Understanding and Promoting a Growth Mindset. Angie Pohl, PhD & Julie Gdula, MA NASP 2013 Annual Convention February 14, 2013
|
|
|
- Jocelyn Hardy
- 7 years ago
- Views:
Transcription
1 A few modern philosophers assert that an individual s intelligence is a fixed quantity, a quantity which cannot be increased. We must protest and react against this brutal pessimism With practice, training, and above all, method, we manage to increase our attention, our memory, our judgment, and literally to become more intelligent than we were before. Alfred Binet, 1911
2 Understanding and Promoting a Growth Mindset Angie Pohl, PhD & Julie Gdula, MA NASP 2013 Annual Convention February 14, 2013
3 Agenda Understanding Mindset Research Background Implications for School Psychologists Reflection
4 Capture Your Thoughts Throughout the presentation, add thoughts to your Capture Your Thoughts form. Consider: What are some big ideas? What are some insights or Ah-ha! moments? What are some questions you still have? What are some action steps you will take as a result of this presentation?
5 Promoting a Growth Mindset UNDERSTANDING MINDSET
6 What Kind of Mindset Do You Have? Take the mindset quiz Think about how you would have answered these questions when you were in school
7 Mindset Quiz Scoring Count the number of trues you gave for the even and odd numbered items separately Did you mark more trues for evennumbered items? You may have a growth mindset If you marked more trues for odd-numbered items, you may have a fixed mindset
8 Growth Mindset Belief that people can change their intelligence or ability through hard work, practice, effort, and using the right strategies Also called incremental or effort theory of intelligence
9 Fixed Mindset Belief that people are born with a certain amount of intelligence or talent that cannot be changed Also called entity or ability theory of intelligence
10 Mindset Quiz Discussion Think, Pair, and Share How do you think your growth or fixed mindset affected you as a student? How do you think having a different kind of mindset would have impacted your learning?
11 Impact of a Growth Mindset The belief that intelligence can be developed leads to Embracing challenges Persisting in the face of setbacks Seeing effort as the path to mastery Learning from negative feedback Finding lessons and inspiration in the success of others
12 Impact of a Fixed Mindset The belief that intelligence is static leads to Avoiding challenges Giving up easily Seeing effort as fruitless Dismissing and/or feeling attacked by useful negative feedback Feeling threatened by the success of others
13 Growth mindset: the belief that people can change their intelligence through hard work, effort, strategy use, and practice But can intelligence really change?
14 Promoting a Growth Mindset BACKGROUND RESEARCH
15 Intelligence Can Change in the Adolescent Brain 39% of teens studied showed a clear change in their VIQ 21% PIQ; 33% FSIQ Changes ranged from -20 to +23 points Ramsden et al., 2011
16 Adolescent Intelligence Changes, cont. These changes correlated with changes in grey matter density and volume VIQ changes associated with motor speech area PIQ changes associated with hand movement area Ramsden et al., 2011
17 Research on Mindsets Mindset can predict future achievement Messages from adults about ability and effort can have a strong influence on student attitudes and achievement Students can learn to adopt a growth mindset through explicit teaching Students with a growth mindset react differently to critical feedback
18 Research on Mindsets Mindset can predict future achievement Messages from adults about ability and effort can have a strong influence on student attitudes and achievement Students can learn to adopt a growth mindset through explicit teaching Students with a growth mindset react differently to critical feedback
19 Mindset Predicts Achievement 6 th grade students divided into 4 groups based on: Confidence in academic abilities (high, low) Based on their prior achievement Mindset (growth, fixed) Their 7 th grade achievement (grade points) was predicted based on their 6 th grade achievement Henderson & Dweck, 1990
20 Mindset Predicts Achievement, cont. Predicted and Actual Grade Points by Confidence and Mindset Growth High Confidence Growth Low Confidence Fixed High Confidence Predicted from 6th grade Actual 7th grade Fixed Low Confidence Adapted From Henderson & Dweck, 1990
21 Research on Mindsets Mindset can predict future achievement Messages from adults about ability and effort can have a strong influence on student attitudes and achievement Students can learn to adopt a growth mindset through explicit teaching Students with a growth mindset react differently to critical feedback
22 Messages from Adults Influence Mindset The attitudes parents, teachers, and mentors convey can: Impact students choices to take on challenging tasks (video) Impact achievement goals Proving vs. improving Affect task performance Reduce stereotype threat Adults send messages through praise or direct teaching
23 Achievement Goals What do students hope to get out of doing school work? Performance Goals: Look smart Succeed without trying Perform better than others Learning (Mastery) Goals: Learn new knowledge and skills Develop their intelligence Challenge and stretch themselves
24 They feel smart when they re working really hard on something difficult and making progress.
25 Effects of Praise on Performance Mueller & Dweck, 1998
26 Effects of Praise on Performance, cont. Proportion of children choosing performance goals based on the type of praise they were given. Performance Goals:... so I don t get many wrong... so I ll do well.... so I can show I m smart. Mueller & Dweck, 1998
27 Praise Recap Praising students for their effort leads to... Persisting for longer on tasks Better task performance Choosing more challenging tasks Endorsing goals of learning more, rather than looking smart or being right How else can adults convey to kids that they can change their ability?
