Sunday, July 16, 2017

School and Student Success Rubric

READING BOOT CAMP School and Student Success Rubric
RTI “S.E.A.R.C.H”

S. SOCRATIC INQUIRY
E. EMOTIONAL INTELLIGENCE
A. ACADEMIC LANGUAGE, VOCABULARY, and LITERACY
R. READING and REASONING
C. COOPERATIVE LEARNING
H. HANDICRAFT

READING SUCCESS IS DOSE-DEPENDENT!
"Courage is perseverance of the soul"

SOCRATIC INQUIRY

PHILOSOPHICAL INQUIRY TECHNIQUES: OBJECTIVE! INTELLIGENT DISCOVERY to ACQUIRE KNOWLEDGE and UNDERSTANDING at the DEEPEST LEVELS!

Investigating ideas, problems, themes, concepts, and feelings from multiple perspectives helps students make deeper learning connections. Using scientific reasoning that is engaging, deeply thought-provoking, and multisensory captivates a child's curiosity and passions. Teaching and learning about philosophy is literally creating a love of wisdom and learning. Teaching philosophical principals and analytical thinking techniques is transformative for students ACADEMIC SUCCESS. Using, curiosity, novelty, dialogue, active empathetic-reflective-listening, and student interest is the key to creating modern philosophers!


INQUIRY BASED LEARNING: Creating essential questions to promote and stimulate critical thinking. Inquiry based learning creates wonder, curiosity, passion, FOCUS, ENGAGEMENT. and a real school community. Low-level questioning creates low LEVEL or ZERO thinking.

SOCRATIC SEMINARS AND ACADEMIC DISCOURSE: asking and answering HIGHER ORDER THINKING questions stimulate critical thinking and FLEXIBLE PROBLEM-SOLVING. Using Hess' Cognitive Rigor Matrix & Curricular Examples and Applying Webb's Depth-of-Knowledge Levels to Daily Lessons and Curriculum Development.


ACADEMIC DIALOGUE, DEBATE, AND DISCUSSION: collaborative, cooperative, competitive, sharing pf multiple perspectives, working towards acquiring new knowledge and a deeper understanding requires advanced dialectic skills that are practiced, rehearsed, scaffold and scripted. Learning the skills of 21st-century communication through noisy raucous structured engagement.

EMOTIONAL INTELLIGENCE


EMPATHY, COMPASSION, and the ATTITUDE of GRATITUDE: Objective! HAPPY and MOTIVATED STUDENTS that can COPE and ADAPT to RIGOROUS CHALLENGING LEARNING ENVIRONMENTS. ACADEMIC RISK TAKERS THAT are GOAL ORIENTED, and RESILIENT when ENCOUNTERING SETBACKS.

EXECUTIVE FUNCTION: attentional control, working memory, and cognitive flexibility. I.E. SELF CONTROL and IMPULSE CONTROL!

GROWTH MINDSET: EMBRACING RISK, STRUGGLE, AND ACADEMIC CHALLENGES THAT DEVELOP INTRINSIC MOTIVATION!

SETTING SMART GOALS that are Specific, Measurable, Attainable, Relevant and Timely.

Cognitive Behavioral Therapy techniques and strategies to help students cope with or reverse maladaptive behaviors and habits or dysfunctional thoughts and feelings.

MINDFULNESS and somatic quieting to change, cope, quite, or transform dysfunctional thinking. Reversing the feelings of fear, anxiety, negative or self-defeating thoughts, and low self-esteem.

RESILIENCY, RESPONSIBILITY, and PROBLEM-SOLVING I.E. CRITICAL THINKING and FLEXIBLE THINKING.

Developing the 16 Habits of Mind: The 16 Habits of Mind identified by Costa and Kallick include:


  • Persisting 
  • Thinking and communicating with clarity and precision 
  • Managing impulsivity 
  • Gathering data through all senses 
  • Listening with understanding and empathy 
  • Creating, imagining, innovating 
  • Thinking flexibly 
  • Responding with wonderment and awe 
  • Thinking about thinking (metacognition) 
  • Taking responsible risks 
  • Striving for accuracy 
  • Finding humor 
  • Questioning and posing problems 
  • Thinking interdependently 
  • Applying past knowledge to new situations 
  • Remaining open to continuous learning

ACADEMIC LANGUAGE, VOCABULARY, and LITERACY

INTELLIGENT, ANALYTICAL, and ACTIVE ENGAGEMENT TECHNIQUES that DEVELOPS ERUDITE ORACY and LITERACY. Objective! Developing advanced academic language and vocabulary to move students from beginning or average readers, writers, speakers, listeners, and thinkers to advanced analytical readers and thinkers. 


