teachers
carefully consider explanations and reasons for conclusions.
___ 5. Teachers ask
challenging questions and structure challenging tasks.
___ 6. Teachers
press students to justify or clarify assertions and answers.
___ 7. Teachers try
to get students to generate original ideas, explanations, and solutions.
___ 8. Teachers are
a model for thoughtfulness.
___ 9. Students
assume the roles of questioners and critics.
___ 10. Students offer
explanations and reasons for their conclusions.
C. Reflection #3: Student Thinking
Report Card
(Excerpts from Teacher Assessment of
Student Thinking from John Barrell, 1991,
Teaching for Thoughtfulness, Longman Publishing).
Rating Scale:
1
= completely false (F); 2 = mostly F; 3 = partly F/T; 4 = mostly True; 5 =
completely True
___ 1. The student
is very interested in ideas.
___ 2. The student
works well in discussion groups.
___ 3. The student
can express ideas clearly.
___ 4. The student
cannot tell which ideas are more important.
___ 5. The student
can often combine many ideas into one idea.
___ 6. The student
runs out of ideas quickly.
___ 7. The student
can often suggest ideas not mentioned before.
___ 8. The students thinking is not well organized.
___ 9. The student
is a lazy thinker.
___ 10. The student
asks good questions.
___ 11. The student
likes to try difficult problems.
___ 12. The student
cannot concentrate for too long.
___ 13. The plans the
student makes are well thought out.
___ 14. The student
has trouble making decisions.
___ 15. The student
can think well about a wide range of things.
Big Picture Revisited
a. What can teachers do to
"assist" in student learning?
Ten
Techniques To Assist In Learning: (Bonk & Kim, in press; Tharp, 1993)
1. Modeling
(illustrating and verbalizing invisible performance standards);
2. Directly
Instructing (provide clarity, needed content, and missing information);
3. Coaching
(observe and supervise in guiding toward expert performance);
4. Scaffolding
and Fading (supporting what learner can't do and later removing support);
5. Cognitive
Task Structuring (explaining/organizing the task within zones of development);
6. Questioning
(requesting a verbal response using a mental function learner can't yet do);
7. Articulating
and Dialoguing (encouraging description/summary of
reasoning processes);
8. Reflecting
(fostering self-reflection and analyses of previous performances);
9. Exploring
(pushing student discovery and application of problem solving skills);
10.
Managing & Feedback (giving performance feedback and positive
reinforcement).
b. What resources exist for a lrng environment? (Bonk, Hay,
& Fischler, 1996).
Answer
is eight different things:
(1)
Teachers, (2) Peers, (3) Curriculum/Textbooks, (4) Technology/Tools, (5)
Experts/Community,
(6) Assessment/Testing, (7) Self Reflection, (8)
Parents.
c. Matrix of Active Learning
Resources
Directions: Fill in the
matrix grid by look at the intersection of resources and teaching techniques
and place a plus ("+") to indicate whether it is possible, a negative
("-") to indicate it may not be possible, and a questionmark
("?") when you are uncertain if it is possible.
|
|
1. Tchrs |
2. Peers |
3. Texts |
4. Tech. Tools |
5. Experts |
6. Assess |
7. Self |
8. Parents |
|
1. Model |
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2. Directly Instruct |
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3. Coach |
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4. Scaffold & Fade |
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5. Cogn. Task Structure |
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6. Question |
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7. Articulate & Dialogue |
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8. Reflect |
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9. Push to Explore |
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10. Manage and Feedback |
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Motivation Research Highlights (Brophy)
1. Supportive,
appropriate challenge, meaningful, moderation/optimal.
2. Teach goal setting and
self-reinforcement.
3. Offer rewards for
good/improved performance.
4. Novelty,
variety, choice, adaptable to interests.
5. Gamelike, fun, fantasy, curiosity, suspense, active.
6. Higher levels, divergence,
dissonance, interact with peers.
7. Allow to create finished
products.
8. Provide immediate feedback,
advance organizers.
9. Show intensity, enthusiasm,
interest, minimize anxiety.