28 Research on Mindsets Mindset can predict future achievement Messages from adults about ability and effort can have a strong influence on student attitudes and achievement Students can learn to adopt a growth mindset through explicit teaching Students with a growth mindset react differently to critical feedback
29 Growth Mindset and Stereotype Threat A negative stereotype is a fixed-mindset label Intervention to address negative stereotype against girls in math Mentors met with 7 th grade girls AND boys: Intelligence can grow Poor achievement in 7 th grade is temporary Good, Aronson, & Inzlicht, 2003
30 Growth Mindset and Stereotype Threat Good, Aronson, & Inzlicht, 2003
31 Teaching Mindset Improves Outcomes Mindset intervention study 8 weekly, 25 min, small group sessions Learning changes the brain by forming new connections, and students are in charge of this process Looked at changes/differences in: Theory of intelligence Classroom motivation Achievement Blackwell, Trzesniewski, & Dweck, 2007
32 Teaching Mindset Improves Outcomes, cont. Intervention Group (n = 48) Control Group (n = 43) Change in Average Growth Mindset d = 0.66 (p <.05) d = 0.07 (n.s.) Positive Motivation Change, % rated by teacher 27% 9% Change in math grades Declining pre, increasing post Decline continued after intervention Blackwell, Trzesniewski, & Dweck, 2007
33 Activity: Student Article Read You Can Grow Your Intelligence Think-pair-share Reflect on what you ve read: What reactions did you have? What stood out? What did you learn? How do you envision using this with students? Share your thoughts in pairs Share insights with the group
34 Research on Mindsets Mindset can predict future achievement Messages from adults about ability and effort can have a strong influence on student attitudes and achievement Students can learn to adopt a growth mindset through explicit teaching Students with a growth mindset react differently to critical feedback
35 Mindset Affects Reaction to Feedback Why do we give feedback?
36 Mindset Affects Reaction to Feedback Why do we give feedback? Students with fixed mindsets have the opposite reaction!
37 Mindset Affects Reaction to Feedback, cont. Undergraduate students fixed or growth mindsets EEG cap General knowledge questions Feedback: Performance-relevant (light and tone) Learning-relevant (correct answer) Surprise retest Mangels et al., 2006
38 Mindset Affects Reaction to Feedback, cont. Growth mindset students had greater knowledge gains than fixed Fixed mindset students: Had a stronger response in the brain to the negative performance feedback Focused less on the learning (correct answer) feedback Limited attention and memory resources Mangels et al., 2006
39 Mindset Research Recap A growth mindset can be learned through implicit and explicit messages from adults Students with a growth mindset... Have higher academic achievement Persist longer Choose more difficult challenges Endorse goals to learn, grow, and improve Succumb less to stereotype threat Show more motivation in the classroom Use feedback more effectively...than students with a fixed mindset
40 Promoting a Growth Mindset IMPLICATIONS FOR SCHOOL PSYCHOLOGISTS
41 Good News! Mindsets can change! School psychologists can promote a growth mindset in Themselves Students The school community
42 CHANGING YOUR MINDSET
43 Steps to Changing Your Mindset Step 1: Learn to hear your fixed mindset voice Step 2: Recognize that you have a choice Step 3: Talk back to it with a growth mindset voice Step 4: Take the growth mindset action Dweck, 2006
44 Step 1: Learn to Hear Your Fixed Mindset Voice Approaching Challenges Encountering Setbacks Receiving Criticism Are you sure you can do it? What if you fail? If you don t try, you won t embarrass yourself This would have been easy if you had talent. I told you it was a risk now you ve shown everyone you can t do it It s not my fault. It s someone else s fault. Who do they think they are criticizing me?
45 Step 2: Recognize That You Have a Choice You can choose how you interpret challenges, setbacks, and criticism Choose to listen to the fixed mindset and
46 Step 3: Talk Back to It With a Growth Mindset Voice Approaching Challenges Encountering Setbacks Receiving Criticism Fixed Mindset Are you sure you can do it? What if you fail? If you don t try, you won t embarrass yourself This would have been easy if you had talent. I told you it was a risk now you ve shown everyone you can t do it It s not my fault. It s someone else s fault. Who do they think they are criticizing me? Growth Mindset Most successful people had failures along the way If I don t try, I automatically fail. That s so wrong! Many people who have succeeded took risks and followed their passions, and had setbacks, but they learned from them. If I don t take responsibility, I can t fix it. They are trying to help me. I need to use their feedback.
47 Step 4: Take the Growth Mindset Action Take on the challenge wholeheartedly Learn from your setbacks and try again Hear the criticism and act on it
48 Activity: Scenarios In pairs or small groups, read the scenario. Consider how the person with a fixed mindset might react to this situation. What would be the fixed mindset internal monologue of the person? How would a growth mindset talk back to the fixed mindset? What would be a growth mindset action that could be taken?
49 Discussion What experiences helped to shape your mindset? What are some things you were told that impacted your mindset growing up? What purpose did having a fixed mindset serve for you? What are some things we say or do in our classrooms, communities, and homes that promote a fixed mindset?
50 PROMOTING A GROWTH MINDSET IN STUDENTS
51 Three Strategies 1. Use effort-based praise 2. Teach a growth mindset 3. Model a growth mindset
52 Discussion Recall the video with the 5 th graders doing puzzles. What type of praise was most effecnve? What were some of the consequences of intelligence- based praise? What were some of the consequences of effort- based praise? Which type of praise do you hear most frequently? Why?