ACADEMIC LANGUAGE (vocabulary, dialogue, discourse, syntax) helps students learning ideas, skills, procedures, and task through reading, writing, listening, and/or speaking.

ACADEMIC LANGUAGE FRAMES and SIMULATIONS (ROLE-PLAYING) TO PRACTICE ACADEMIC ORACY

TIER 1, 2, AND 3 ACADEMIC VOCABULARY REVIEW, ANALYSIS, and ROTE MEMORIZATION of CRITICAL TEST SUCCESS WORDS USING SONGS, GAMES, and NOVELTY


MULTIMODAL (MULTISENSORY) LEARNING TECHNIQUES FOR ALL ACADEMIC WORD WORK


SPIRALING TARGETED HIGHLY SELECTIVE WORD WORK and WORD ANALYSIS TO DEVELOP ERUDITE BACKGROUND KNOWLEDGE

LATIN AND GREEK ROOTS, AFFIXES, PREFIXES AND Suffixes


READING and REASONING

ALL STUDENTS MUST BE EXPOSED TO ADVANCED COMPLEX TEXT: OBJECTIVE! STUDENT LEARN TO USE CLOSE READING STRATEGIES, ANALYTICAL READING TECHNIQUES, and STUDENTS are INTRODUCED TO SYNOPTICAL READING TECHNIQUES TO DEVELOP ERUDITE REASONING, ACADEMIC LANGUAGE, and COGENT READING COMPREHENSION SKILLS.
  • Pre reading strategies that ask essential questions and then seeks the answers 
  • Text coding/annotating text for the purpose of analytical reading 
  • Summarizing and paraphrasing 
  • Predicting, inferring, drawing conclusions, and reading comprehension 
  • Socratic Seminars 
  • Essential questions that grow your thinking 
  • Discussion questions frames, reading discussion scripts, and HOT question stems

TEACHING ESSENTIAL READING and REASONING STRATEGIES, STRUCTURES, TECHNIQUES, and INTELLIGENT SYNOPTICAL LEARNING MODELS THAT BUILD DEEP BACKGROUND KNOWLEDGE 


RESPONSE to LITERATURE (fiction) developing opinions, statements, and questions about a character's traits, the setting, plot, theme, or theme/moral of the story. summarize, RESTATE, PREDICT, and SITE TEXT EVIDENCE. 

ANALYTICAL or CRITICAL RESPONSE TO LITERATURE (EXPOSITORY TEXT) RANKING and ANALYZING FACTS, REASONING, OPINIONS, and TEXT EVIDENCE, 

ACADEMIC NOTE TAKING THAT DEVELOPS CRITICAL THINKING, REFLECTION, and READING COMPREHENSION. Teaching and demonstrating multiple Examples of 2-Column, 3-Column, and Cornell Note Taking and Strategies. 

  • Structural analysis notes – using structural analysis to understand unfamiliar words, context, and content of the subject
  • Conceptual analysis notes - analyzing the truth and significance of text by "breaking down" (i.e. analyzing) philosophical issues.
  • Dialectical discussion notes – seeking the truth by creating a series of essential questions to refine and shape an argument and opinion. Revising notes after discussions and listening to other people’s ideas, opinions, and arguments.

ADVANCED READING COMPREHENSION STRATEGIES and TECHNIQUES USING HESS COGNITIVE RIGOR MATRIX AND WEBB'S DOK QUESTION STEMS 

READING FLUENCY SKILLFULNESS (accuracy + speed) and WORD ATTACK STRATEGIES



COOPERATIVE LEARNING

KAGAN COOPERATIVE LEARNING STRUCTURES: Positive interdependence, Face-to-face Positive Interaction, Individual and group accountability, Social skills, Group discovery and Group processing.

