This document summarizes key aspects of autonomy from a chapter on fostering autonomy in children. It discusses three main components of autonomy: wonder, confidence, and motivation. It provides examples of how to support the development of autonomy through choice, problem-solving opportunities, long-term projects, and a child-centered approach. The document emphasizes balancing safety with allowing children to explore, try new things, and find their own solutions.
This document discusses various instructional strategies to enhance student engagement based on research from multiple sources. It describes how boredom can lead to stress and misbehavior in students when their brains are not sufficiently stimulated. Several engagement strategies are presented, including using novelty, visuals, humor, music, role playing and connecting lessons to students' emotions. Graphic organizers, mind maps, and techniques like think-pair-share are recommended to appeal to different learning styles and improve retention of information. The goal is to actively involve students and stimulate their brains in multiple ways to maximize attention and long-term memory of classroom content.
Feedback Is the New Black: Building Trust So You Can ScaleAtlassian
It's no secret that feedback is an important tool for continuous improvement and building trust within your team. So why is feedback still so darn difficult? Any why do we still rely on managers to do the heavy lifting here?
Join Dom Katz, an Agile Coach who has worked with teams from startups to governments, as he discusses why building trust is a crucial component in allowing teams to be more autonomous, and how peer-to-peer feedback fits into the picture. You'll walk away equipped with techniques for giving and getting better feedback – and a little extra empathy, too.
Ppt solving problems in the Encouraging ClassroomMay Martinez
This document discusses conflict management strategies for early childhood classrooms. It begins by defining conflict for young children and explaining why it is a natural occurrence. It then discusses techniques for mediating conflicts, including using peace props like talk-and-listen chairs. The document also explains a 5-step conflict mediation model called the "five-finger formula" which involves cooling down, discussing problems, brainstorming solutions, agreeing on a solution, and following up. Finally, it provides an example of how to use the five-finger formula to mediate a conflict between two boys arguing over Lego wheels.
The document discusses developing social competence in students. It defines social competence and notes its importance for school readiness and preventing behavior issues. Teachers should observe students' interactions over time to assess social skills. Strategies are presented for fostering skills like confidence, curiosity, self-control, cooperation, and communication. Developing these skills positively impacts brain development and relationships. Teachers are encouraged to model behaviors, read stories with themes, have discussions, and give students opportunities to problem solve together.
Feedback is the new black - Building Trust to ScaleDominik Katz
It’s no secret that feedback is an important tool for continuous improvement and building trust within your team. So why is feedback still so darn difficult? And why do we still rely on managers to do the heavy lifting here?
Presented at Atlassian Summit 2019 in Las Vegas.
This document summarizes key aspects of autonomy from a chapter on fostering autonomy in children. It discusses three main components of autonomy: wonder, confidence, and motivation. It provides examples of how to support the development of autonomy through choice, problem-solving opportunities, long-term projects, and a child-centered approach. The document emphasizes balancing safety with allowing children to explore, try new things, and find their own solutions.
This document discusses various instructional strategies to enhance student engagement based on research from multiple sources. It describes how boredom can lead to stress and misbehavior in students when their brains are not sufficiently stimulated. Several engagement strategies are presented, including using novelty, visuals, humor, music, role playing and connecting lessons to students' emotions. Graphic organizers, mind maps, and techniques like think-pair-share are recommended to appeal to different learning styles and improve retention of information. The goal is to actively involve students and stimulate their brains in multiple ways to maximize attention and long-term memory of classroom content.
Feedback Is the New Black: Building Trust So You Can ScaleAtlassian
It's no secret that feedback is an important tool for continuous improvement and building trust within your team. So why is feedback still so darn difficult? Any why do we still rely on managers to do the heavy lifting here?
Join Dom Katz, an Agile Coach who has worked with teams from startups to governments, as he discusses why building trust is a crucial component in allowing teams to be more autonomous, and how peer-to-peer feedback fits into the picture. You'll walk away equipped with techniques for giving and getting better feedback – and a little extra empathy, too.
Ppt solving problems in the Encouraging ClassroomMay Martinez
This document discusses conflict management strategies for early childhood classrooms. It begins by defining conflict for young children and explaining why it is a natural occurrence. It then discusses techniques for mediating conflicts, including using peace props like talk-and-listen chairs. The document also explains a 5-step conflict mediation model called the "five-finger formula" which involves cooling down, discussing problems, brainstorming solutions, agreeing on a solution, and following up. Finally, it provides an example of how to use the five-finger formula to mediate a conflict between two boys arguing over Lego wheels.
The document discusses developing social competence in students. It defines social competence and notes its importance for school readiness and preventing behavior issues. Teachers should observe students' interactions over time to assess social skills. Strategies are presented for fostering skills like confidence, curiosity, self-control, cooperation, and communication. Developing these skills positively impacts brain development and relationships. Teachers are encouraged to model behaviors, read stories with themes, have discussions, and give students opportunities to problem solve together.