53 Effects of Praise Students given a difficult task Praised for Ability Enjoyed tasks less Didn t want to take school work home Felt dumb Praised for Effort Enjoyed tasks more More apt to take school work home Thought they needed to put forth more effort
54 Praise What Students Hear What does the student hear? You learned that so quickly! You re so smart! Wow! You got an A without even studying! You re such a natural athlete!
55 Examples of Praise Wow, that s a good score. You must have worked really hard. Wow, you got an A without even studying. That picture has so many beautiful colors. Tell me about them. Your drawing is wonderful -- you're so talented. I can see that all of your effort is paying off. Keep up the good work. You re a natural! You ll be the next Peyton Manning.
56 The Problem with Ability Praise If success means you re smart, then failure means you re dumb
57 Effort- Based Praise Praise often for the growth-oriented process I like the way you tried all kinds of strategies on that math problem un7l you got it! You really studied hard for your test and your improvement shows it! I like that you took on a challenging project for your science class! You re sure going to learn a lot!
58 Effort- Based Praise (cont.) Ask quesnons about their work in a way that admires and appreciates their efforts and choices and gets them to reflect on the sansfacnon they feel from working hard. You put so much thought into that essay! How did it feel to turn it in? That picture has so many beau7ful colors tell me about them. I could tell you put in a lot of prac7ce on that piano piece. How did it feel to perform it?
59 Effort- Based Praise (cont.) For a student who worked hard but didn t do well: I liked the effort you put in, but let s work together to iden7fy some new strategies to try next 7me. We all learn things at a different pace. It may take more 7me for you to catch on to this, but if you keep working as hard as you are, you ll get it! Everyone learns in a different way. Let s keep trying to find the way that works for you.
60 Providing Feedback Instead of focusing on a student s score on a test or assignment, provide specific feedback Look at mistakes as opportunities to talk with students about strategies, effort, and their understanding Help students focus on learning as a process rather than one-time performance Provide specific feedback on what kept the student from succeeding and how he/she can improve
61 Providing Feedback (cont.) Be honest with students and then give them the tools to do better. Ex. You scored in the 15 th percentile on the reading test. Here s the intervention we re going to do together twice a week to improve your reading. Ex. You received 2 behavioral referrals for talking out in class and disrupting the learning environment. Here are some strategies for getting the teacher s attention without getting in trouble.
62 Activity: Praise Scenarios In pairs, read your situation and brainstorm examples of praise/feedback that you could give to the student in the situation that would be effort-based praise. Share your scenario and an example of a praise statement with the whole group.
63 2. Teach a Growth Mindset Explicitly teaching students about growth mindset promotes their development of one. (Blackwell, Trzesniewski, Dweck, 2007)
64 Teaching a Growth Mindset Share the You Can Grow Your Intelligence article with students. Teach students that the brain is a muscle that needs to be exercised just like other muscles Use it or Lose it!
65 Brainology: A Research-Based Intervention A blended learning program designed to teach students: How to make their brains grow To use brain-wise study strategies Achieve more in school and elsewhere Become resilient Recent RCTs with middle school students demonstrate higher reading and math scores and higher student engagement
66 Mindset Lesson Videos & Quotes Discussion Famous Failures: "I've always believed that if you put in the work, the results will come. I don't do things half-heartedly. Because I know if I do, then I can expect halfhearted results. ~Michael Jordan Mindset Survey & Scoring Discussion How can we change our intelligence? Mindset reflection Action steps Follow-up
67 3. Model a Growth Mindset Talk aloud about challenges and setbacks you ve faced and feedback or criticism you ve received Demonstrate hearing the fixed mindset voice and talking back to it Ask students for feedback when you re working with them and then demonstrate how you use that feedback to change your practice
68 Share Models of Growth Mindset Reinforce the idea of a growth mindset with students by providing examples of people with a growth mindset who are famous in a related field. Examples: Science Einstein, Edison Math Jaime Escalante English Walt Disney, JK Rowling Theater Lucille Ball Music Beatles PE Michael Jordan, Tiger Woods Social Studies Abraham Lincoln, Ulysses S Grant
69 PROMOTING A GROWTH MINDSET IN YOUR SCHOOL
70 Strategies Activity: In small groups, divide a paper into two columns. In the first column, brainstorm some practices in your school that may be promoting a fixed mindset in students. In the second column, brainstorm strategies that you as an SP might use for promoting a growth mindset throughout your school. Consider how to promote a growth mindset for administration, staff, teachers, and parents.
71 Strategy Ideas
72 Resources Mindset by Carol Dweck Mindsetonline.com Mindsetworks.com Motivating Students to Learn by Jere Brophy
73 CLOSING
74 Capture Your Thoughts Take a moment to complete your Capture Your Thoughts form. What are some questions you still have? What are some insights you wrote down? What are some action steps you will take as a result of this presentation?
