Disequilibrium & Learning ➢ Students need to struggle in order to learn ○ It is HOW we learn. It is HOW we learn. ➢ We need to become comfortable letting them struggle... this is HARD for us!! ➢ If we cannot be comfortable, we need to find ways to try and restrain ourselves. ➢ When we swoop in to “help” them, what message are we sending?
Why do we ask students to use PRT? ➢ Building self-efficacy: students should be the sense makers!! ■ What to do when students experience disequilibrium? ■ How much is too much? ■ Ideas for mistakes and stuck pointsmistakes and stuck points ➢ Homework might be PRT.
Types of Questions: 1.FocusingFocusing 2.AssessingAssessing 1.Funneling / advancing
Keep them talking... How do you know that? Can you show me how you see this? What questions do you have? Tell me more… Draw a model to show what you mean. How could you prove that to a younger student? If you did know, what would you say?
➢ Growth Mindset Praise: ○ Praise process and effort ○ “You worked really hard-I bet that feels pretty good!” ○ “This is hard AND it’s a chance to learn and grow!” ➢ Fixed Mindset Praise: ○ You’re so smart! ○ Good job, you got it right!