10. Make content personal,
concrete, familiar.
Other Classroom Motivation Tips
(Alexander, class notes, Pintrinch & Schunk,
1996; Reeve, 1996; Stipek, 1998):
1. Include positive before
negative comments.
2. Wish students “good effort”
not “good luck”.
3. Give flexibility in
assignments and due dates.
4. Communicate respect via tasks
select and control.
5. Design interactive and
interesting activities.
6. Use coop learning, debates, group discussions.
7. Minimize social comparisons
and public evaluations.
8. Use relevant, authentic
learning tasks.
9. Use optimal difficulty and
novelty.
10. Use challenge, curiosity,
control, and fantasy.
11. Give challenging but
achievable tasks.
12. Create short term or proximal
goals and vary these goals.
13. Give students different ways
to demo what they know.
14. Encourage students to give
and get help.
15. Attrib
failure to low effort or ineffective strategy.
(Attrib success to effort or
competence)
16. Give poor performing student
the role of expert.
150 Ways to Motivate in the
Classroom (Raffini, 1996)
1. Ice Breakers
(Treasured objects, birthday
circles, treasure hunts, middle name game, accomplishment hunts, similarity
wheels, who=s like me, coat of arms, self-disclosure intros, expectations
charts, scrambled sayings)
2. Goal Cards, Goal Notebooks
(ST and LT with objectives and
ideas how to achieve)
3. Floating A,
Escape Clauses, Volunteer Assignments, etc.
(to be
used on any assignment within 25 hours)
4. Self Report Cards, Self
Evaluation
5. Discussion Questions, Issues,
Problems, Solutions
(Perhaps answer questions of the
other teams, talking chips)
6. Term Crossword Puzzles or Term
Matching, Competitions, Dilemmas
7. Success Contracts and Choice Calenders
(Guarantee an A or B if fulfill
contract provisions)
8. Positive Statements, Self Reinforcements
(Bury the “I can’ts”
and Save the “I Cans”)
9. Celebrations, Praises,
Acknowledgments, Thank Yous, Put-Ups
(Multicultural days, trips, class
awards, helpers, end of term)
10.
(Web Site and Digitized Web class
photo, photo album, class project, teeshirts, field trips)
11. Democratic Voting, Student
Interest Surveys, Class Opinion Polls
12. Random Acts of Kindness,
Service Learning/Teaching, Volunteerism
13. Change Roles or Status
(Random roles, assume expert
roles, switch roles for a day)
1001 Ways to Energize Employees
(Bob Nelson, 1996)
1. Bank of
Boston--4 informational days to work on special projects.
2. Honda--places
individuals who know nothing about tech in design teams.
3.
Hewlett-Packard--takes out of routine by putting new bus plans on trial.
4. Delta Land
Survey--employees vote once/year on dress code, bonuses, etc.
5. Tandem
Computers--promotions based on technical OR managerial merit.
6. Scitor Corp--no max number of sick days (ave. is 5 days/year--low).
7. Adobe
Systems--set own hours & eligible for stock options & sabbaticals.
8.
Matsushita--created research lab of 20 scientists free to explore any proj.
9. Dan
Corp.--employees can spend $500/project to improve efficiencies.
10. Worthington
Industries--majority of employees must approve new hires.
11. Xerox--share
ideas no matter rank, time clocks out & teams are in (trust).
12. Hi-Tech
Hose--lumps all vacation, sick, & holidays in a single account.
13.
Pitney-Bowes--consider displaced persons b4 turning to outside market.
14.
Ventura--pushes to take time off outdoors as long as work is
done.
15. Lands=
End--encourages to express interest in any dept interested in.
16.
Microsoft--encourages fun/playfulness (e.g., installing sod, sprinklers, lawn mowers in an office).
17. Walmart--managers wear jeans once/week to help line
workers/staff.
18. Duke Power
Co.--can post electronic message to change/swap jobs.
19.
Saturn--employees can send anonymous messages to upper management.
20. Whole
Foods--everyone can access sales, profit margins, & salaries.