Feedback is the new black - Building Trust to ScaleDominik Katz
It’s no secret that feedback is an important tool for continuous improvement and building trust within your team. So why is feedback still so darn difficult? And why do we still rely on managers to do the heavy lifting here?
Presented at Atlassian Summit 2019 in Las Vegas.
Teaching with Poverty (The Impact and Strategies) (July 2013)Matt Bergman
The document discusses the impact of poverty on classrooms and strategies for overcoming challenges related to poverty. It notes that poverty affects student motivation, behavior, and parental involvement. However, teachers can build relationships with students, create a stable classroom environment, and encourage growth mindsets. Specific strategies include developing vocabulary through varied materials, opportunities to read, and building oral language skills. The goal is to engage students and provide support through challenges related to their economic situations.
The document discusses Collaborative Problem Solving (CPS) as an approach to helping children with behavioral challenges. It describes CPS as a process where adults and children work together to resolve problems and teach skills in a mutually agreeable way. The key aspects of CPS are identified as Plan A, where adults impose their will; Plan B, the collaborative problem solving approach; and Plan C, dropping all expectations. Plan B is recommended as a three-step approach involving empathy, defining the problem, and jointly inviting solutions. CPS aims to reduce challenging behaviors by solving problems, teaching skills, and building helping relationships between adults and children.
Thrively for Classroom: Strength-based exploration, enrichment & guidanceAdrienne Fuller
Our educational system is training kids to think that if they get "C" grades, they're a "C" kid. We believe that is simply not true. Every child has unique strengths that make them awesome, whether or not they are great at testing. You can use Thrively in your classroom to bring out strengths in your students, and celebrate them.
Thrively is free and has no learning curve: just sign up, add your kids, and get started. And, Thrively is COPPA compliant so your students' data is private and safe.
Get your class started at www.thrively.com/classroom
The power of believing that you can improve by Carol Dweck a visual summarySameer Mathur
Backed up by proven Scientific studies, Carol Dweck explains that Intelligence is Malleable.
Years of research provide concrete data that when we struggle with problems, we actually grow. When you grapple with problems, you make new neural connections which makes you smarter.
This document discusses different perspectives on learning and education. It includes quotes from Alfred Binet and others emphasizing the importance of teaching students how to learn and challenging the view that intelligence is fixed. Another section discusses research finding that children in professional homes hear more words per hour on average than those in working-class or welfare homes. The document also presents various thinking skills and models of learning, highlighting the importance of attitudes, skills and knowledge. It advocates using learning intentions and success criteria to engage students' minds.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Class 6: RESILIENCE & VULN...Ed Batista
This is a condensed slide deck from my Winter 2019 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html
This document discusses creating a growth mindset classroom environment. It emphasizes that educators should have high expectations for all students and help students believe they can succeed through perseverance. A growth mindset classroom uses formative assessments, open-ended tasks, encourages risk-taking, and provides constructive feedback to support improvement. Explicitly teaching students about neuroplasticity and how their brains can change can boost perception, memory, intelligence and IQ over time with consistent practice. Developing hope and resilience in students is also important for promoting a growth mindset.
A synopsis of Carol Dweck's research and book: Self Theories: Their Role in Motivation, Personality, and Development; this has particular reference to the ABC's motto "Effort Leads to Success"
Mindsets is the popular version of Self Theories and here the presentation is brought up-to-date using the term FIXED MINDSET instead of Entitiy Theorist and GROWTH MINDSET instead of Incremental Theorist
Lawnmowers and Helicopters: The Failure Creativity LinkLiz Fogarty
This document discusses how overparenting and an overemphasis on success can inhibit creativity in children by preventing them from learning how to deal with failure. It provides strategies for parents and teachers to foster creativity, such as emphasizing process over product, allowing play, and praising effort rather than just success. Creativity is defined as a type of problem-solving for which there are no easy answers, and involves flexibility and adaptability of thought. Fear of failure, an excessive focus on order and tradition, overcertainty, reluctance to play, and excessive reward for success are identified as potential roadblocks to creativity.
The document discusses poverty and its effects on students' education. It defines different types of poverty and notes students living in poverty are more likely to struggle academically and drop out of school. Chronic stress from conditions of poverty can impair brain development and reduce academic performance. The document advocates applying principles of invitational education, such as trust, respect, optimism and care, to tap into students' potential and help them overcome challenges of poverty. The most important thing to remember, it states, is that people possess relatively untapped potential in all areas of human development.