75 Contact Information Angie Pohl Julie Gdula
76 References Blackwell, L.S., Trzesniewski, K., & Dweck, C.S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, Dweck, C.S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press. Dweck, C.S. (2006). Mindset. New York: Random House. Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24,
77 References, cont. Henderson, V. L., & Dweck, C. S. (1990). Motivation and achievement. In Shirley S. Feldman & Glen R. Elliott, (Eds.), At the threshold: The developing adolescent, (pp ). Cambridge, MA: Harvard University Press. Mangels, J. A., Butterfield, B., Lamb, J., Good, C., & Dweck, C. S. (2006). Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model. Social Cognitive and Affective Neuroscience, 1, Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children s motivation and performance. Journal of Personality and Social Psychology, 75, Ramsden, S., Richardson, F. M., Josse, G., Thomas, M. S. C., Ellis, C., Shakeshaft, C., Seghier, M. L., & Price, C. J. (2011). Verbal and non-verbal intelligence changes in the teenage brain. Nature, 479,
Mindset: The New Psychology of Success Carol S. Dweck, Ph.D.
Mindset: The New Psychology of Success Carol S. Dweck, Ph.D. Chapter 1: The Mindsets Chapter 1 presents the two different mindsets fixed and growth. Ms. Dweck reveals that she came upon the idea of researching
Changing Mindsets, Motivating Students
Changing Mindsets, Motivating Students Gerald Herbert/AP For more on our series of Professional Development webinars go to www.edweek.org/go/pdwebinars Liana Heitin Associate editor of Education Week Teacher
FIXED MINDSET VS. GROWTH MINDSET
FIXED MINDSET VS. GROWTH MINDSET It s not always the people who start out the smartest who end up the smartest. - Alfred Binet, inventor of the IQ test Presented by: Laurie Brown and Michelle Rhodes Agree
Mindset Activities for the Secondary Classroom
Mindset Activities for the Secondary Classroom Nov. 4 - ISACS Laura Crowley John Burroughs School (St. Louis, MO) email: lcrowley@jburroughs.org Agenda Introduction. -My details -How I discovered Mindsets
Presented by Erin Cross March 17, 2012
Presented by Erin Cross March 17, 2012 By the end of this session, you will *understand how a growth mindset impacts student achievement. *learn strategies to help students develop a growth mindset towards
of learning, a belief in the power of effort and constructive, determined reactions to setbacks.
Print Page Close Window SCHOOL MATTERS Brainology Transforming Students Motivation to Learn Carol S. Dweck This is an exciting time for our brains. More and more research is showing that our brains change
Developing a Growth Mindset An Interview with Dr. Carol Dweck
Developing a Growth Mindset An Interview with Dr. Carol Dweck Stanford psychology professor Dr. Carol Dweck's ground-breaking research has major implications for how we raise our children-specifically
Even Geniuses Work Hard
Directions: This article will provide you with a better understanding of how this course will be run throughout the semester. There are no secrets and everyone can be successful!! Copy and Paste the article
The Perils and Promises of Praise Carol S. Dweck The wrong kind of praise creates self defeating behavior. The right kind motivates students to learn.
The Perils and Promises of Praise Carol S. Dweck The wrong kind of praise creates self defeating behavior. The right kind motivates students to learn. We often hear these days that we've produced a generation
Thinking about Intelligence: How Student Mindsets Influence Academic Performance Allyson Devers St. Mary s College of Maryland
Running Head: Mindset vs academic performance Thinking about Intelligence: How Student Mindsets Influence Academic Performance Allyson Devers St. Mary s College of Maryland Abstract: A common and maladaptive
A Guide to the Fixed Mindset V the Growth Mindset
A Guide to the Fixed Mindset V the Growth Mindset World-renowned Stanford University psychologist Carol Dweck, in decades of research on achievement and success, has discovered a truly groundbreaking idea
Growth Mindset and Learning
Growth Mindset and Learning Advice for Parents From September 2015, Great Binfields Primary School staff have been encouraging our children to develop a Growth Mindset as outlined in our Expectations meeting
DEVELOPING A GROWTH MINDSET. The Secret to Improving Your Grades!
DEVELOPING A GROWTH MINDSET The Secret to Improving Your Grades! WHY DON T WE SEE UNMOTIVATED BABIES? WHAT HAPPENS? WHAT IS MINDSET? What is mindset? A mental attitude that determines how you will interpret
Self-Acceptance. A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3. Grade Level: Third grade
Self-Acceptance A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3 This Book Kit was planned by Lindsay N. Graham Grade Level: Third grade Characteristic Trait: Self Acceptance
SI Coordinator Handbook. Information, Resources and Forms
SI Coordinator Handbook Information, Resources and Forms Updated November 2010 1 2 Table of Contents SI Coordinator Job Description... 5 Observations and Evaluations... 9 Initial Contacts... 10 Informal
Coaching and Feedback
Coaching and Feedback Follow the Guidelines for Effective Interpersonal Communication There are fundamental strategies that should always be part of interpersonal communication in the work place. Don t
Grade 8 Lesson Peer Influence
Grade 8 Lesson Peer Influence Summary This lesson is one in a series of Grade 8 lessons. If you aren t able to teach all the lessons, try pairing this lesson with the Substance and Gambling Information,
The Growth Mindset: Motivating Students to Embrace Challenge, Assume Ownership of Learning, and Realize Their Intellectual Potential
The Growth Mindset: Motivating Students to Embrace Challenge, Assume Ownership of Learning, and Realize Their Intellectual Potential Angela Bauer, Janice Dougherty, Barbara Mallory, Adam Winkel Overview
Thought for the Day Master Lesson
Welcome and Introductions Lesson 2 LESSON 2 Thought for the Day Master Lesson Thought for the Day Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats Overview: The
The Growth Mindset. Interview with Carol Dweck, author of Mindset: The New Psychology of Success (2006). 2006, Coert Visser
, author of Mindset: The New Psychology of Success (2006). 2006, Coert Visser Coert Visser (coert.visser@planet.nl) is a consultant, coach and trainer using the solutionfocused change approach. This approach
Theories of Intelligence and Learned Helplessness: The Role of Social Psychology in Schools
Theories of Intelligence and Learned Helplessness: The Role of Social Psychology in Schools Team Awesome (Purple) Paper #2: Influencing Academic Behavior & Attitudes via Social Psychology EDP 7400 Feb.
Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction
Grade 3: Module 1: Unit 1: Lesson 8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
Components of a Reading Workshop Mini-Lesson
Components of a Reading Workshop Mini-Lesson Mini-Lesson: The Connection How will you begin the Reading Workshop mini-lesson with a connection in which you tell students what you ll be teaching them &
xxx Lesson 19 how memory works and techniques to improve it, and (2) appreciate the importance of memory skills in education and in his or her life.
xxx Lesson 19 Memory Skills! Overview: This lesson provides a basic look at how our memory works and how it can be improved by using some simple techniques. Objectives: The objective of this lesson is
Classroom Behavior Management Plan
Haffner 1 Classroom Behavior Management Plan Daniel Haffner November 20, 2009 EDUC 348 Haffner 2 Philosophy of Classroom Management Classroom management is a course taught at every teacher college across
I-1: Convince students that hard work leads to success ( I Can )
Teach Lessons on Malleable Intelligence Why Do I Need to Teach Lessons on Malleable Intelligence? Some of your students may enter the classroom doubting their ability to perform what is asked of them,
Mindsets and Math/Science Achievement
Mindsets and Math/Science Achievement Carol S. Dweck Stanford University 2008 Prepared for the Carnegie Corporation of New York-Institute for Advanced Study Commission on Mathematics and Science Education
Chapter One Love Is the Foundation. For Group Discussion. Notes
Group Study Guide How can you learn to speak each of the fi ve love languages with your children and fi ll their love tank? This interactive guide includes study questions and exercises for you, for your
Preventing bullying: a guide for teaching assistants. SEN and disability: developing effective anti-bullying practice
Preventing bullying: a guide for teaching assistants SEN and disability: developing effective anti-bullying practice Preventing bullying: a guide for teaching assistants 2 Introduction This guide is based
Arkansas State PIRC/ Center for Effective Parenting
Increasing Your Child s Motivation to Learn In order to be successful in school and to learn, students must stay involved in the learning process. This requires students to do many different activities
Approx. 45 minutes I. Warm Up: Brain Quiz (5 minutes) II. Brainstorm (10 minutes) III. Brain Tour (What s Going on in There?
How Your Brain Works 1 GROW YOUR INTELLIGENCE The BIG Idea How does my brain work? AGENDA Approx. 45 minutes I. Warm Up: Brain Quiz (5 minutes) II. Brainstorm (10 minutes) III. Brain Tour (What s Going
STEP 5: Giving Feedback
STEP 5: Giving Feedback Introduction You are now aware of the responsibilities of workplace mentoring, the six step approach to teaching skills, the importance of identifying the point of the lesson, and
What Have I Learned In This Class?
xxx Lesson 26 Learning Skills Review What Have I Learned In This Class? Overview: The Learning Skills review focuses on what a learner has learned during Learning Skills. More importantly this lesson gives
Teamwork in the Workplace
Teamwork in the Workplace Objectives Group vs. Team Comparison Stages of Team Growth Characteristics of Effective Teams Teamwork in Interviewing Team Definition A team comprises a group of people linked
Set personal, academic, and career goals. Keep your expectations high.
Chapter SIX Set personal, academic, and career goals. Keep your expectations high. It is today that we create the world of the future. Eleanor Roosevelt When seventy-one adults with specific learning disabilities
What does compassion look like?
Lesson One: What does compassion look like? Learning Objectives: Students will: Demonstrate an understanding of the concept compassion. Identify elements of compassion shown in various images. Begin to
Coaching for Improved Work Performance. How to get better results from your employees.
Coaching for Improved Work Performance How to get better results from your employees. Believing the Right Things Purpose: learn how to be more successful as manager of people Specifically: to learn how
2 Mathematics Curriculum
New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic G: Use Place Value Understanding to Find 1, 10, and 100 More or Less than a Number 2.NBT.2, 2.NBT.8, 2.OA.1 Focus Standard:
Narrowing the Racial Learning Gap: Lessons From Psychology
Narrowing the Racial Learning Gap: Lessons From Psychology Dr. Joshua Aronson New York University REL-Southeast Bridge Event Webinar February 9, 2011 Research Topics Covered 1. Review of Stereotype Threat
What qualities are employers looking for in teen workers? How can you prove your own skills?
Sell Yourself 4 Finding a job The BIG Idea What qualities are employers looking for in teen workers? How can you prove your own skills? AGENDA Approx. 45 minutes I. Warm Up: Employer Survey Review (15
100 Ways To Improve Your Sales Success. Some Great Tips To Boost Your Sales
100 Ways To Improve Your Sales Success Some Great Tips To Boost Your Sales 100 Ways To Improve Your Sales Success By Sean Mcpheat, Managing Director Of The Sales Training Consultancy What makes a successful
Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs)
Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: Preliminary exams? Yes. There is a Cambridge English: Preliminary (PET) vocabulary list
A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant
Structure of a Workshop: A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant For the last four years, writing and reading workshops have been the foundation of my classroom practice.
