Welcome to #IEedchat. Tonight we are discussing ideas from this checklist of Growth Mindset Teaching Practices. We will be using the Q1:A1 format. https://t.co/hBkfBUsJRj
Hello #IEedchat
Joseph Williams from @PUHSD
Productive struggle I had was I when I learning how to efficiently operate a Cat 988 and load road base. There would be a long line of trucks each morning and you could not waste a motion trying to fill those trucks.
A0: Jonathan Synnott, Tech Tosa for PUHSD. Had a productive struggle trying to learn two coding languages. Though not proficient yet, the struggle has produced growth #IEedchat
A0: Hello, I'm Tom Ashley, Tech Coach TOSA @PalomaValley. I almost always struggle with doing big projects for the first time. Stress of the unknown, I guess. Just completed my school's application for CSM dig. cit. certification. PHEW! Will be easier going forward. #IEedchat
Robert Guzman Tech Coach
@CMIPerris
Way back when I was taking Calculus at University, I struggled with it a bit. But once I got it I pledge my appreciation for it #IEedchat
Hi, I'm Kennedy. I'm a pre-service teacher at Albright College in PA & this is my first experience in a twitter chat. A productive struggle I've experienced while learning was the other day when I had to learn how to change a flat tire on the side of the road #notfun#ieedchat
A1: In my ELA class, we would try and “exercise” parts of the brain students were not used to. For struggling readers and writers this required practice and students needed to feel the success of practice. They also needed to find joy in reading and writing.
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A0
Jed Tech TOSA/math geek @PUHSD@HeritageHSPats
Learning to teach done right is productive struggle. Right now it’s little bit of dejavu learning to coach with teachers. New game, similar rules, and similar strategies.
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A1: By showing them that they can decipher and analyze things like the experts in the world. I constantly discuss Art with my students and ask them about their opinion on certain things #IEedchat
A1: I think we need to focus on teaching students how to think about their learning. Teaching metacognitive skills ranks 14th (out of ~200) in Hattie's research. Students can learn how to learn. #IEedchathttps://t.co/kYTSgm3lFs
A2: HS students who struggle with reading and writing often are disillusioned as they keep looking at the destination rather than the series of steps they overcome on the journey. Celebrate the small and big wins on the journey and not just the destination.
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A2: We need to make Ss realize that learning does not stop, it keeps moving as information keeps building up about things. Learning is not stagnant #IEedchat
Q2 is there an end for learning? reading skills need constant reinforcing - I tell my kids someday they'll be voters and need to read their ballots #IEedchat
A2: To love learning, you have to feel successful at it and it has to be fun. Highlight how students have grown and how they can do things now that they couldn't a few months ago, even if that isn't mastery of a certain standard #ieedchat
A2: If students are excited and interested in what they are learning, they will discard the "is this for a grade" mindset and will be more likely to pursue learning for the love of it. #IEedchat
A1: teaching anything is about getting the learner to process. Bring in reflection. Build a portfolio. Any subject. @geoffkrall shares an example in math: https://t.co/Pzbo4nKdYE#ieedchat
#IEedchat Sorry, TX lurking on the CA chat, but I always compare mental exercise to physical exercise. Muscles get stronger through hard work, so does your brain.
A3: Students will embrace the struggle when they own the learning. Embrace Visible Learning and have a classroom in which students see their growth.
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A3 by first embracing different learners - offering another way to solve, phrase, etc. Because then we grow - mistakes happen to us all - but growing from them is the important part #IEedchat
A3: Creating a problem or scenario that students have to work to solve fosters intellectual struggle. BreakoutEdu activities are a good example of this. #ieedchat
A3:Fail in front of your Ss, to show them you are human. Let them know that their is a process in learning and that its a constant strive to attain answers to questions. The process is important, not just the solution #IEedchat
A2:
Talk about themes and practices explicitly. Standards are important but they are many. In each Math, ELA, and Science there are core practices that stretch across multiple grades. Put those at front ofnconversation.
Key overlap from 3 is evidence based argument.
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A4: When learning alongside students I would share things I used to do and let them know how I do things now. The students would in turn have the frame “I used to ____ and now I _____” to help them see how they have grown.
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A3:
More discussion about how you did something, not just what you ended up with.
Compare multiple responses.
5 practices for orchestrating math discussion = great example. https://t.co/SklDHhDOAB#ieedchat
A5: Don't spend time on anything. Invest time on things that matter. Everything you do in your class should be on purpose. Everything you have students do should have a purpose.
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A5: I think addressing a growth mindset is something that needs to be infused naturally in a classroom, everyday and as opportunity presents itself #ieedchat
A5: I think that around 100% of class time should be spent developing a growth mindset, but I don't think my students would ever be AWARE that that is what I am doing. It should just be the culture of the class. #IEedchat
A5:
Growth mindset isn’t a packaged lesson to be completed, or specifically programmed. It’s a mindset. It’s constant appropriate commentary.
It’s readjustment in praising effort and growth over benchmark performance. The marks will come if the focus is right.
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A6: Without a doubt the growth mindset needs to be they way we do things in intervention classes. In my ELA class, growth mindset was the only way to get students out of the loop of negative feedback.
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A6:
I’ve heard @MathProjects share strong evidence of this from some of his classes. I would replace the word “curriculum” with “practices”. These are habits, behaviors, minds being shaped. It’s more about what’s going on w/ the human, less about content on the page.
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A5: Growth mindset should be part of the classroom culture. Feedback and interactions in the class should reflect this mindset. #IEedchat#growthmindset
A0: My name is Madison McKim-Richards, and I am an elementary education student in Iowa. One time I had a productive struggle while learning was when I was trying to create my first lesson plan using TPACK. It was really challenging with not having a TPACK background. #IEedchat
A1: One way that we can seek to teach our students that our brains get stronger when we're challenged is by purposely integrating lessons that teach them that "failures" help us learn and grow. In essence, giving them a lesson where there aren't obvious answers. #IEedchat
FT: We all slip into a fixed mindset at some point, and it’s important as a culture to remind and support each other of the growth opportunities. #supportyourcoworkers#IEedchat
FT:Growth mindset is what allowed me to continue amidst the struggles I encountered in my education. They told me I coudn't, but I believed I could. #SiSePuede#IEedchat
TPACK is a goodie. Fond in my heart. And mos def a struggle to hit all the details.
We are wrapping up #ieedchat in just a minute but grab the questions from https://t.co/hl9LQBC8Mj
Would love to hear you input on each.