The Ironic Secret to Grit (What to do when Willpower Fails)David Palank
Willpower is a finite resource. This slide deck describes what scientists know about willpower, grit, and the ironic secret to become more resilient. (Hint: It's Habits)
If you’re followed #ILA2015 (International Literacy Association) on Twitter, you might have seen that HUNDREDS of tweets were coming in each day. Luckily, we’ve collected the best tweets of the conference for you. Here are the top 24 quotes and nuggets of wisdom that we collected from the conference. Enjoy!
The Explosive Child: Summary CPS by Dr. Ross GreeneKathy Gregory
This presentation is meant to summarize Dr. Ross Greene's book, "The Explosive Child". None of this work is original to me, all of this work is from the work of Dr Ross Greene.
The document summarizes the Collaborative Problem Solving (CPS) approach for treating children with explosive behaviors. It discusses limitations of traditional parent management training and introduces CPS as an alternative. CPS assumes explosive behaviors stem from lagging cognitive skills that impair flexibility, problem solving, and emotion regulation. It aims to identify specific cognitive deficits and situational triggers through clinical interviews and assessments, then address the underlying causes rather than just modifying behavior. The document outlines three approaches to handling problems - Plan A involves parental insistence, Plan C reduces expectations, while Plan B employs CPS's collaborative problem-solving to pursue expectations and teach missing skills, with the goal of reducing explosive episodes.
Carol Dweck's research over 30 years found that students' beliefs about their abilities (fixed mindset or growth mindset) significantly impacted their motivation, resilience, and achievement. Students with a growth mindset see intelligence as something that can be developed through effort rather than a fixed trait. They are more likely to embrace challenges, persist in the face of setbacks, and achieve at higher levels. Dweck's work highlights the importance of praising students' effort, strategies, and progress rather than innate qualities to foster a growth mindset.
This document discusses cultivating curiosity and deep learning in education. It provides quotes and graphics that emphasize critical thinking, collaboration, communication, creativity, character, citizenship, inspiration, and questioning. The document encourages activating, cultivating, and initiating wonder in students. It also discusses visible change through peer learning and using student responses as learning experiences for the entire school.
This document discusses the need for changes in education to better prepare students for the future. It notes that the world, students, and schools have all shifted significantly since the past. New literacies and skills are needed, like being multiliterate, active content creators, and able to collaborate globally. Learning is becoming more connected and less confined to the classroom. Teachers are encouraged to shift from a teaching focus to a learning focus and view themselves as curriculum designers. Technology should be used innovatively to transform learning rather than just be added on or used mechanically.
This document discusses becoming a connected, do-it-yourself (DIY) learner and change agent through developing personal and professional learning networks. It emphasizes embracing change by connecting locally through communities of practice and globally online. Key aspects of becoming a DIY learner include cultivating wonder, sharing knowledge openly, and engaging in collaborative activities like critical friends groups and instructional rounds to improve practice through reflection.
Teaching with Poverty (The Impact and Strategies) (July 2013)Matt Bergman
The document discusses the impact of poverty on classrooms and strategies for overcoming challenges related to poverty. It notes that poverty affects student motivation, behavior, and parental involvement. However, teachers can build relationships with students, create a stable classroom environment, and encourage growth mindsets. Specific strategies include developing vocabulary through varied materials, opportunities to read, and building oral language skills. The goal is to engage students and provide support through challenges related to their economic situations.
The document discusses Collaborative Problem Solving (CPS) as an approach to helping children with behavioral challenges. It describes CPS as a process where adults and children work together to resolve problems and teach skills in a mutually agreeable way. The key aspects of CPS are identified as Plan A, where adults impose their will; Plan B, the collaborative problem solving approach; and Plan C, dropping all expectations. Plan B is recommended as a three-step approach involving empathy, defining the problem, and jointly inviting solutions. CPS aims to reduce challenging behaviors by solving problems, teaching skills, and building helping relationships between adults and children.
Thrively for Classroom: Strength-based exploration, enrichment & guidanceAdrienne Fuller
Our educational system is training kids to think that if they get "C" grades, they're a "C" kid. We believe that is simply not true. Every child has unique strengths that make them awesome, whether or not they are great at testing. You can use Thrively in your classroom to bring out strengths in your students, and celebrate them.
Thrively is free and has no learning curve: just sign up, add your kids, and get started. And, Thrively is COPPA compliant so your students' data is private and safe.
Get your class started at www.thrively.com/classroom
The power of believing that you can improve by Carol Dweck a visual summarySameer Mathur
Backed up by proven Scientific studies, Carol Dweck explains that Intelligence is Malleable.
Years of research provide concrete data that when we struggle with problems, we actually grow. When you grapple with problems, you make new neural connections which makes you smarter.
