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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.
Simple cause-and-effect diagrams help students, particularly younger or struggling students, see the connection among events: This happened, so then this happened. Click the image above for the link.
Simple cause-and-effect diagrams help students, particularly younger or struggling students, see the connection among events: This happened, so then this happened. Click the image above for the link.
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
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 link.
Click the image below for the link.
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.
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.
Content Examples:
For ELA, 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 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.
Affinity Map Examples in Music:
Secondary Music Example: Music class with instruments: Students are asked to actively listen to a complex musical piece, which is developing their ability to focus and limit distractions. Using the affinity mapping, they then categorize musical elements like melody, rhythm, and harmony, which demonstrates cognitive flexibility and planning skills.
Collaboration: They then collaborate with peers to analyze and interpret these elements which fosters social skills and strengthens working memory. Finally, they use this knowledge to create original compositions based on these analyses which requires self-awareness, decision-making, and the ability to adapt to changing circumstances.
Elementary Music Example: Students actively listen to a short, catchy melody, which is a practice in focus and attention. They then sort simple musical elements like high and low sounds or fast and slow rhythms onto colorful sticky notes, which develops cognitive flexibility and planning skills.
Collaboration: Collaborating with classmates they can create a class song or rhythm pattern. This fosters social skills and strengthens working memory. If they were to perform the created piece it would require self-awareness, coordination, and the ability to adapt to changes in tempo or pitch.
Consider: How could you use affinity mapping with High School students who are preparing for college?
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!
Have students consider a short-term goal they are trying to achieve in which they could be derailed by distractions.
Behavioral/SEL: If, Then Sample
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.
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