Interleaving — The Learning Scientists. 9 Tips to Inspire Determination □□ (by @finleyt) #edchat #education #elearning #edtech #engchat #mathchat #ukedchat. Retrieval Practice — The Learning Scientists. Grit and Growth Mindset. Visual guides to evidence-based teaching techniques - TeachingHOW2s. How do pupils 'transfer' their learning. Please RT! If you like our sketchnote contact us firstname.lastname@example.org for school suppor□
The Jubilee Centre for Character and Virtues Lecture- Dr Angela Lee Duckworth – Hannah Tyreman. True Grit western- the grit is held by the 13 year old girl pursuing a goal.
Self-scoring grit scale that focuses on the following two aspects of grit: Perseverance over the long-term and a consistent focus/interest on one thing that matters to you more than anything else. High achievement comes not just from persevering but from working on one passion. Older adults have higher grit scores than younger adults. KindnessEmpathyCalm All develop over a lifetime This indicates that grit can change.
Will Smith (from Pennsylvania, like Angela) Carol Dweck- the woman, the myth, the legend! – Hannah Tyreman. Carol had some powerful messages about my own mindset.
She challenged teachers to consider this. I have begun to notice my own mindset much more over the last 12 months and I think, after Carol’s talk today, I am far less filled with growth mindset then I like to think I am. I praise my own and students’ effort when the strategy being used and the learning being attained is vital. Some really honest reflection and evaluation to be done in the coming weeks and months. #techtuesday - Cornerstones Practice. Practise, Practise, Practice – Hannah Tyreman. In my previous two blogs (part of a series of 4), I’ve been confident enough about my own practice to share reflections on planning learning and engaging students without much agonising over it.
I knew that week 3’s blog on ‘practice’ would be the most challenging because I feel it’s the place where so much more learning lies for me. It’s one of those aspects of teaching where the more I read, the less I feel I know and the more I want to find out. Ten teaching techniques to practise – deliberately. It’s a well-established idea that, to develop expertise in a particular skill or technique, you need to practise.
The more you practise, the better you get. As outlined by the excellent people at Deans for Impact in their Practice with Purpose document, it helps to identify a specific element of your teaching to practise on and then focus very deliberately on improving in that area. READING - Doug Lemov on High Expectations. VIDEO - Doug Lemov on circulating during 'Practice' READING - Carol Dweck Explains the False Growth Mindset. As a young researcher, Carol Dweck was fascinated by how some children faced challenges and failures with aplomb while others shrunk back.
Dweck, now a psychologist at Stanford University, eventually identified two core mindsets, or beliefs, about one’s own traits that shape how people approach challenges: fixed mindset, the belief that one’s abilities were carved in stone and predetermined at birth, and growth mindset, the belief that one’s skills and qualities could be cultivated through effort and perseverance.
Her findings brought the concepts of “fixed” and “growth” mindset to the fore for educators and parents, inspiring the implementation of her ideas among teachers—and even companies—across the country. VIDEO - Carol Dweck: The power of believing that you can improve. READING - Level up Competency. STUDENT ACTIVITY - Straw bridges - for making comparisons and connections. STUDENT ACTIVITY - Silent Debate to develop students' writing. STUDENT ACTIVITY - Venn Diagram for making comparisons and connections. READING - Teachers, students and the hero's journey. READING - Developing Independent Learners. This term I’ve been using independent learning projects with some of my classes in year 7 & 8.
At the start of the topic I discussed with the students the success criteria for the topic and asked them how they would like to go about carrying out the scheme of work. We discussed several ways of working on this SoW a) a menu – where students select ‘items’ from the menu to produce over the term to produce a piece of work that meets Bronze, Silver or Gold standard. b) personal choice – where students could make their own decisions on how to present their work c) guided – where the teacher provides suitable learning activities to meet the success criteria Each class voted for b – personal choice. We then discussed whether working in groups or individually would be better. The majority of year 7 decided to go with groups, again of no more than 3, but a few wanted to work individually as they felt they would get distracted working in groups. READING - How to Teach Students Grit. In 2013, for the first time, a majority of public-school students in this country—51 percent, to be precise—fell below the federal government’s low-income cutoff, meaning they were eligible for a free or subsidized school lunch.
It was a powerful symbolic moment—an inescapable reminder that the challenge of teaching low-income children has become the central issue in American education. The truth, as many American teachers know firsthand, is that low-income children can be harder to educate than children from more-comfortable backgrounds. Educators often struggle to motivate them, to calm them down, to connect with them. This doesn’t mean they’re impossible to teach, of course; plenty of kids who grow up in poverty are thriving in the classroom. But two decades of national attention have done little or nothing to close the achievement gap between poor students and their better-off peers. In the short term, these adaptations may have benefits, especially in a dangerous environment. 1. 2.
#techtuesday - Cornerstones Practice.