Forum
Register  |   |   |  Calendar  |  Latest Topics
 
 
 


Reply
  Author   Comment   Page 1 of 2      1   2   Next
msusong

Moderator
Registered:
Posts: 122
Reply with quote  #1 
After reviewing all of the ideas and tasks in Chapter 8, which one would you like to implement in your classroom/school/campus? Describe why you think it would be successful.
__________________
Maggie Susong
ATPE Member Engagement Coordinator
ehowe

Registered:
Posts: 83
Reply with quote  #2 
I would like to use tasks #1 and #3 in my classroom.  
The guessbox with the sponge would provide a great visual and hands-on demonstration for my young students, and the muscle analogy is easily relevant to them. 
kmcrowl

Registered:
Posts: 14
Reply with quote  #3 

In my previous discussion post I mentioned how I would like to promote “Growth Mindset Reminds in the Classroom and School Building” (pg 137-138). This was before reading this chapter! I would like to have a section of the room or door that has “Famous Failures” and the acronym for FAIL (First Attempt In Learning) with quotes or information about famous people such as J.K. Rowling, Michael Jordan, Walt Disney, etc. This will show students that oftentimes failure is just a stepping stone to success. If at first you do not succeed, try try again.

I am also a huge proponent of “Teaching Optimism (pg 136). I am a positive person by nature, always looking for that silver lining. I want to promote this with my students. For warm ups, I can use prompts as given on page 136 such as “‘Something good that happened to me today’, ‘A reason I have a great life’, or ‘I am grateful for these things today’”. This will hopefully help my students begin to see the lighter side of life and view things optimistically.

Since I will be a Language Arts teaching, “Teaching Perseverance Through Literature” (pg 124) will definitely be a theme in my classroom. Many of my students will be At-Risk, so it is my hope that constantly providing examples and stories of perseverance will motivate my students.

My most favorite of the ideas and tasks in Chapter 8 would have to be “Facing Failure” (pg 125-127). I love the idea of showing my students the clip from Meet the Robinsons and having an in-depth in class discussion.

And finally, I enjoyed the brain is like a muscle task on page 118 as well as the pre assessment of student’s brain knowledge (Figure 7, pg 100). Both give the students visualization of the brain and how it can grow, not to mention I can see where my students are as far as prior knowledge about the brain.

 

__________________
KMCrowl
Stephanie

Registered:
Posts: 26
Reply with quote  #4 
I want to teach the kids how important your brain is.  I want to do Task #4- Taking Care of Your Brain.  I talk a lot with the students how important our snack time is and what makes a good snack to help our brain and what doesn't make a good snack and we discuss why.  We also talk about when your are not having a good day, and it is alright to say "I am not having a good day".  I let them know that their brain will be ready to learn when they have processed why they are not in a learning mood.  They can talk with me, the counselor, another teacher.  After they have "debriefed" they are ready to then enter the classroom and begin their learning for the day.  The more they know about their brain the more they will understand what may be causing a breakdown in their processing of learning in the classroom.  Even second graders grasp this concept pretty well.  They will come into class and say I need a brain break and they know what they can and cannot do.  

We also talk about the need to exercise your brain, just like every other muscle in your body. Yes, we do stuff that is hard, but if we take it a step at a time and work on what we do know, it becomes easier.  I sorta trick them on this one.  We work on puzzles with only 9 pieces.  They have to match up pictures on all sides and they are not easy.  It is a trial and error.  Some students work on them by themselves with little success, but when they work in groups they become more successful in solving them.  I will do anything to stretch their brain each day.  

__________________
SKDroddy
Teetime9

Registered:
Posts: 27
Reply with quote  #5 
I will implement and really continue to implement Task #4 Taking Care of Your Brain. 

In working with my middle school inclusion, and really all students I encounter, I am always checking with them about their sleeping habits, eating habits, hydration, etc...because I know how important this is for them to be successful in the classroom. But, I want them to continue to hear this from me as well as their teachers so that hopefully they will grasp how important this is for them to function efficiently within the school day. I model many of these as I carry around a gallon of water with me from class to class and get asked about it quite a lot. Teaching moment always as I get to explain the benefits of drinking enough water throughout the day especially since I teach middle school students who are also active in athletics. I also want to continue to express to students how important it is to turn their phones off when they go to bed. I hear from many of my students that they didn't get enough sleep because someone text them at all hours of the night. I also share this information with parents as they may not be aware this is happening. 

Loved these two chapters and am sharing with our WHIM leader many of the growth mindset ideas and resources. Our WHIM, Work Ethic, Humility, Integrity, and Maturity model coincides with the growth mindset concept. 

__________________
Sherry Ayres
lorelai86

Registered:
Posts: 14
Reply with quote  #6 
After reviewing all of the ideas and tasks in Chapter 8, which one would you like to implement in your classroom/school/campus? Describe why you think it would be successful.

I like the idea of the guess box. It gets them engaged in the topic and gives them a concrete example of how our brains can grow. Children need good visuals to understand abstract concepts and I think this will be a successful lesson.  I also like the Students become Neurons activity. This is a wonderful example of how the brain makes and strengthens connections. The students will have better understanding of the importance of practicing these connections in order to strengthen them.

__________________
Laura Niehues
blailie

Registered:
Posts: 98
Reply with quote  #7 
I would use task 3: the brain is like a muscle. I think it's important for students to know the importance in trying to keep on learning. This past school year my 5th grade daughter had to really study for social studies. This was new to her and I had to help her learn how to study. But I think that she'll have an easier time next year because of all the practice she got. I think she found that it got easier to study as the year progressed and she got better at it.
jgoedken123

Registered:
Posts: 42
Reply with quote  #8 
After reviewing all of the ideas and tasks in Chapter 8, which one would you like to implement in your classroom/school/campus? Describe why you think it would be successful. 

