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51409

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Reply with quote  #16 
Failure for sure. Sometimes I think people don't understand how failure can lead to success. I want students to know examples of failure that eventually led to success.
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S. Braddock
jamie

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Reply with quote  #17 
Several of the activities caught my attention.  I would like to see what the students already know about the brain.  Then start some discussions and research on the brain.  The other activity I would like to implement is the one where you use string and show the connections and the strength of those connections with the students. 
jennlynn014

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Reply with quote  #18 

I really like a lot of the tasks but I would start with the preview to pre asses what the students already know about their brain.  I also like to ask the students what questions they have about the brain.   I think that it would be a fun idea to have student create a model of what they think they brain looks like.  I often have a group of students come up with a question about the topic, research the answer, then share what they found with the classroom. 

mmlillie

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Reply with quote  #19 
I would like to use task #3 (the brain is like a muscle) as well as #4 (taking care of your brain) with my 3rd graders. While we talk quite a bit about how practicing our academic skills makes our brain stronger, I think the concrete example of using weights and how that affects our muscles will bring this point home even more.  I think they would also benefit from understanding better how they can take care of their brains - and why. We ask them to bring a healthy snack, but still see lots of kids with chips, cheezits, etc... and I know for a fact several of my kids don't get enough sleep (one even fell asleep on Friday during class because, as she told me, she went to bed really late).  Students need to understand that, even at their young age, they can make decisions that will help or hurt their learning; and perhaps they can even remind their parents of their need to eat well/sleep well/etc. :-)
sward

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Reply with quote  #20 
I will implement idea 3 definitely!  It is such a great visual that all students can hopefully relate and realize they can change their thinking.
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Stacey Ward
ElizabethRose41

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Reply with quote  #21 

I like the idea of visually building a neural network using students and thread, yarn, or rope.  It’s visual and tactile, making it twice as likely to be something that they would remember and understand.   Although, I’d probably tweak it a little.  It would be more impactful and truly representative, if you didn’t increase the size of the connector you were using, but just kept passing the same yarn back and forth, every time the connection was used.   The growing connection then is visible and not a harder to understand and seemingly arbitrary jump, especially for elementary kids. 

Now that I think about it, it might be a fun activity (after doing the previous neural network building activity) to have each student take a small piece of paper (like a large sticky note) and write 3 or 4 concepts that we’re working on in class.  Then every time we talk about it as a class or they work on it on their own during that week, have them draw a line, making the connections stronger.   It might make them more willing to work on challenging things when they’re getting visual “credit” for strengthening neural connections.   I’m wishing I had a classroom now that I could try that in.  [smile] 

Amancillas

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Reply with quote  #22 
I would like to implement strategies 1 and 3.  I teach college level students so I would probably just talk about it rather than demonstrate, but I think it would be a good discussion to encourage them in my class.  I teach developmental math so a lot of students come in with a fixed mindset that they just aren't good at math and this is going to be a hard class for them.

I also have a first grader at home and am so glad to have read this book now, when she is still so young and at the beginning of her education.  I would like to do both of these activities with her as well as a few others mentioned in this chapter.  I will definitely be looking into some of the books mentioned to read with her and discuss with her.  


cschneider

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Reply with quote  #23 

Chapter 8 was full of great ideas and I could easily implement almost all of them in a science curriculum for the year.  I would heavily implement several of the ideas at the beginning of the school year, which would really help students adopt a growth mindset. (I can’t wait to try them out on my own children!) Like several others in the book circle, I would use Sample Learning Task #1: The Sponge.  I would probably also turn this into a hands-on activity and give each student half a dry sponge for their desk each day.  When they learned something new/answered a question correctly, etc., they could spray the sponge with a spray bottle.  This is the perfect activity for one of the first few days of school.  I would also use Sample Learning Task #4: Taking Care of Your Brain.  One of the things this book has inspired me to change in curriculum planning for the year is to weave learning about the human body into other units, instead of having a separate unit on it.  I would focus on the area of neuroscience and feeding the brain to begin the school year.  I also love the idea of weaving literature throughout science lessons and I have done so in the past.  Ricci has great books, movie clip ideas, and quotes about perseverance and learning from our failures I can easily add into lesson plans.  The final thing I would definitely implement at the beginning of the school year is the gratitude journal.  Students in my class worked on a Bell Ringer activity every day in their science journals when they came into my classroom.  I love the idea of helping them learn to look at life optimistically and think about things they are grateful for each day. 

mafield

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Reply with quote  #24 
I would like to implement some of the tasks that help students learn about their brain and how they can learn more than they ever imagined because of the potential within. I especially like the task relating the brain to a muscle which it is and ways to make it stronger.
mewisl

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Posts: 148
Reply with quote  #25 

I would use task 3: the brain is like a muscle. I have already tried to teach students that thinking is a way to exercise their brains.  I try to stress that always doing easy problems is not a good way to grow their brain.  I think using the actual real life weights would help them better connect these ideas and make them more concrete for the students.

sdcatoe

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Reply with quote  #26 
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 use Task #3 and #4.  Actually, we have already started using both and the importance of the brain and taking care of their brain.  While having the discussions, it is amazing how some of the students hadn't really thought about it and made it a priority.


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jsherman

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Reply with quote  #27 
I am going to use Tasks #3 and #4.
I teach 7th grade so many of my students are in athletics. They are learning from the athletic coaches about how to build the muscles they need in order to be successful in their sport. I think many of them will be able to connect how "exercising" their brains will help build it.
I am also a big proponent of teaching my students the lifestyles they need to be successful in school- plenty of sleep, nutritious food, even physical exercise. I plan to help them connect the healthy lifestyle with building their brains. 

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Julie S
Ladyemms

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Reply with quote  #28 
As an elective teacher, I do not have the pressure of end of the year state assessments; therefore, I feel blessed and think I can implement a lot of the tasks covered in Chapter 8. Some that will be very easy to implement are task 3: teach students that the brain is a muscle and it needs daily exercise to grow.  Task 4 is a most in the middle school level; I have many students that tell me that they stayed up until 1 o'clock in the morning playing video games. (Most of them come from a single parent home, and that parent works a graveyard shift, hence, there is no adult at home to supervise them.)

As a computer teacher, I can allow students to play games that build perseverance as they finish their class assignments. I will definitely post Maya Angelou's quote as a daily reminder of the value of failure.
hberdis

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Reply with quote  #29 

Facing failure is a priority for my students.  Most of my students are in our program due to previous failures. This is mostly an extension to my response to question #3.  I need to encourage my students to view their “failures” as a necessary step towards success. I plan to start putting up the quotes from pages 137 and 138 on the whiteboard at the front of the classroom.  I need to constantly remind them that they can succeed if they’ll just stick with it.

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