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DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
DLMOOC "Lens into the Classroom" tuning protocol - Week 6
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DLMOOC "Lens into the Classroom" tuning protocol - Week 6

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These are the slides for the DLMOOC "Lens into the Classroom" on academic mindsets on Feb. 27, 2014. More information at www.dlmooc.net

These are the slides for the DLMOOC "Lens into the Classroom" on academic mindsets on Feb. 27, 2014. More information at www.dlmooc.net

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  • 1. Welcome to Lens into the Classroom ─ Academic Mindsets We will begin at 4:00 pm PST, Thursday February 27, 2014
  • 2. Agenda ● Introductions, Overview ● Looking at Student Work Protocol
  • 3. Consultancy Overview ● ● ● ● ● ● ● ● ● Overview of the work and dilemma [10 minutes] Question prep [1 minutes] Clarifying questions (via chat; presenter responds on video) [5 minutes] Question prep [1 minutes] Probing Questions (via chat; presenter responds on video) [8 minutes] Group Conversation [10 minutes] Presenter Reflection (3 minutes) Debrief [5 minutes] Closing the Loop [2 minutes]
  • 4. Norms • • • General: Hard on the content, soft on the people. Be kind, helpful and specific. Step up, step back (monitor your airtime).
  • 5. Matt Strand Grade 7th/8th English Teacher Polaris Expeditionary Learning School ● PhD in Educational Leadership at Colorado State University while continuing to teach at Polaris. ● Taught 7th/8th Grade English in this Expeditionary Learning School for 13 years. Kevin Denton Grade 7th/8th Science and Math Teacher Polaris Expeditionary Learning School ● Earned his M.S. in Instructional Design and technology and teaches primarily science and math content currently. ● Been a part of think tanks on academic mindsets with Camille Farrington, Eduardo Briceño, Ron Berger, Fund for Teachers and others in the past.
  • 6. The Dilemma (10 minutes) How do you explicitly teach academic mindsets and make it meaningful and authentic for students?
  • 7. Self Assessing Story Progress
  • 8. Tiered Revision
  • 9. Peer Critique
  • 10. Helping students develop systems and habits that translate to success • Weekly goal-setting for academic performance. • Frequent and specific teacher feedback on how to write goals that translate into action (learning strategies). Also coaching on academic mindset messaging. • Weekly student-reflection on progress and how/if the specific action tried led to reaching their goal of academic success. • Email format makes it more conversational and conducive to reflection.
  • 11. Using Goal-Setting in CREW (academic advisement) to Develop Learning Strategies Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance--A Critical Literature Review. Consortium on Chicago School Research. 1313 East 60th Street, Chicago, IL 60637.
  • 12. A typical weekly goal-setting email
  • 13. Learning to write goals - Brooke 9/17/2013 Math: Looks good to. I think the grade is fine but i could start paying more attention anyways 10/3/2013 Math: I missed the revision for a math tests that i didnt do amazing on and i cant bring my grade up right now. I will try to do really good on the test that helps bring up our grade. 11/14/2013 Math: I have a 3.1 and I cant revise anything but tomorrow I will work really hard on my blow up Barbie assignment so I can raise my grade.
  • 14. 12/3/13 Math: 3.0 I am going to take that test on Thursday that will help us revise all the tests we didn't do good on and study for that 10 minutes every night. I’m also starting to work with Ellie is class because she is always focused. 2/18/14 In Geography I have a 2.9. To improve my academic performance in this class I'm going to try to make a quality rhythm about Andrew Jackson on Wednesday. I'll know I have met my goal if I am proud of it. I'll know that I have met my goal by Thursday and I will measure it by how well I think I did on it.
  • 15. Providing Frequent and Specific Feedback Ellie
  • 16. Reflecting on results Michael Kevin, Last week I set goals for three of my classes including bringing more food to stay alert, revising work, and talking with my teacher one-on-one. In Algebra I said I would talk to Lee about how I can change my grade for the better. I did this and my grade now stands higher than it was when I set these goals. In Science I set out to revise the meiosis poster and study each night, which I did. Because I did this my grade came from a C to a B. And in English I found that I would be hungry and distracted because of it, so I set to bring food to eat to gain concentration, and when I did my grade became an A and I could focus better. When I decided I'd do these things I did not think the changes would be so obvious, but they were, and I'm glad for it. Michael
  • 17. From Learning Strategy to Mindset Toby Dear Kevin, Non-academic wise I think I did pretty good last year, but there was some struggle. Outside of school I have been trying to learn Java, but I have been playing a lot of video games that distract me and make me not want to do it. This made it hard and I have not learned much at all. This semester I would like to program at least 15 minutes a day to keep all of the code in my head and not just let it float away. To meet this goal I am going to leave a sticky note on my PC desktop that says "Did you program for those 15 minutes?". This should help me remember to get to it before I go any play games. I think only I can help my self meet this goal because it is my choice to learn Java and no one is forcing it upon me. I am doing it because I like to and I just want to make sure I keep at it.
  • 18. Clarifying Questions 5 minutes Clarifying questions are simple questions of fact. The litmus test for a clarifying question is: Does the presenter have to think before s/he answers? If so, it’s almost certainly a probing question. Some examples of clarifying questions: • How many students do you teach? • What prior experience do students have with this type of work?
  • 19. Question Prep and Response Format 1 minute 1. Brainstorm questions for the presenter 2. Participants enter their questions in the Q&A or on Twitter. How do you explicitly teach academic mindsets and make it meaningful and authentic for students?
  • 20. Probing Questions 8 minutes Probing questions are intended to help the presenter think more deeply about the issue at hand. The presenter often doesn’t have a ready answer to a genuine probing question. Examples of probing questions could be: What is your biggest worry with this issue? How do students currently reflect on their growth? Other possible probing questions begin with: How did you decide/determine/conclude...? What's another way you might...? Probing questions should not be “advice in disguise”, such as “Have you considered…?” • • • •
  • 21. Question Prep and Response Format 1 minute 1. Brainstorm questions for the presenter 2. Participants enter their questions in the Q&A or on Twitter. How do you explicitly teach academic mindsets and make it meaningful and authentic for students?
  • 22. Group Conversation 10 minutes The conversation is not directed to the presenter. It is directed to the group and focuses on the presenter's dilemma. ●Group Instructions/Questions: ■ Begin with warm feedback. What are the strengths in this situation? ■ What are the gaps? What isn't the presenter considering? ■ What recommendations does anyone have in response to the question posed by the presenter? ■ Make a list of the recommendations and post them on the Q&A or Twitter How do you explicitly teach academic mindsets and make it meaningful and authentic for students?
  • 23. Presenter Reflection 3 minutes • The presenter has the opportunity to respond to the discussion. • It is not necessary to respond point by point to what others said. • The presenter may share what struck him or her and what next steps might be taken as a result of the ideas generated by the discussion.
  • 24. Debrief 5 minutes • The debrief is not a time to continue discussing the dilemma. • Instead focus on questions like… Did we have a good question? Did we stick to the question? Did our probing questions push the presenter’s thinking? Was there a moment where we got off track? How did we do with following the norms? Was there a moment where the conversation made a turn for the better? o o o o o o
  • 25. Closing the Loop 2 minutes Participants what they have learned from participating in this protocol and how it could inform their own practice. Post your reflections on G+ or on Twitter.

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