  • Group discovery, investigation, and intelligent collaboration 
  • Maximize student learning and connection 
  • Individual accountability is internalized 
  • Learning from others strengths and weaknesses 
  • Develop and use critical thinking and problem-solving skills as a team 
  • Promote positive relations and interdependence between students 
  • Implements peer-peer teaching, coaching, and formative feedback 
  • Establishes safe learning environments where academic risk taking and accomplishments are valued 
  • Cooperatively managed classrooms are less stressful for teachers and students

WHOLE BRAIN TEACHING using the latest neuroscience of motivation, engagement, and intrinsic happiness.

7 Basic Principles of Whole Brain Teaching
  1. Class!-Yes!
  2. The Five Rules with Character Education Values
  3. The Scoreboard “Game” (and more!)
  4. Hands and Eyes!
  5. Teach!-OK! Please!-OK!
  6. Mirror Words!
  7. Switch!


BRAIN BASED MODIMODAL (MULTISENSORY) LEARNING THAT IS FUN. ENGAGING and INTERACTIVE IS A WIN-WIN.

  • Brain Rules by DR. John Medina
  • Exercise. Rule #1 : exercise boosts brain power --
  • Survival. Rule #2 : The human brain evolved, too --
  • Wiring. Rule #3 : Every brain is wired differently --
  • Attention. Rule #4 : We don't pay attention to boring things --
  • Short-term memory. Rule #5 : Repeat to remember --
  • Long-term memory. Rule #6 : Remember to repeat --
  • Sleep. Rule #7 : Sleep well, think well --
  • Stress. Rule #8 : Stressed brains don't learn the same way --
  • Sensory integration. Rule #9 : Stimulate more of the senses --
  • Vision. Rule #10 : Vision trumps all other senses --
  • Gender. Rule #11: Male and female brains are different --
  • Exploration. Rule #12 : We are powerful and natural explorers. Exercise --
HANDICRAFT

WISDOM OF THE HANDS uses the vast area of the brain used for fine motor muscle memory and pairing or connecting that with academic learning and memory. HANDS, EYES, and MIND COORDINATION “DEVELOPING WISDOM OF THE HAND” 

FORMATIVE HANDICRAFT develops self-reliance, growth mindset, encourages moral behavior, improves discernment, mindfulness. perseverance, an understanding of quality, encourages students to internalize high standards and develops greater intelligence and industriousness. 

KINESTHETIC, TACTILE, AUDITORY, AND VISUAL MEMORY DEVELOPMENT: POWERS UP WORKING MEMORY and LONG-TERM MEMORY! 

FOLLOWING COMPLEX MULTIPLE-STEP ORAL, VISUAL, AND WRITTEN INSTRUCTIONS HELPS INTERNALIZE HIGH STANDARDS THROUGH FORMATIVE DISCIPLINED and HIGHLY ENGAGING and REWARDING ACTIVITIES

Saturday, July 15, 2017

Growth Mindset Classroom Lessons

How do You To Teach a Growth Mindset? We must inspire and cultivate a growth "success" mindset in our schools and students with actions! A Growth Mindset is part of Emotional Intelligence or EQ, we are learning that EQ trumps IQ for school success and building a happy and harmonious classroom. 


"Marva Collins took a class of inner-city Chicago kids who had failed in the public schools. This second-grade class started out reading the lowest level reader there was. By June they were at the middle of the fifth-grade level, studying Aristotle, Tolstoy, Shakespeare, and others."

Learning, using, and integrating the philosophy and growth mindset LANGUAGING of stoicism is a small step to transforming students fixed thoughts, habits, and behaviors. Marva Collins shows us the best way to teach a growth mindset, she took "impossible" action and grew her student's minds with hard-work and effort. Never mistake change without real growth "silver bullets" or staged foofaraw, bureaucratic decisioning, business, or espousing a growth mindset platitude as real progress! Building a growth mindset is dose dependent, the key is daily rigorous action, great effort, dreaming big, and pushing through the mental "self-doubt" of indecision and fear of failure. Resiliency is learned in the face of setbacks and challenges, it starts with working on long term goals that take RIGOROUS EFFORTING. 


Every student in our school will be proficient or excelling in all subjects without excuse and without exception by the end of the school year as measured by the NWEA MAP assessment. This is our commitment and responsibility.