Fostering Resiliency. Tori Gillett, M.Ed. Comprehensive Counseling Program Specialist Canyons School District torilyn.gillett@canyonsdistrict.
Fostering Resiliency Tori Gillett, M.Ed. Comprehensive Counseling Program Specialist Canyons School District torilyn.gillett@canyonsdistrict.org What s the Problem? The problem is not that there are problems.
Performance Management
Performance Management WORKSHOP HANDOUTS Facilitated by: Tara Kemes, Vantage Point Knowledge Philanthropist June 2013 Page 1 of 16 Handout 1 Performance Management System Overview What is performance management?
Guide 7 Iceberg beliefs underlying beliefs that can undermine our resilience
Guide 7 Iceberg beliefs underlying beliefs that can undermine our resilience Some of our beliefs are difficult to identify because they are deeper and more complex. These beliefs operate at an unconscious
Harry stood up and welcomed the visitors, two women and an-eight-year-old boy.
Activity THE Objective Learn about and discuss some of the issues related to cultural and linguistic diversity, student assessment, and placement decisions. Scenario Serge Romanich, a third-grade student
Integrating Technology into the Classroom. Trevor Moore. Western Oregon University
1 Integrating Technology into the Classroom Trevor Moore Western Oregon University 2 Introduction: In our ever- evolving world, we have seen the emergence of technology in all aspects of our lives. People
associated with puberty for boys and girls.
Lesson 5 Puberty Overview In this informational lesson, students learn about puberty. Small groups brainstorm physical, emotional and social changes they think occur The class discusses and evaluates the
it happens, he or she is ready provided that the coach has the mindset and skill set needed to be an effective coach. The Coaching Mindset
Coaching at Work Coaching occurs in many different fields of endeavor. The skills and methods of coaches vary depending on the nature of the coaching relationship: the techniques used by an athletic instructor
CHILDREN'S SELF-ESTEEM
CENTER FOR EFFECTIVE PARENTING CHILDREN'S SELF-ESTEEM Self-esteem can be defined as how people feel about themselves. Children's levels of self-esteem are evident in their behavior and attitudes. If children
Parent Teacher Conference Tip Sheets for Principals, Teachers, and Parents
Parent Teacher Conference Tip Sheets for Principals, Teachers, and Parents Harvard Family Research Project October 2010 For questions or comments about this paper, email hfrp_pubs@gse.harvard.edu 2010
Shell Mentoring Toolkit
Shell Mentoring Toolkit A reference document for mentors and mentees Human Resources LEARNING 25/07/2007 Copyright: Shell International Ltd 2006 CONTENTS What is Mentoring? 4 The Mentor s Role The Role
the ability to grow and adapt
Brain Plasticity The operation of these basic programs of the mind and body generates "ikiru chikara" which in Japanese means "the ability to grow and adapt." Based on the works of: Carol Dweck, Ph.D Claude
Stress Management. comprehend stress, (2) manage it and (3) respond positively to stress management as it applies to their life and goals.
xxx Lesson 22 Stress Management Overview: Stress Management is a lesson that helps learners to understand that stress is a part of everyone s life. This lesson focuses on how learners are feeling and what
P A L S. Manual for the Patterns of Adaptive Learning Scales
Manual for the Patterns of Adaptive Learning Scales P A L S Carol Midgley, Martin L. Maehr, Ludmila Z. Hruda, Eric Anderman, Lynley Anderman, Kimberley E. Freeman, Margaret Gheen, Avi Kaplan, Revathy Kumar,
Getting the best from your 360 degree feedback
1 Contents Getting the best from your 360 degree feedback... 3 What it is.... 3 And isn t.... 4 Using the system... 5 Choosing your respondents... 5 Choosing your competencies... 5 Compiling your questionnaire...
Our automatic thoughts echo our core beliefs. The more negative our core beliefs are, the more negative our automatic thoughts will be.
cchapter EIGHTb Core beliefs Think Good - Feel Good Paul Stallard Copyright 2002 John Wiley & Sons Ltd ISBN: 0470842903 (Paperback) CORE BELIEFS Core beliefs are the fixed statements ideas that we have
Johari Window. Lesson Plan
xxx Lesson 12 Johari Window Overview: This optional lesson provides a look into how we view ourselves and how others view us. It is also a model for opening up the lines of communication with others. It
Respect Handout. You receive respect when you show others respect regardless of how they treat you.