This document discusses different perspectives on learning and education. It includes quotes from Alfred Binet and others emphasizing the importance of teaching students how to learn and challenging the view that intelligence is fixed. Another section discusses research finding that children in professional homes hear more words per hour on average than those in working-class or welfare homes. The document also presents various thinking skills and models of learning, highlighting the importance of attitudes, skills and knowledge. It advocates using learning intentions and success criteria to engage students' minds.
Ed Batista, The Art of Self-Coaching @StanfordGSB, Class 6: RESILIENCE & VULN...Ed Batista
This is a condensed slide deck from my Winter 2019 section of The Art of Self-Coaching at the Stanford Graduate School of Business. Course materials are archived at https://www.edbatista.com/the-art-of-self-coaching-course.html
This document discusses creating a growth mindset classroom environment. It emphasizes that educators should have high expectations for all students and help students believe they can succeed through perseverance. A growth mindset classroom uses formative assessments, open-ended tasks, encourages risk-taking, and provides constructive feedback to support improvement. Explicitly teaching students about neuroplasticity and how their brains can change can boost perception, memory, intelligence and IQ over time with consistent practice. Developing hope and resilience in students is also important for promoting a growth mindset.
A synopsis of Carol Dweck's research and book: Self Theories: Their Role in Motivation, Personality, and Development; this has particular reference to the ABC's motto "Effort Leads to Success"
Mindsets is the popular version of Self Theories and here the presentation is brought up-to-date using the term FIXED MINDSET instead of Entitiy Theorist and GROWTH MINDSET instead of Incremental Theorist
Lawnmowers and Helicopters: The Failure Creativity LinkLiz Fogarty
This document discusses how overparenting and an overemphasis on success can inhibit creativity in children by preventing them from learning how to deal with failure. It provides strategies for parents and teachers to foster creativity, such as emphasizing process over product, allowing play, and praising effort rather than just success. Creativity is defined as a type of problem-solving for which there are no easy answers, and involves flexibility and adaptability of thought. Fear of failure, an excessive focus on order and tradition, overcertainty, reluctance to play, and excessive reward for success are identified as potential roadblocks to creativity.
The document discusses poverty and its effects on students' education. It defines different types of poverty and notes students living in poverty are more likely to struggle academically and drop out of school. Chronic stress from conditions of poverty can impair brain development and reduce academic performance. The document advocates applying principles of invitational education, such as trust, respect, optimism and care, to tap into students' potential and help them overcome challenges of poverty. The most important thing to remember, it states, is that people possess relatively untapped potential in all areas of human development.
The Ironic Secret to Grit (What to do when Willpower Fails)David Palank
Willpower is a finite resource. This slide deck describes what scientists know about willpower, grit, and the ironic secret to become more resilient. (Hint: It's Habits)
If you’re followed #ILA2015 (International Literacy Association) on Twitter, you might have seen that HUNDREDS of tweets were coming in each day. Luckily, we’ve collected the best tweets of the conference for you. Here are the top 24 quotes and nuggets of wisdom that we collected from the conference. Enjoy!
The Explosive Child: Summary CPS by Dr. Ross GreeneKathy Gregory
This presentation is meant to summarize Dr. Ross Greene's book, "The Explosive Child". None of this work is original to me, all of this work is from the work of Dr Ross Greene.
The document summarizes the Collaborative Problem Solving (CPS) approach for treating children with explosive behaviors. It discusses limitations of traditional parent management training and introduces CPS as an alternative. CPS assumes explosive behaviors stem from lagging cognitive skills that impair flexibility, problem solving, and emotion regulation. It aims to identify specific cognitive deficits and situational triggers through clinical interviews and assessments, then address the underlying causes rather than just modifying behavior. The document outlines three approaches to handling problems - Plan A involves parental insistence, Plan C reduces expectations, while Plan B employs CPS's collaborative problem-solving to pursue expectations and teach missing skills, with the goal of reducing explosive episodes.
Carol Dweck's research over 30 years found that students' beliefs about their abilities (fixed mindset or growth mindset) significantly impacted their motivation, resilience, and achievement. Students with a growth mindset see intelligence as something that can be developed through effort rather than a fixed trait. They are more likely to embrace challenges, persist in the face of setbacks, and achieve at higher levels. Dweck's work highlights the importance of praising students' effort, strategies, and progress rather than innate qualities to foster a growth mindset.
This document discusses cultivating curiosity and deep learning in education. It provides quotes and graphics that emphasize critical thinking, collaboration, communication, creativity, character, citizenship, inspiration, and questioning. The document encourages activating, cultivating, and initiating wonder in students. It also discusses visible change through peer learning and using student responses as learning experiences for the entire school.