GROWTH MINDSET ARTICLES
15 Benefits of the Growth Mindset
Mindset by Carol Dweck – Summary 3
MINDSET BY CAROL DWECK SUMMARY 4 
Changing Mindsets: Can it be done?
Mindsets: Where do they come from?
The Benefits of Mindfulness


EMOTIONAL INTELLIGENCE ARTICLES
Emotional Intelligence 2.0An Executive Book Summary by Sarah Sotvedt
Emotional Intelligence2.0 Summar 
Emotional Intelligence 2.0 summary 2The Power of Habit book Summary 
The Art of Learning book Summary
Transform your Habits 

Stopping the woulda coulda shoulda of self-doubt starts with making a decision and then taking immediate action. 




[PDF]Growth Mindset Lesson Plan - S3activities below to meet the needs of your classroom! Objectives ... Cultivating a growth mindset in students can (unfortunately) be quite tricky. Researchers and.

[PDF]Mindsets in the Classroom: Chapter 1 - Prufrock Press
way they think about success and intelligence in the classroom. Can Intelligence Be Changed? What Are. Growth Mindsets and Fixed Mindsets? The belief that ...

[PDF]Mindset in the Classroom - Education Week
teachers (98%) agree that using growth mindset in the classroom will lead to ... of teachers strongly believe they are good at fostering a growth mindset in their ...

[PDF]Mindsets in the Classroom
Mindsets in the Classroom – Tools & Resources Research has shown that students who hold a Growth Mindset perform better than those with a.

[PDF]Mindsets and Skills that Promote Long-Term Learning - Stanford ...
Analyses showed that the students with a growth mindset earned higher grades ... By contrast, students who endorse a growth mindset about intelligence tend to ...

[PDF]The Highly Engaged Classroom - Marzano Research
Learn how to create a classroom environment where engagement is the ..... Mindsets. Fixed Mindset intelligence is a fixed trait. Growth Mindset intelligence is a.

[PDF]Growth Mindset in Context Content and Culture Matter Too
classroom culture are also essential to success. Fixed vs. Growth Mindsets. Decades of research by psychologist Carol Dweck and colleagues have shown that ...

[PDF]Growth Mindsets Lit Review
that students with growth mind sets focused on learning, effort, and were .... .edu/qep/files/2014/08/Growth-‐Mindset-‐White-‐Paper.pdf (bullet points 1 -‐3) ...

[PDF]DEVELOPING A GROWTH MINDSET
The Secret to. Improving. Your Grades! DEVELOPING A GROWTH. MINDSET ... Too often students believe the brain is static ... Growth Mindset: Intelligence is a.


[PDF]Growth Mindset - North Carolina Public Schools
My Project: Growth Mindset. •Students with high level behaviors (verbal and physical aggression towards peers and staff) are easily discouraged, unmotivated ...

[PDF]Mindset Presentation
Intelligence is a malleable quality to be developed. The Growth. Mindset: ... Growth mindset studentssaid learning was more important than getting good grades.

Mindsets book study chapter 8.pdf & posters | Coaching Growth ...
Mindsets book study chapter 8.pdf & posters. ... Do you teach your students aboutgrowth mindset? Are you aware of the benefits of using ...

[PDF]Introduction to Brainology
Research has shown thatstudents who hold a Growth Mindset perform better than ...

[PDF]The Growth Mindset Journey - Mindful By Design
A Growth Mindset is broadly recognised as being important “for student learning”. ... how these align, or fail to align, with the broader teaching and learning ...

[PDF]Mindsets - West Lothian Council
There is a growing body of evidence to show that the way students think about ... shows that teaching students to have a “growth mindset”, which encourages a ...

[PDF]Cultivating a Growth Mindset with Educational ... - Lexia Learning
incorporating growth mindset strategies into their interactions with students in their classrooms ..... Retrieved from http://nces.ed.gov/pubs2010/2010040.pdf.

Download PDF Mindsets in the Classroom: Building a Growth Mindset ...
Download PDF Mindsets in the Classroom: Building a Growth Mindset Learning Community Ebook | READ ONLINE.

[PDF]growth mindset - FormSite
Spotlight, read how schools are embracing social-emotional learning, nurturing growth mindsets, and creating classroom opportunities for meaningful struggle.