21. Diesel Tech
Corp--disabled products so employees can see how fit.
22. FedEx--internal
newsletter with columns devoted to competitor info.
23. Levi
Strauss--employees rate each other on teamwork, trust, communication.
24. Computer
Specialists--clients rate workers & employees rate own perf.
25. Queen Mary
Resort--brainstorms & votes once/month how to imp jobs.
26. Advanced
Micro Devices--managers have quarterly breakfast with boss.
27.
Motorola--has quarterly employee town meetings with rap sessions.
28. S.C. Johnson
Wax--flew all employees of foreign buy-outs to the U.S.
29. Com-Corp--installed
“screwup boxes” to tell manage what doing wrong.
30.
Wired Magazine--two “living room” mtg areas--sofas,
stereos, CDs, etc.
31.
Microsoft--play basketball, frisbee,
golf, etc. and be casual at work.
32. Sun
Micro--designed forum spaces & sun rooms for
spontaneous conversations.
33. Lands End--$9 mil for activ ctr--pool, track, photo, gym, tennis, picnic tables,
whirlpool, etc.
34. Southwest
Air--1/4 of profit sharing funds must go to company stock.
35. Computer
Media Tech--encour volunteer in soup kitchens,
elderly homes, etc.
36.
Xerox--social service leave program (1 month to a year) with pay.
37. Ben Jerry=s
Homemade--set aside 1% of profits for peace programs.
38. Salem
Sportswear--anyone with a tie beyond a certain pt is fined
$2.
39. Owens-Corning
Fiberglass--open space mtg rooms, no agenda, no
plans.
40. Nissan--uses
Involvement Through Teamwork (ITT) to discuss probs.
41. Siemans Info Sys--created team of 23 young, talented
employees under 40 to advise management.
42.
Hewlett-Packard--has 24 hour labs for res’ers & encourage to spend 10% on personal projects.
43.
AT&T--project team weekly outings to play darts & shoot pool.
44. United
Airlines--allowed workers to swap assignments (reduced sick time).
45.
Odetics--wacky stuff; telephone booth stuffing
contests, bubble gum blowing, >50s day, yoga.
46. Hallmark
Greeting Cards--creativity ctr with clay, paint, etc.
to think up ideas.
47. Chiat Day (ad agency)--hangs punching bags of execs in
break rooms.
48.
Alagaso--Pres Mike Warren distrib
“Hey Mike” cards & posters in firm.
49. Cooper
Tires--for ownership, operators can stamp names inside tires produced.
50. Southwest
Air--CEO kissed an employee who turned down a job offer (both males).
Some Ice Breakers (Bonk, 1998; Raffini, 1996; Scannell & Newstrom, 1991; Thiagarajan, 1998)
1. Ice Breakers
a. Round I: Self-disclosure
introductions (who are you, job, interests, hobbies)
2. Round II. Self-disclosure
introductions...
a. Treasured Objects--Take out
two items out of your wallet and describe how they best represent you (e.g.,
family pictures, credit cards, rabbits' feet) and
share.
b. Describe themselves
(e.g., "I am a tightwad," "I am superstitious")
c. State name with an adjective
starting with 1st letter of 1st name.
(e.g., Marvelous Mary, Dancing
Diane, Inscrutable Ida, Crusty Curt)
d. Now intro self & also by a nickname current, past, or potential
nickname.
(ask
others what it means during break)
e. Brainstorm a list of questions
you would like to ask the others...
(e.g., My
person I most admire is? The best book I ever read?)
f. Middle name game (state what
middle name is and how you got it).
3. Expectations charts
What do you expect from this
workshop, what are your goals, what could you contribute?
a. Write short and long terms
goals down on goal cards that can be referenced later
on.
b. Write 4-5 expectations for
this workshop/retreat
c. Expectations Flip Chart: share
of 1-2 of these...
