What’s Your Learning Disposition? How to Foster Students’ Mindsets Stanford psychologist Carol Dweck’s work on growth mindsets has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider. Belonging to an academic community: Feeling connected to adults and peers at school intellectually, not just socially, through an academic community, is a strong motivator. Belief in the likelihood of success: Students’ belief in their own self-efficacy is a better predictor of academic success than measured ability. The work has meaning and value: The brain naturally looks for connections. Belief that abilities and intelligence can grow with effort: Known as a growth mindset, Carol Dweck’s theory we refer to above) if students believe the brain is a muscle that must be exercised, they’re more likely to interpret setbacks as opportunities to learn and improve. Related
High School Teachers These Thinker's Guides are available through electronic license for educational institutions. Faculty and administrators - email cct@criticalthinking.org to inquire. This set includes the thinker’s guides which focus on the foundations of critical thinking. It also includes those guides useful in contextualizing essential critical thinking concepts and principles for classroom instruction. And it contains the thinker’s guides we recommend for student use.
Comment construire une carte mentale (ou Mind Map) ? Comment construire une carte mentale ? est une vidéo de 3 min, réalisée par les éditions Magnard. Exemples de cartes mentales : Related Mind Map (ou carte mentale) : un outil pour apprendre efficacement Mind Map (ou carte mentale) : un outil pour apprendre efficacement J'ai aujourd'hui envie de vous proposer un outil de compréhension et de mémorisation développé pat Tony Buzan et présenté dans son livre Mind Map, dessine moi l'intelligence : les Mind Maps (ou cartes mentales). Dans "Méthodologie et outils" Des enseignants partagent leurs bonnes pratiques pour apprendre avec la neuropédagogie Des enseignants partagent leurs bonnes pratiques pour apprendre avec la neuropédagogie Dans ce reportage diffusé sur France 2, des enseignants partagent les bonnes pratiques qu'ils appliquent en classe pour apprendre avec la neuropédagogie. Parmi ces bonnes pratiques, on retrouve des invariants : l’importance de solliciter le sens du… Dans "Neurosciences"
8 Uplifting Quotes For Discouraged Students There are many reasons a student can lose focus in school. It can be bad grades that will discourage them to be inactive and to rebel. It can be the environment that can be stifling and suffocating for the students. It can be the fact that many of them don’t find it easy to see the meaning in their struggles in school. Some students excel under pressure, and there are those who crumble beneath it. It’s easy to praise the students who continuously work hard, but let’s try not to berate those who find it difficult to focus. When students get tired of school, they find all means to take the shortcut. It’s not just in the output that students slack off in school. Instead of lecturing these lost souls, it’s up to educators and mentors to find ways on how to lure them back into learning. For now, maybe these inspirational quotes on learning and hard work can do the trick. “If you really look closely, most overnight successes took a long time.” – Steve Jobs “Every child is gifted.
critical-thinking - home Les coulisses du 9e art : La BD, ça s’apprend ? – Bubble Paper Premier article d’une série destinée à vous dévoiler les coulisses du 9ème art par ceux qui le font : vous pourrez retrouver chaque mois, une présentation des métiers liées à la Bande Dessinée doublés d’interviews de professionnels.Un épisode dédié aux écoles et cursus de BD pour démarrer. Comment apprend-on à raconter des histoires en BD ? « Pendant très longtemps, les auteurs de BD apprenaient leur métier dans des ateliers, où ils étaient l’assistant d’un autre auteur plus connu », explique Thierry Mary, responsable pédagogique de l’Iconograf, école de Bande Dessinée ouverte à Strasbourg il y a une quinzaine d’années. « À l’époque, il y avait beaucoup moins de sorties en librairies, et beaucoup plus de magazines. Même son de cloche chez Éric Derian, coordinateur pédagogique de l’Académie Brassart Delcourt, ouverte en 2014 à Paris. « On met vraiment un point d’honneur à former à la narration. Des éditeurs en demande « Il y a deux profils. Projets personnels et commandes