This document discusses the need for changes in education to better prepare students for the future. It notes that the world, students, and schools have all shifted significantly since the past. New literacies and skills are needed, like being multiliterate, active content creators, and able to collaborate globally. Learning is becoming more connected and less confined to the classroom. Teachers are encouraged to shift from a teaching focus to a learning focus and view themselves as curriculum designers. Technology should be used innovatively to transform learning rather than just be added on or used mechanically.
This document discusses becoming a connected, do-it-yourself (DIY) learner and change agent through developing personal and professional learning networks. It emphasizes embracing change by connecting locally through communities of practice and globally online. Key aspects of becoming a DIY learner include cultivating wonder, sharing knowledge openly, and engaging in collaborative activities like critical friends groups and instructional rounds to improve practice through reflection.
Formative Assessment - Bear Creek Elementary August 28th, 2013Jonathan Vervaet
The document discusses formative assessment and its importance in education. It provides 3 key strategies for formative assessment: 1) using learning intentions and success criteria to define expectations for students; 2) designing activities to elicit evidence of student learning; and 3) providing feedback to move learning forward. The document emphasizes that formative assessment should be ongoing, ungraded, and focused on giving descriptive feedback to help students improve rather than evaluative feedback or grades. When implemented effectively with feedback, formative assessment can substantially improve student achievement.
The document discusses the need to reimagine and reform public education by moving away from traditional classroom models focused on recall and standardized testing towards a more student-centered, project-based, and understanding-driven approach. It advocates for integrating new technologies, empowering student voice, and creating schools that foster collaboration, inquiry, and real-world learning experiences. The overall vision is of an education system that cultivates agency, wisdom, and lifelong learning skills in students.
1) The document discusses principles of student motivation and engagement in reading. It outlines five key principles: meaning is motivating, learning is social, self-efficacy, interest/relevance, and control and choice.
2) Each principle is explained and examples are given of instructional practices that can help apply each principle, such as collaborative learning activities, choice in assignments, and connecting lessons to students' interests.
3) The importance of student motivation and reading engagement for achievement is discussed. Strategies are presented to help shift students from a performance to a mastery orientation in their learning.
The document discusses several topics related to education including:
1) Shifting the focus of literacy from individual expression to community involvement.
2) According to Clay Shirky, there are four steps to mastering the connected world: sharing, cooperating, collaborating, and collective action.
3) Findings from a study showed that increased technology use does not lead to student learning on its own, but effectiveness depends on the teaching approaches used with technology.
Sex and Character: Building Moral IntelligenceMann Rentoy
This document provides information on building character in students. It discusses the importance of character education given societal changes that have made parenting and teaching more challenging. It outlines three institutions historically responsible for shaping character - the home, school, and religion. Specific challenges to developing good character in today's world are explored such as a lack of empathy, increase in peer cruelty, and mental health issues among youth. Strategies are presented for teaching key virtues like empathy, conscience, and self-control. This includes modeling good behavior, reinforcing virtues, and using moral discipline consistently.
Developmental Theory and learning styles.pptxjonathan6624
This document provides information about assignments for a course on youth ministry, developmental theories, and learning styles. It includes:
- Details of two assignment options for a 1000-word compulsory assignment on theology of youth ministry or analyzing needs and learning styles of a youth group.
- Details of two assignment options for another 1000-word compulsory assignment on approaches to youth work like groups, arts or sports and how they nurture faith, or on factors influencing youth mental health and ideas to support it.
- Overviews of developmental theories like Erikson's psychosocial stages, Piaget's cognitive development stages, attachment theory and multiple intelligences.
- Links to videos and resources on learning styles, developmental
This document discusses preparing to lead change. It provides resources on developing a growth mindset and understanding that people can change. It emphasizes that successful sustainable change starts from understanding where people currently are, and that real change happens through collaborative learning. Leading change involves developing inquiry habits, having high expectations for learning, using relevant evidence, accessing expert knowledge, building respectful relationships, and reframing changes to increase their favorability.
This document provides an overview of topics discussed in a human development psychology class, including:
1. A review of social psychology experiments and key terms, as well as a discussion of community psychology principles.
2. An exploration of various aspects of human development such as physical, cognitive, socioemotional, and moral development across the lifespan. Milestones, theories, and influential researchers are discussed.
3. Additional topics of interest are highlighted like the influence of family and peers on development.
The document aims to both review past material and introduce new areas of human development to students. A wide range of developmental perspectives and issues are concisely summarized.
The document discusses Carol Dweck's research on mindsets and how beliefs about intelligence can influence achievement. It describes the two main mindsets - a fixed mindset, where intelligence is seen as innate and unchanging, and a growth mindset, where intelligence can be developed through effort. People with a growth mindset are more motivated to learn, embrace challenges, and persist in the face of setbacks. The document outlines how praise, goals, responses to failure, effort, and strategies can be influenced by one's mindset. It also reviews evidence that the brain is neuroplastic and can develop and change through learning. Fostering a growth mindset in others can help motivate them to succeed.