4. Treasure hunts--fill out card
with interests, where born, would like to live, strengths, job role, hobbies,
etc. and find a match (find one thing in common and one thing different with
everyone)
Pass out an Index Card: What is
unique about you???
a. Favorite Sports/hobbies/past
times (upper left)
b. Birthplace and Favorite cities
to visit (upper right)
c. Current Job and
Responsibilities (lower left)
d. 2 comments, things, or traits
about yourself (e.g., team player, personable,
talkative,
opinionated, hate Purdue, like movies, move
a lot, hate sports) (lower right)
e. Accomplishments you are proud
of (in the middle)
5. Accomplishment Hunt
a. Turn in 2-3 accomplishments
(e.g., past summer, during college, during life);
b. Workshop leader lists 1-2 of
those for each student on a sheet without names.
c. Participants have to ask "Is this you?" If yes, get a signature.
6. Issues and Discussion
Questions
a. make a list of issues people
would like to discuss.
b. Perhaps everyone brings 2-3
questions or issues to the meeting.
c. Partner off and create a list
and then collect question cards, and,
d. then distribute and your group
must answer questions of the other groups.
7. Team
brainteasers (IQ tests), scrambled cities, crossword puzzles, competitions,
dilemmas, or unscrambled sayings.
8. Coat of Arms--fill in.
#1: a recent Peak Performance;
#2: something very few people
know;
#3: draw a symbol of how you
spend your free time;
#4: fill in something you are really good at;
#5: write in something that
epitomizes your personal motto.
9. It’ll
Never Fly Wilbur
a. Introduce a new idea or concept or plan.
b. Everyone writes 4-5 problems
they see in it.
c. Divide into groups of 3-4 and
discuss concerns.
d. Each group writes down 3 roadblocks on a 3 X 5 card.
e. Facilitator redistributes so
each group gets a different card.
f. Subgroups think creatively of
how to solve those problems and share with group.
10. Birthday
groupings--Nonverbally up by date of year born and partner off with person
closest to you in b-day and then do...
11. Talking String--state what
hope to gain from retreat (or discuss some other issue) as wrap string around
finger; next ones state names of previous people and then state their reasons.
12. Divide into small groups of
about six people and then hand out prepared list of 5 questions in increasing
order of disclosure for participants to ask each other and then have someone
stand and their group must describe him or her.
13. Psychic Massage (a closer
activity)
a. Divide in teams of 3-5.
b. In alphabetical order of first
names have someone turn his or back to the group
c. Team members must make positive,
uplifting statements about that person behind his or her back but loud enough
for others to hear them.
d. One minute per person.
14. Positive Strokes
a. 2-3 times during the session, each
person fills out a 3 x 5 card about other participants.
b. They must complete sentences like: “the thing I like best about (name) is” and “the
biggest improvement I saw in (name) is”.
c. At the end of the day, the
folded cards are passed out and read aloud and then given to the named person.
15.
16. Communication/Learning
Visuals--Draw one or more of the following that you want to use during the
training: Gun, cannon, noose, high fives, thumbs up, watch, toilet, smiley
face, etc.
17. Ask how feel, what has
happened, what did they learn, how might this help in workplace, ask “what if”
things were different at work, and what’s next???--how
might they do things differently?
18. Have you ever questions:
1. Been in a
parade, performed the Heimlich maneuver, walked on stilts, surfed, drank more
than 10 cups of coffee in a 24 hour period, owned a watch for more than 10
years, tried on a straight jacket, been to a morgue, laid down inside a casket,
ridden in a Rolls Royce, swum a mile in an ocean, drunk more than 25 imported
beers during your life, owned a Rolex watch, been a Boy Scout or Girl Scout,
shaved your head, flown in an ultra-light, flown a plane, ditched a blind date,
owned a car that cost more than $35,000, water skied on one ski, sky dived,
bungee jumped, whitewater rafted a dangerous river,
been in a play, milked a goat or a cow, done back-to-back all-nighters,
completed a marathon, broken a bone, made an obscene gesture at someone when
driving your car, cheated on your income tax, had a permanent tattoo, run a
toll booth, had a hot cup of coffee spill on your lap, been in the CN Tower in
Toronto, been above the Arctic circle or below the Antarctic Circle, been in
sauna or hot tub in the mountains, etc.