RESPECT -- THE WILL TO UNDERSTAND Part Two Heading in Decent People, Decent Company: How to Lead with Character at Work and in Life by Robert Turknett and Carolyn Turknett, 2005 Respect Handout Respect
YOUTH SOCCER COACHES GUIDE TO SUCCESS Norbert Altenstad
The Reason Why Most Youth Soccer Coaches Fail Lack of knowledge to make and keep practice fun and enjoyable for the kids is really the primary cause for failure as a youth soccer coach, it s sad. It s
Strategies for Developing Listening Skills
Strategies for Developing Listening Skills Dr. Neena Sharma Asst. Professor of English (AS & H) Raj Kumar Goel Institute of Technology Ghaziabad (UP), India Email - neena15sharma@gmail.com dr_neenasharma@rediffmail.com
Student Accident Insurance
Student Accident Insurance Park Hill School District annually offers parents/ guardians the opportunity to enroll their child/children in a low cost insurance program. As per Board of Education policy
Emotional Quotient. Michael Sample. CEO Sample Co. 5-22-2013. Your Address Here Your Phone Number Here Your Email Address Here
Emotional Quotient CEO Sample Co. 5-22-2013 Introduction The Emotional Quotient report looks at a person's emotional intelligence, which is the ability to sense, understand and effectively apply the power
Communication Process
Welcome and Introductions Lesson 7 Communication Process Overview: This lesson teaches learners to define the elements of effective communication and its process. It will focus on communication as the
miracles of jesus 1. LEADER PREPARATION
miracles of jesus Week 1: Jesus Heals a Paralyzed Man This includes: 1. Leader Preparation 2. Lesson Guide 1. LEADER PREPARATION LESSON OVERVIEW One night, Jesus is teaching to a crowded home. Friends
Skills for Adolescence unit 6, Lesson 10
Skills for Adolescence unit 6, Lesson 10 Unit 6, Lesson 10 STANDING UP TO PRESSURE TO USE DRUGS IN THIS LESSON Studies show that drug use jumps significantly between grades six and seven, making it likely
Part 5. Dinosaur School Notes to Teachers. 1. Introduction. 2. Iguanodon Unit: How to be Successful in School
Part 5 Dinosaur School Notes to Teachers 1. Introduction 2. Iguanodon Unit: How to be Successful in School 3 & 4. Triceratops Unit: Detecting, Understanding and Talking About Feelings 5. Stegosaurus Unit:
Restorative Parenting: A Group Facilitation Curriculum Activities Dave Mathews, Psy.D., LICSW
Restorative Parenting: A Group Facilitation Curriculum Activities Dave Mathews, Psy.D., LICSW RP Activities 1. Framework of Resourcefulness 2. Identifying the Broken Contract Articles 3. The Process of
Ep #19: Thought Management
Full Episode Transcript With Your Host Brooke Castillo Welcome to The Life Coach School podcast, where it s all about real clients, real problems and real coaching. And now your host, Master Coach Instructor,
PLAY STIMULATION CASE STUDY
PLAY STIMULATION CASE STUDY AIMS Play stimulation work contributes towards the following 2003-2006 PSA targets: Improving social and emotional development, and Improving learning. With regard to PSA targets
Growth Mindsets: A Literature Review. Written by Samantha Walters. Edited by Sam Piha and Rozel Cruz, Temescal Associates
Growth Mindsets: A Literature Review Source: http://wordsfrompropagate.com/2015/01/12/expression- of- 2014- growth- mindset/ Written by Samantha Walters Edited by Sam Piha and Rozel Cruz, Temescal Associates
Today, my view has changed completely. I can no longer imagine teaching math without making writing an integral aspect of students' learning.
October 2004 Volume 62 Number 2 Writing! Pages 30-33 Writing in Math Marilyn Burns Innovative teachers can make writing an invaluable part of math instruction. One reason I chose mathematics for my undergraduate
Test your talent How does your approach to talent strategy measure up?
1 Test your talent How does your approach to talent strategy measure up? Talent strategy or struggle? Each year at Head Heart + Brain we carry out research projects to help understand best practice in
Lesson 2: How to Give Compliments to Tutees
Kids As Reading Helpers: A Peer Tutor Training Manual Copyright 2002 by Jim Wright www.interventioncentral.org L2-1 Lesson 2: How to Give Compliments to Tutees Introduction When correctly used, compliments
Guidelines for using the worksheets on Self-Esteem
Guidelines for using the worksheets on Self-Esteem The worksheets on self-esteem, five in total, explain how self-esteem levels can affect people s learning. The first worksheet gives an example of a child
Using games to support. Win-Win Math Games. by Marilyn Burns
4 Win-Win Math Games by Marilyn Burns photos: bob adler Games can motivate students, capture their interest, and are a great way to get in that paperand-pencil practice. Using games to support students
Ten Tips for Parents. To Help Their Children Avoid Teen Pregnancy
Ten Tips for Parents To Help Their Children Avoid Teen Pregnancy Ten Tips for Parents To Help Their Children Avoid Teen Pregnancy The National Campaign to Prevent Teen Pregnancy has reviewed research
ALBUQUERQUE PUBLIC SCHOOLS
ALBUQUERQUE PUBLIC SCHOOLS Speech and Language Initial Evaluation Name: Larry Language School: ABC Elementary Date of Birth: 8-15-1999 Student #: 123456 Age: 8-8 Grade:6 Gender: male Referral Date: 4-18-2008
Supplemental Activity
Materials: Test-Taking Skills Assessment on page 80 in this workbook (page 19 in the student workbook) Test-Taking Tips on page 81 in this workbook (page 20 in the student workbook) Tactics for Studying
Executive Functions: Developing an Independent Learner NOVEMBER 12, 2014 KATHLEEN BRUNSWICK, MA JEFFREY A. DETESO, PH.D.