The document discusses Carol Dweck's research on mindsets. It explains that there are two mindsets - a fixed mindset, where people believe their abilities cannot change, and a growth mindset, where abilities can grow with effort. Those with a growth mindset are more motivated and persistent when facing challenges. The document also discusses how praise for effort versus praise for ability can influence mindset, the brain's ability to grow new connections through learning, and strategies for fostering a growth mindset in others.
The document discusses Carol Dweck's research on mindsets. It explains that there are two mindsets - a fixed mindset, where people believe their abilities cannot change, and a growth mindset, where abilities can grow with effort. Those with a growth mindset are more motivated and persistent when facing challenges. The document also discusses how praise for effort versus praise for ability can influence mindset, the brain's ability to grow new connections through learning, and strategies for fostering a growth mindset in others.
This document discusses strategies for teaching character to students in the digital age. It begins by outlining some principles for character education, including that every teacher is a character formator and education involves more than just covering curriculum. It then analyzes some challenges facing today's students, such as overuse of technology, a sense of entitlement, and constant exposure to cruel media images. The document proposes some classroom activities and strategies to build character, such as modeling good behavior, emphasizing manners and empathy, using rewards systems, and focusing on character during unstructured times. It stresses the power of teachers to positively influence students and provides recommendations for committing to character development.
Phillip Schlechty argues that true school reform requires transformation, not just surface-level changes. Transformation involves fundamentally changing the culture and structure of schools, including altering beliefs, values, relationships and rules within the system. This level of change allows schools to achieve things they have never done before and adopt radically new approaches. Schlechty claims schools need transformation, not just reform, in order to develop visions for 21st century learning.
1. Students learn best when the learning environment is supportive, promotes independence and self-motivation, and reflects students' diverse needs, backgrounds and interests.
2. Students are challenged to develop deep thinking and application when given appropriate support.
3. Effective assessment practices are integrated with teaching and learning, and learning connects strongly to real-world communities and practices.
Introduction: Are you a Manager or a Leader?Susan Hillyard
This document outlines an upcoming workshop that compares leadership skills with traditional management skills. The workshop will examine theories of change management and leadership styles. Participants will engage in reflective exercises exploring McGregor's Theory X and Theory Y, models of innovation adoption, and the importance of trust in organizations. The goal is to help coordinators and department heads analyze their school's readiness for change and determine how to forge effective relationships through communication and natural authority.
John Dewey was an influential American philosopher and educational reformer. He defined education as the development of an individual's capacities to control their environment and fulfill their potential. Dewey saw education as a lifelong process with both psychological and sociological aspects. Some of his most important works focused on the relationship between schools and society. He advocated for a broader curriculum that emphasized total personal development over just intellectual skills. Dewey's method of teaching was based on learning by doing through hands-on activities and problem-solving related to students' lives and interests. He saw the teacher's role as a guide who helps students learn through their own experiences and discoveries.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
11. Michael Fullan
@michaelfullan1
New pedagogies for deep learning
Change Leadership
Alan November
@globalearner
Information Literacy & student ownership of
learning
Thought Leaders @flipyrthinking
12. A change in creativity, critical thinking, and a
fundamental shift in relationships… as students
develop their capacity to question, discover,
connect, collaborate and contribute... and where
they are empowered by an increase in direction
and management of their own learning”
Alan November
@flipyrthinking
13. “New pedagogies require students not only
to create new knowledge but also to
connect it to the world”.
Michael Fullan
@flipyrthinking
40. “If dispositions are to be strengthened, then
opportunities to manifest them must be
available”
Lilian Katz
@flipyrthinking
41. Curiosity
is the very basis of
education and if
you tell me that
Curiosity killed the
Cat, I say only
the cat died nobly
Arnold Edinborough
@flipyrthinking
45. Carol S Dweck
@mindsetworks
Growth mindsets & effort over achievement
John Hattie
@visiblelearning
Visible Teaching, Visible Learning
Dylan Wiliam
@dylanwiliam
Formative assessment
Thought Leaders
48. Provocations:
Activating deep thinking
Deliberate and thoughtful challenges created
by the teacher with the intention of initiating
thinking, extending ideas and exposing
original thinking and individual learning needs
in order to inform practice.
@flipyrthinking
49. Ramsey Musallam
@ramusallam
Teachers as cultivators of curiosity and Inquiry
Derek Muller
@veritasium
Using student misconceptions to initiate learning
JJ Abrams
Knowingly withholding information
A pinch of… @flipyrthinking
51. Watch the video and think about what is happening.
RESPOND: What do you think the video teaches us about the properties of this
shape?
COMMENT: Read as many responses as you can before selecting three that you
think you can help with.