Inspire Her Mind Science There’s a young 4-year old girl shuffling through a chest full of various dress-up clothes. The copy asks: Does dress-up determine her future? Scroll to the left, and the girl picks up a princess dress from the chest. Scroll to the right, and the girl picks an astronaut suit out of the chest. Technology There’s a father and daughter working on an electronic helicopter. Scroll to the left, and the father takes a soldering iron and starts working on the helicopter while the daughter watches. Scroll to the right, and the daughter reaches forward to connect a wire on the helicopter, making it work, as the rotor blades twirl. Engineering An 8-year-old girl sits on a deck and looks at some playhouse toys, such as a pink couch, and a pile of wood. Scroll to the left, and the girl picks up the pink couch and walks over to a dollhouse. Scroll to the right, and the girl picks up a piece of wood and walks over to a small wooden dollhouse she has been building. Math
Models -- Instructional Design The Taxonomy Table -- Faculty Resources -- OSU Extended Campus -- Oregon State University How to Write Objectives Adapted from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Lorin W. To dispell the confusion between the means and ends of instruction, contemplate these definitions: Ends Objectives describe intended results, outcomes, and changes. Means Instructional activities, such as reading a textbook, listening to lectures, conducting surveys, and observing field work, are means by which objectives are achieved. For an objective or outcome to be measurable, learning a fact, concept, or procedure is implied. Examples taken from OSU Extended Campus distance courses are attached to each category in the Cognitive Process Dimension and the Knowledge Dimension in the taxonomy table below. For consultation regarding writing objectives and activities for distance courses, please contact: Dianna Fisher, Director of Project Development & Training Office: (541) 737-8658 Cell: (541) 230-4029 Extended Campus Oregon State University
Write your own cover letter! Cycle/ niveau : Terminale/ Post-bac Niveau de CECR : B2 Cette séquence se propose de familiariser les élèves à l’environnement du travail en Grande-Bretagne. On peut l’utiliser en tout début d’année pour les faire se présenter et les faire argumenter pour décrocher un emploi à partir de leurs qualités ou compétences, et de leur motivation professionnelle. Notion /thématique Espaces et échanges en Terminale, le monde professionnel en BTS Tâche finale Vous aimeriez travailler l’été en Grande-Bretagne. Entrées culturelles Mieux connaître la Grande-Bretagne, notamment sa géographie, son économie, et les codes qui régissent le marché du travail et la recherche d’un emploi. Activités langagières dominantes Compréhension écrite/ Expression écrite Activités des élèves Modalités de différenciation Objectifs principaux Documents Les documents authentiques sont disponibles sur internet : offres d’emploi, texte explicatif sur la recherche d’un emploi en Grande-Bretagne, lettres de motivation « modélisantes ».
Failure: Seeds of Innovation | TryEngineering Lesson Focus Lesson focuses on how failure is part of the engineering process. Students work in teams and learn about many inventions and advances in engineering were brought about after a mistake or failure. Students research an example of such an innovation and develop a presentation related to how the tenacity of the engineer allowed him or her to move past a failure and into the realm of innovation. Age Levels: Objectives Learn how engineering can help solve society's challenges.Learn about teamwork.Learn about problem solving. Anticipated Learner Outcomes As a result of this activity, students should develop an understanding of:innovationengineeringteamwork Lesson Activities Students explore how mistakes and failures are a part of engineering and explore many examples of how engineers and others created materials, products, and processes after facing a failure or mistake. Teacher Resource Documents (attached)Student Resource Sheet (attached)Student Worksheet (attached)
Toulmin Model Stephen Toulmin, originally a British logician, is now a professor at USC. He became frustrated with the inability of formal logic to explain everyday arguments, which prompted him to develop his own model of practical reasoning. The first triad of his model consists of three basic elements: A claim is the point an arguer is trying to make. The claim answers the question, "So what is your point?" example: "You should send a birthday card to Mimi, because she sent you one on your birthday." example: "I drove last time, so this time it is your turn to drive." fact: claims which focus on empirically verifiable phenomena judgment/value: claims involving opinions, attitudes, and subjective evaluations of things policy: claims advocating courses of action that should be undertaken Grounds refers to the proof or evidence an arguer offers. Grounds can consist of statistics, quotations, reports, findings, physical evidence, or various forms of reasoning. example: "It looks like rain.