Executive Functions: Developing an Independent Learner NOVEMBER 12, 2014 KATHLEEN BRUNSWICK, MA JEFFREY A. DETESO, PH.D. What do Independent Learners Look Like? Independent Learner Characteristics 1) Curious
The Ideal Classroom Community Member: Establishing Expectations for Classroom Behavior
The Ideal Classroom Community Member: Establishing Expectations for Classroom Behavior Collaborative rule making promotes mutual respect, cooperation, self discipline and personal responsibility while
Virginia Defense Force
Virginia Defense Force Instructor Development Course By Lt. Col. (VA) Stewart W. Bentley, PhD 1 Course Objectives At the end of this course, you will be able to identify: Principles of Adult Learners.
ONLINE SAFETY TEACHER S GUIDE:
TEACHER S GUIDE: ONLINE SAFETY LEARNING OBJECTIVES Students will learn how to use the Internet safely and effectively. Students will understand that people online are not always who they say they are.
Tennessee Educator Acceleration Model (TEAM) TEAM Evaluation Supplemental Materials 2014
Tennessee Educator Acceleration Model (TEAM) TEAM Evaluation Supplemental Materials 2014 The contents of this manual were developed under a grant from the U.S. Department of Education. However, those contents
Section 11. Giving and Receiving Feedback
Section 11 Giving and Receiving Feedback Introduction This section is about describing what is meant by feedback and will focus on situations where you will be given, and where you will give, feedback.
360 feedback. Manager. Development Report. Sample Example. name: email: date: sample@example.com
60 feedback Manager Development Report name: email: date: Sample Example sample@example.com 9 January 200 Introduction 60 feedback enables you to get a clear view of how others perceive the way you work.
Palliser Regional Schools. Summary of feedback
Palliser Regional Schools Palliser Centre #101, 3305-18 Avenue North, Lethbridge, AB T1H 5S1 Phone: 403-328-4111 Toll-free: 877-667-1234 Fax: 403-380-6890 www.pallisersd.ab.ca Summary of feedback Community
Handouts for teachers
ASKING QUESTIONS THAT ENCOURAGE INQUIRY- BASED LEARNING How do we ask questions to develop scientific thinking and reasoning? Handouts for teachers Contents 1. Thinking about why we ask questions... 1
Challenging Negative Attitudes. Presented by: Kim Thomas, Relationship Manager First Marblehead
Challenging Negative Attitudes Presented by: Kim Thomas, Relationship Manager First Marblehead Course objectives Adjust your own attitude. Control the impact of negative situations and negative people.
CREATIVE S SKETCHBOOK
Session Plan for Creative Directors CREATIVE S SKETCHBOOK THIS SKETCHBOOK BELONGS TO: @OfficialSYP 1 WELCOME YOUNG CREATIVE If you re reading this, it means you ve accepted the We-CTV challenge and are
Lesson 2 Alcohol: What s the Truth?
Lesson 2 Alcohol: What s the Truth? Overview This informational lesson helps students see how much they know about alcohol and teaches key facts about this drug. Students complete a True/False quiz about
One Simple Idea That Can Transform Performance Management
One Simple Idea That Can Transform Performance Management by Dr. David Rock, Dr. Josh Davis and Elizabeth Jones Published in People & Strategy Volume 36, Issue 2 Research Corner One Simple Idea That Can
LEADING VALUES AND MORAL DILEMMA DISCUSSIONS
LEADING VALUES AND MORAL DILEMMA DISCUSSIONS Learn step by step how to lead engaging and animated discussions of character, values, and moral issues using hypothetical, curriculum based, or real life dilemmas.
THE TOP 5 TIPS FOR BECOMING MORE ASSERTIVE. Being Assertive is not just using a certain set of communication skills or
THE TOP 5 TIPS FOR BECOMING MORE ASSERTIVE Being Assertive is not just using a certain set of communication skills or behaviours. Assertiveness is, first and foremost an attitude of mind with an accompanying
Please read this hard copy of Carol Dweck s website: www.mindsetonline.com
Please read this hard copy of Carol Dweck s website: THINK ABOUT THE FOLLOWING AS YOU READ: 1. What are implications for how I see and teach LEARNERS in my classroom? Do I see them as students or learners?
3/8/2016. Speak Up! Listen Up! Embracing Effective Communication Skills to Drive Safety Excellence. Zach Knoop
Speak Up! Listen Up! Embracing Effective Communication Skills to Drive Safety Excellence Zach Knoop 1 WELCOME AND INTRODUCTIONS Safety Considerations Caterpillar Safety Services Who are you and who am
A Parent s Guide. Talking with your child about alcohol and other drugs. Helping our Communities to be Healthier
A Parent s Guide Talking with your child about alcohol and other drugs Helping our Communities to be Healthier ISBN # 978-1-55471-238-0 CNB - 6569 1. Introduction Most of our children do not end up abusing
When I think about using an advanced scientific or graphing calculator, I feel:
Slide 2.11, 2.14 & 3.2 MATH HISTORY QUESTION EXERCISE ONE My last math course was (course, year, and school): I would say that my experience in that course was: A math course I especially remember was:
18 Benefits of Playing a Musical Instrument
18 Benefits of Playing a Musical Instrument by Michael Matthews The Chinese philosopher Confucius said long ago that "Music produces a kind of pleasure which human nature cannot do without." Playing a