How could these ideas be tested mathematically in class? Explain what would need
to be done to prove whether they are correct or not.
Properties of shapes (Part 3)
52.
53.
54. Where am I going?
FEED UP
How am I doing?
FEED BACK
Where to next?
FEED FORWARD
Teacher
Peer
Student
Clarifying,
sharing, and
understanding
learning
intentions
(Ahead of the
lesson)
Eliciting authentic
evidence of
learning*
Providing
feedback that
moves learners
forward
Activating students as learning
resources for one another
Ownership: Changing relationships
between and amongst students and
teachers
54
Flip: short cycle formative assessments
59. Visual 1: Student outcomes and builds on evidence from Verso
Julie Nguyen
Thomas Pinto
Michael Gomez
Jennifer Gomez
Matias Chavez
Siu Ming Lee
Maria Hernandez
Max Williams Ownership: Changing relationships
between and amongst students and
teachers
60. The first thing
we steal from
children is their
questions
Dr. John Edwards
@flipyrthinking
67. Toby Ng has created this superb series of posters and I want us to treat each idea as a
dot to be connected as to taking each one in isolation fails to uncover the real issues
facing society
Consider each of the 18 images. Find two or three that appeal to your interests and try
to connect the thinking.
Design an inquiry question that seeks to connect one set of statistics with at least one
other.
E.g 1% of the world's population has HIV but the percentage is greater in areas where
literacy levels are lower
OR 1% of the world's population has HIV. Is that percentage higher in areas with access
to greater wealth?
RESPOND: Share your essential question along with your initial ideas about what think
you might find.
COMMENT: Select a few responses and see if they meet with our criteria.
Can you add value or tighten up the question?
Maybe you can share your thoughts in order to further activate each respondent's
thinking
Inquiry Question B: Connecting the Dots
Problem you’re trying to solve should influence your approach
NPDL is a research project established by Michael Fullan in partnership with schools from 10 participating countries
responses to the current challenges.
Teachers and students being psychologically pushed out of school: Kids increasingly bored v
Add to this the PULL.
The lure of digital. Ss have never been more socially connected .outside school non-formal learning is social;, connected, relevant – interest based and on demand. Students learn what they want to know when they want to know it. Learning is fuelled by curiosity
Together, the push and pull conspire to drive students away
The project was established to address a crisis in education.
Students are checking out: as they progress through the years, students are becoming increasingly bored and disaffected. this data is from the US but research from around the world back this up where less than 40% of upper secondary students are intellectually engaged in class.
This makes them, more difficult to teach leading to teacher satisfaction rates dropping from 65 to 38%
So I can see an alignment with flipped learning but can it meet the challenge of reengaging our students in learning?
Key Learning Dispositions
Deep learning goals
BUT how do we do that
Flipped learning could be a good starting point
workshop with colleagues the kind of opportunities you want
for your students. Consider the relationships you want to develop
between and amongst students and teachers and the relationship you
want your students to develop with knowledge. Once this is done,
create a version of flipped learning that is right for you and your
students in the context of your subject, your school and your
community.
What does that mean? What does it look like and more importantly how do I get started?
Creativity, critical thinking, capacity to connect, collaborate, contribute.
Fundamental shift in relationships.
Students develop THEIR capacity to question
Only the teacher can deliver
Jon and aaron have raised the debate , Like a great painting. If you don’t like it it still makes you question what art is
In practice, easy to do it badly. Myths that some pioneers try to extinguish, too often become the reality.
Effort required means difficult to scale. Which is why so few schools are doing it.
Pedagogical and technical obstacles too great
Videos go home and then what?
For the flip to move beyond the innovators
Pedagogy, technology and change knowledge
,
so many communities online “Ive flipped now what do I do in class”
If you think you can be replaced by video then maybe you should be
If you didn’t know before then you’re in trouble.
Didactic teaching and facilitator – both low effect sizes and if you’ve always been sage it’s a hard transition
IS ONLINE CONTENT DELIVERY INNOVATIVE?
Done badly – these people are automating a 10 minute instruction and moving it out of class.
Innovation is doing new things in new ways to do things better
If you weren’t using class time effectively before flipping, you’re not going to start now.
C19th factory model just got automated
Teacher centric
Motivation? As long as we focus on content we are swimming against the tide
Direct teaching : kids need to be taught how to learn.
Passion and curiosity cement learning.
Can you imagine the difference in motivation if you allowed a student to research a topic that truly piqued his or her interest? Motivation to climb over obstacles is far easier to muster when the student is allowed to choose what educational mountain to tackle first.
Internal satisfaction: Independent learners are not born, they are made. Intrinsically motivated to learn..just as they are in the informal setting of the playground. They have mountains to climb but let them choose their mountains.
