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Engagement Is...
Engagement Is...
“Learning requires engaging with concepts, skills, and information in a way that mesmerizes and transforms students, such that they do not want to stop until they succeed” - Dr. Nancy Sulla
Explore Cause and Effect Relationships
Explore Cause and Effect Relationships
Dr. Sulla shares that everyday life is filled with cause-and-effect relationships! Mastering this concept and using it strategically can lead to great success in life and career, as it is an important foundational skill for engagement with content and, relatedly, solving real-world problems. Use the resources below to explore sample cause and effect graphic organizers which are great ways for having students grapple with information.
Cause and Effect Relationships
Cause and Effect Relationships
Check out information of how to build cause and effect relationships and other examples (including a matching game for younger students) in the Executive Function PLE.
Check out information of how to build cause and effect relationships and other examples (including a matching game for younger students) in the Executive Function PLE.
Simple cause-and-effect diagrams help students, particularly younger or struggling students, see the connection among events: This happened, so then this happened.
Simple cause-and-effect diagrams help students, particularly younger or struggling students, see the connection among events: This happened, so then this happened.
Sample uses of the graphic organizer appear below:
Sample uses of the graphic organizer appear below:
Identify an event and/or character action and how it affects the protagonist and/or other characters in the novel.
Identify the setting and how it affects the character and/or conflict in the book.
Describe the effect a particular line of code has on an object.
Identify an event that led to another event in a historical conflict (e.g., American Revolution, World War II, etc.).
Find cause-and-effect relationships when watching the news or television shows, cooking, or interacting with others.
Describe the effect of mixing different primary colors together.
Describe the effect on singing when breathing through the diaphragm.
Click the image below for the link.
Click the image below for the link.
Next, students can look at secondary effects: a causes b, but then b causes c. Sample uses of the graphic organizer include:
Next, students can look at secondary effects: a causes b, but then b causes c. Sample uses of the graphic organizer include:
Describe the primary and secondary effect of a natural disaster, e.g., hurricanes, floods, drought, etc.
Track the primary and secondary effect as a result of a character’s actions or words.
Identify the primary and secondary effects that occurred as a result of a war.
Hypothesize the primary and secondary effects if multiple members of the band don’t practice their part or if the instruments are not tuned.
Sometimes, one event, action, or feeling will produce multiple effects, which then produce another effect:
Sometimes, one event, action, or feeling will produce multiple effects, which then produce another effect:
Describe the effects of a natural disaster (e.g., hurricane, flood, drought, etc.) on both wildlife and humans in that region.
Identify the chain of events that occur as a result of a character’s action or an event in a novel.
Identify a historical or current event that spurred multiple effects.
Hypothesize different possible effects that would result from increasing the price of an item of high demand.
Describe the causes (e.g., reactants) and effects (e.g., products) of cellular respiration, photosynthesis, or any process.
Click the image below for the links.
Click the image below for the links.
Click the image below for the link.
Click the image below for the link.
After considering existing circumstances, consider what the future impact might be:
After considering existing circumstances, consider what the future impact might be:
What are the effects of the Australian fires, and what might those effects produce in the future?
What has happened already in the story, and what might happen in the future, based on those events?
What are the effects of bullying on an individual, and what might that cause in the future?
Categorization
Categorization
Dr. Sulla shares that, categorizing information helps in memorization, building understanding of content, and making meaning. It helps in building a foundation for new content. You’ll find categorization of content in every subject area in school; and it is important to provide students with opportunities to categorize and think about how one develops categories.
Dr. Sulla shares that, categorizing information helps in memorization, building understanding of content, and making meaning. It helps in building a foundation for new content. You’ll find categorization of content in every subject area in school; and it is important to provide students with opportunities to categorize and think about how one develops categories.
For SS, students could brainstorm categories based on rights vs. responsibilities, trade and economy, cultural achievement and innovations, or on current events (root causes/those affected/etc.)
Affinity Mapping
Affinity Mapping
Teacher presents students with a broad question or problem. Students then respond on a post-it note or digital platform and arrange the responses based upon similar categories. Then have students discuss why the ideas fit within these subcategories and relate to one another.
Click the image below for the link.
Click the image below for the link.
Content Examples:
For ELA/Literacy, you might have students categorize words that have a similar definition (e.g. kind, nice, etc.)
For Math, you might give students terms/words and students can group them into categories like “words associated with addition” or words associated with “division.”
For SS, you may have students build connections between people, policies, and/or global issues. Students could also synthesize connections between rights and responsibilities.
For ENL/ELLs, you might give students a set of words and ask them to group similar words together. The reality is that some students might start to group the words as nouns, adjectives, verbs, etc. While another group of students might see the words in a different way and group them accordingly. They can collaborate to see where there are patterns and connections.
If...Then Cards
If...Then Cards
If . . . then cards are related to cause-and-effect and are a proactive structure for students prone to off-task behavior. One of the most important characteristics for success is the ability to delay gratification: to persist in a task or goal in spite of tempting distractions. How do we build this valuable executive function skill in our students? Try the "If...Then" cards.
Click the image of the "If...Then" above 🔝 in order to access the resource from MyQPortal!
Have students consider a short-term goal they are trying to achieve in which they could be derailed by distractions.
Understanding the If, Then Cards (from the EF PLE)
Google Samples:
Behavioral/SEL: If, Then Sample
Consider an "If, Then" for test prepping
Example: If I get distracted, then I will set a 5-minute focus goal.
Pro Tip: Have them anticipate those distractions and consider how they would thwart them, which allows them to hold themselves accountable. This could be a phrase they would say to themselves or an action they would take. This can be behavioral or academic. Ex: "If I am frustrated...then I will..." or "If I am overwhelmed...then I will...." Later, they can reflect (another executive function skill) on how well they did in staying on track or accomplishing the goal if it took more than one attempt.
EF Engagement & Collaboration: Multiple Perspectives
EF Engagement & Collaboration: Multiple Perspectives
Being able to see multiple sides of complex ideas is a critical skill for successful collaboration and, therefore, for achieving success with rigor. This ability to see multiple sides builds on the cognitive flexibility skill of changing perspectives and moves the student toward a capacity for empathy. Changing perspectives deepens engagement with content. Looking at an event or a situation from different viewpoints builds an awareness in students that all situations can be seen in multiple ways.
View any of the resources for multiple perspectives:
Understanding Multiple Perspectives (from the EF PLE)
Blank Multiple Perspectives Graphic Organizer
Pro tip: For younger learners or in PE or Art, include images in the middle for students to discuss a different perspective.
Sample: Seeing Multiple Sides Direction Sheet
Multiple Perspectives Graphic Org. #2 (ideal for elementary students)
Pro tip: Yo could have students work on the multiple perspectives as a group where each learner takes on a different perspective based on the scenario, image, or equation (how many ways could we solve this equation? What various strategies did we use for this question?). Or you could have learners work independently to consider multiple perspectives on the image or prompt.
Content: Use any of graphic organizer like the ones below to help them discuss an event (historical or recent) or conflict (personal, character based, or political) from different viewpoints.
Content Examples:
For ELA/Literacy, students can work with multiple perspectives in the curriculum through picture books, stories or novels. Ask students to consider a conflict situation in the text and determine how two or more different characters view the same situation.
For Sci. or SS, both are filled with opportunities to dive into rigor via multiple perspectives. Students could consider the perspectives of a multitude of constituents affected by the French Revolution.
Sample images below:
Sample images below:
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