I would like to implement task #4:  "Taking Care of Your Brain".  I know the teenagers at my school are definitely not getting enough sleep or eating properly.  I know the eating part they don't have a whole lot of control over, but I can definitely encourage them getting more sleep and stress the importance of it.

__________________
Jennifer Goedken
51409

Registered:
Posts: 43
Reply with quote  #9 
I will use the elementary preview just to get started to find out what the kids know about their brain. Many times I forget to do a preassessment. I have my idea of my lesson I want to teach them and I forget to find out what they know. It reminds me of my son. We had been wanting to start drum lessons again after his last instructor moved so I finally found somebody and he went to his lesson and I asked him if he wanted to go back to him for more lessons and he said no. I asked why and he said the guy didn't even ask him to show him what he could do on the drums. He just just started teaching him a beat. Brock felt he didn't know what he needed to learn because he didn't know what he knew. Now I get that. Preassess.
__________________
S. Braddock
tamram

Registered:
Posts: 19
Reply with quote  #10 

After reviewing all of the ideas and tasks in Chapter 8, which one would you like to implement in your classroom/school/campus? Describe why you think it would be successful. 

I would like to pay more attention to language in the classroom. If a student is struggling with a task and says of another student, “He’s good at math but I’m not”, I want to be prepared to help the student focus on what they are learning. I like colleague kmcrowl’s idea of having a Famous Failures board and the reminder that FAIL means First Attempt In Learning. I’ve memorized the Michael Jordan quote which I hope will give my students a positive way to look at missing.

The Guess Box will reinforce the idea that right or wrong questions give you information about what is inside the box. I imagine using a physical box and placing a geometric solid, math statement, probability scenarios or a scaled object.


__________________
Tamra M.
M/S H/S Math Teacher
sklearner2011

Registered:
Posts: 94
Reply with quote  #11 

For meet the teacher night, mid-year PTA meeting, and/or parent education night:  A pre-assessment test of the brain for parents.  Have them take the test and then show a video about how the brain works. 

  • Give each parent 10 minutes to complete
  • Show a 10 minute video on
  • 15 minute discussion on growth mindsets
  • Handouts available showing other resources
  • Total time:  35 minutes (and up to 1 hour)

This opens the door for discussion and values the parent’s time as well.  Not all parents will receive this.  Some will feel they don’t have enough time for or may feel that it isn’t worth the time.  However, some will embrace it or be open to hearing more.

 

For my students:

I would like to implement the pre-assessment of the brain using the silhouette. 

  • Allowing 15 minutes to fill in what they know about the brain.
  • Discussion
  • Teacher evaluation
  • From there move into the pre-assess growth and fixed mindset:

Learning Experience:  Road Map

  • Students will relate finding their way around the school halls, neighborhood, town, mall, etc. to the brain making connections (roads/hallways/neurons).

Why students will like these learning activities:

  • They’ll be reminded that this is not for a grade, but to see what they know about the brain / mindsets.
  • The brain silhouette is a hands on activity that allows for creativity
  • The road map activity allows for getting up and moving around the school and thinking about and discussing connections via hallways and alternate routes.  This ties into brain / neuron connections.
I can also build on this with other growth mindset activities throughout the school year
ritawilcox

Registered:
Posts: 32
Reply with quote  #12 
As a "cup is half full" person myself, my favorite idea in this chapter is to teach optimism through sharing "good things" with our classmates.  I had always had a "good things" sharing session at the beginning of the school day, but after reading the chapter I really like the idea of writing these down over a week and keeping them in a "good things" jar.   The best thing of the week could be chosen from the jar and shared with the class at the end of the week.  Encouraging them to think outside of getting new toys or games is most important.  They need to think of memories with friends and family as the most important.  Things that can't be bought should be most appreciated, especially in this Title 1 school district.

As as an exercise fanatic, I also plan to have the lesson on "exercising" your brain like a muscle. This is such a simple, but crystal clear, analogy of how to develop our brains.  Better than any other concept in the chapter, I believe that this will promote a "growth mindset".  

__________________
Rita Wilcox
Veronica

Registered:
Posts: 38
Reply with quote  #13 
I definitely would use the blank picture of a head and the students would each draw a picture of their brain.  I would also post quotes about learning from failure.  I would have them to draw their own Neural Connection and Diagram of a Neighborhood Journey Visuals.  I especially like the Collection Strategy task.
Crystyjohnston

Registered:
Posts: 49
Reply with quote  #14 
I will work with my kids on taking care of their brains. This is a lifelong skill that can help them throughout their lives. Knowing healthy brain foods is important, as is getting plenty of sleep and hydration. As the mother of an infant, I can certainly say that I feel my sleep deprivation slows down my brain function and affects my memory.
Newt82

Registered:
Posts: 63
Reply with quote  #15 

The one activity that caught my eye was the preassessment of students’ knowledge of the brain. This is a good task to see what students already know about the brain. I also love anything that has to do with art and this assessment is a nice combination of artwork and writing.  I can just imagine what some of the drawings of their own brains would look like. Sounds and looks like a fun activity.

I also like the idea of teaching students how to take care of their brain.  I’ve had talks with kids on that very subject in the past (plenty of water and rest). This is especially important for my students who show up to school real sleepy (Ms. Newt I stayed up late playing video games).  

Previous Topic | Next Topic
Print
Reply

Quick Navigation:

Easily create a Forum Website with Website Toolbox.