MAN CAVE
Videos tend to be produced ahead of time because the focus is on the content , the technology, the videos (Schools that do this)
Forces a linear sequential approach….
Focus on the content
Industrial model on
Whether flipping or not, this is part of the problem
Predictive and prescriptive
Teachers know what to do in class…… they just need data to show how effective it is.. Constantly reflecting on practice… and this presents another problem…Feedback
Again, a mismatch between collaborative classroom and a self paced, keep going on your own competitive environment. It should be about developing depth and breadth of understanding, making connections-not running s fast as you can
Presented in one way
What place critical thinking?
Passion and curiosity cement learning.
Can you imagine the difference in motivation if you allowed a student to research a topic that truly piqued his or her interest? Motivation to climb over obstacles is far easier to muster when the student is allowed to choose what educational mountain to tackle first.
Internal satisfaction: Independent learners are not born, they are made. Intrinsically motivated to learn..just as they are in the informal setting of the playground. They have mountains to climb but let them choose their mountains.
And one video/ modality certainly doesn’t.
Wheres my feedback? I need feedback from Charlie to tell me how well im doing/ where I am going wrong or where I need to improve.
If I don’t understand the 3rd time I can rewind all I like. It wont help
We are not going to bring back awe and wonder by spoon feeding.
We give kids answers rather than questions. What place critical thinking?
We deny students Eureka moments
Teacher talk
Who has watched
To what extent have they engaged – passive?
What questions do they have
What do I need to do next?
5 min before lesson – does that count?
What if they don’t watch – why should they?
80% as opposed to teacher perception
Less teacher talk not more
Dad dancing is not sufficient motivator. We need to find ways of shifting motivation from extrinsic to intrinsic
And if we’re focused on being in the video – what place sharing with colleagues. All making own…all inventing wheel?
How can we better meet the needs of our kids
How can we take learning deeper
How can we re-engage
How can we avoid those myths becoming reality?
How can we make this about the classroom?
BUT irresistible doesn’t go far enough
. learning IS already irresistible…the pull factor tells us that….just not in school….
So how do we motivate / reengage?
.
One Missing
ONE C missing
Move from extrinsic to intrinsic motivation
meets the students on their terms, it values their questions, their ideas, their challenges…the things that matter to them and help them to connect with the world
All of our students are wonder-full. It is part of who they are but Kath Murdoch tells us that schools are not great places for wonder.
Curiosity has no lid – opens a door to the unknown. It’s inherently about the things that matter….. Curiosity is part of what makes us human
its the reason to engage
Inspiration is, the activator, the stimulus. The element that makes the student want to take risks,(lego) share their idea, collect multiple ideas and then use their curiosity to form relationships between ideas.. BUT it also motivates students to want to apply what they have learnt to new real world contexts…taking learning from the point of “I get it to I own it –
Flip as a short burst formative assessment cycle between lessons
Forget sage on stage and guide on side - distractions
PROCESS v OUTCOME
“When students and teachers partner with each other in more transparent and personal learning processes, where high expectations are mutually negotiated and achieved through challenging deep learning tasks. The focus becomes on ensuring that students master the process of learning. Helping students learn about themselves as learners and continuously assess and reflect on their own progress in essential to the process.
It’s not about the sage on the stage being rep[laced by the guide on the side. Its about finding ways to activate learning, cultivate curiosity, initiate deep thinking
Hattie- high effect size
No more what do I do in class!
http://pamhook.com/solo-taxonomy/SOLO- Structure of observed learning outcomes- perfect for the design of questions and essential questions
Make way for
EXPERIENCE: Finding the balance between Nest practice and best practice
Creating simple provocations designed to activate learning..inspiration
Those that know Verso will appreciate that when engaging – productive discomfort etc…
Cant personalise without data or involving students
No more what do I do in class.
We replace student questions with our own
But research shows we are not very good at asking questions
80% of the questions we ask are surface – seeking to prove or disprove learning rather than unlocking new worlds.
80% surface questions
focus on the quick and the decisive, the right and the wrong, over “if…”, “maybe…” and “I wonder…..”.
Skill usage
If kids arent engaged at school, why would they then engage at home?
Does watching content 30 mins before the lesson count?
Flip classroom tries to do – BUT often ends up sage on stage at home – didactic
And facilitating in class
Owned by the teacher
Replace essential question with a QF
Creating simple provocations designed to
A provocation from Tony Ng designed to get children to ask big questions as part of an inquiry into food. Imagine the Qs this info graphic might generate
Great thing is that once they submit their own they get to see and respond to each others
Another te4acher chose to add another so that kids could start to look at the distribution of the problem and issues such as equity. – Again, imagine the questions
And now to make it really interesting….to broaden the scope
Dorothy Parker –somebody who always had the last word