Presentation on theme: "Choice Words, Opening Minds, and Mindset COOR ISD February 2015."— Presentation transcript:
Choice Words, Opening Minds, and Mindset COOR ISD February 2015
Motivation & Engagement Build a culture first, then the learning grows from that.
Happy people are better learners Fundamental human needs: - autonomy - sense of competence - belongingness - meaningfulness It’s all about building AGENCY!
“children grow into the intellectual life around them” Vygotsky (1978) Intellectual life is fundamentally social, and language has a special place in it. Because the intellectual life is social, it is also relational and emotional.
Monologic vs Dialogic Monologic vs Dialogic Most of us find these strategies hard to use because we were raised in a monologic world. We often find it hard not to respond to students’ comments with “good,” “right,” or “weelll…” Similarly, when students ask us a question or present a problem to us, we can’t seem to help answering it or solving it rather than supporting them in answering or solving it themselves.
Monologic vs Dialogic When teachers focus more on the process than the outcome, students are led to a dynamic frame – this time with respect to knowledge rather than characteristics of people. They understand that knowledge is constructed, that it is influenced by one’s perspective and by different contexts, and that we should expect and value different perspectives because they help us to expand our understanding.
If a student can figure something out for him- or herself, explicitly providing the information preempts the student’s opportunity to build a sense of agency and independence, which, in turn, affects the relationship between teacher and student. The language that teachers (and their students) use in the classroom is a BIG DEAL.
How we think about and use research… Research study has shown that a significant number of students actually DECREASED their skills after intervention! Purposeful talk and teaching one another has been shown to work better. Students are not interested in the “basics”; they are driven by an interest in meaningful participation in classroom life.
Peter Johnston: Choice Words Without talk, students cannot develop a sense of being a writer or of living a writerly life. “To solve the many problems I will encounter as a writer, and to persist through the many revisions I will face, I have to weave myself into a narrative in which I am the kind of person who encounters and solve problems with text. I develop this belief through a history of conversations with others around my writing.”
How we think learning occurs… Math problem example
Framing learning challenges… Build a culture first, then the learning grows from that.
Theories of Intelligence FIXED Theorists: the goal is PERFORMANCE GROWTH Theorists: the goal is to LEARN How do people develop these theories? How do people develop these theories? https://www.youtube.com/watch?v=TTXrV0_3UjY https://www.youtube.com/watch?v=TTXrV0_3UjYhttps://www.youtube.com/watch?v=TTXrV0_3UjY
What each says when they encounter failure: FIXED: Question their ability and assign blame GROWTH: Self instruction, self-monitoring. Don’t see themselves failing, but rather learning. How do we help children take up a dynamic –learning frame rather than a fixed- performance frame? https://www.youtube.com/watch?v=45mMioJ5szc
3 Major Points of Influence: What we choose to say when children are successful or unsuccessful – when we give children feedback or praise (It turns out to matter whether we say “Good job!” or “Good boy!” ) What we choose to say when children are successful or unsuccessful – when we give children feedback or praise (It turns out to matter whether we say “Good job!” or “Good boy!” ) The way we frame activities (“Let’s see who is the best – or quickest… at doing these problems” vs “Let’s see which of these problems is the most interesting”) The way we frame activities (“Let’s see who is the best – or quickest… at doing these problems” vs “Let’s see which of these problems is the most interesting”) What we explicitly teach children about how their brains work (Every time we think and learn, our brains grow new cells!) What we explicitly teach children about how their brains work (Every time we think and learn, our brains grow new cells!)
Forms of Feedback “You found a good way to do this; can you think of other ways that would work also? “You did a good job drawing” vs “You are a good drawer” Praise is related to power and control. “I’m proud of you.” STOP IT!
Maximizing Growth Mindset Decision-making and processes, not traits, as causal narratives. Normalize change (history – trajectory) Normalize problems/errors as indicators of learning and challenge Problem solving process focus – How did you (could you) figure that out? Causal process narratives Flexibility – options – how else?
Principles of Choice Words 1.The language we use can positively or negatively affect the learning of students. It’s up to us to choose our words wisely. 2.We foster a growth mindset daily to unlock human potential. 3.We are builders of identity and agency. 4.We are eliminating sarcasm as a means of providing feedback or trying to be funny. 5.We provide extensive opportunities for students each day to experience the power of their words to shape their learning and the learning of others. 6.We listen.