Module7

===||< Effective feedback and encouragement ||< Give clear criteria and models for success. Use red flag mechanisms when children are failing. ||< When a child does fail, turn it into success by asking the child what they learned from their failure and how they might use it to create success the next time || TED Recommendation? P. Reedy=== Please click on the Discussion link above and post the link to the video along with a short reason for why we should all watch it.

Connections in the Maiers and Jackson Books
Think about the connections you see between these topics and the information in the Jackson book, then post one such example here. List the concept in the first column, what Jackson says about it in the second column, and what Maiers has to say in the third column. and Know where your students are going || Have high expectations of YOURSELF to get the students to the goal (learning target/proficiency level). Think about what you can do to help the child and set goals along the way. || Perseverence & Adaptability Concentrate on the pebbles, not the mountain. We need to be flexible & able to change with a good attitude....what can we do now to help the child? (PR) || support || What if, instead, we anticipated where students would be confused and made sure that we clarified the point before the students made their mistakes? || Anticipates, identifies and resolves problems or obstacles. (JJ) || Successful problem solving is adaptability in action. (pd) || Collect feedback from a variety of sources not just tests, but also performance tasks and oral responses. BG || Maiers tells a story of a teacher who uses reflection in a situation where a student has not been successful and then they can find out how to succeed next time. (JP) Maiers uses the example of using student portfolios as a method of students tracking their own progress and teacher's giving feedback. BG ||
 * **Topic/Concept** || **Never Work Harder than Your Students by Jackson** || **Classroom Habitudes by** **Maiers** ||
 * Expectations
 * Perserverance and supporting students along the way. || Set up an intervention plan (plan for road blocks or obstacles along the way). Have a student brainstorm or anticipate things that could go wrong so they have a plan in place to overcome problems. || Perserverance-working through difficult times. Teaching students to use mistakes or problems as a learning opportunity. This can be applied to new situations throughout their lives. (TP) ||
 * Persererance and feedback || Give useful feedback to help students be successful in future situations where they may have struggled in the past. || Developing perseverance will help students work on tasks that are challenging or that seem to have the potential for failure. (MZ) ||
 * Adaptability || Students come to the classroom with different "currencies." || Adaptability--We need to be able to handle the complexity of these currencies and to creatively solve the problem of how to get the student(s) to spend their currency to buy into the capital of our classroom. (KH) ||
 * Perseverance and
 * Teaching soft skills explicitly || Students need to know what the currencies are that they don't have, and they need to be taught how to acquire and spend them. || Students need good "habitudes" encouraged and taught. It is helpful, for example, for them to be taught how to generate curiosity by asking questions. ||
 * Perseverance and Know where your students are going || Think through learning goals to determine the instruction that will help the students achieve these goals. || Students need the perseverance "habitude" in order to achieve the learning goals. The teacher needs the ability and wisdom to encourage the students when the "going gets tough." (MS) ||
 * Perseverance, feedback and Adaptability || Jackson says that it is okay to commit mistakes as it is a part of the learning process. This will create confidence in them to try hard to succeed in the future. Setting appropriate goals for them and assessing periodically by giving feedback will help students make better learning choices. || Help students view problems as opportunities and assist them adapt to new situations.
 * Perserverance and feedback || Jackson says to use feedback to help students get better.
 * Expectations || Jackson talks about letting our students know where we are going. || Maiers focuses on perserverance. Both relate to the idea of expectations. NS ||
 * Perseverance and Encouraging student to be responsibile for their learning || Jackson talks about the "curse of knowledge" from the __Made to Stick__ book. She talks about how when we gain more knowledge it becomes to easy to step in and rescue struggling students, but instead we need to make them more responsible for their education. We need to let them struggle and figure things out without us recuing them. (SK) || Maiers explains how important it is to teach perserverance, the ability to get done what needs to be done, but to also continue the effort no matter what. Perservering learners view failure as a learning experience. (SK) ||

We need to recognize what currency they have and value, and then use that currency to help them acquire the capital of the classroom. ||< Persistant adaptability allows students to respond rather than react, reflect rather than remember, and evolve rather than atropy. By leaning to adapt, students will spend their currency to buy capital into their learning/ classroom. (TS) || Jackson feels that it is important to understand the connection between what students are asked to do and the learning goals that they are trying to reach. (SO) || Maiers stresses that students need the "habitude" (I love that word!) of perseverence because "it is the cornerstone of any successful endeavor, in school and out. It is a key to victory over unfavorable circumstances." Many students, especially in my school, have "unfavorable circumstances," and by practicing perseverance and knowing where they are going, little by little they realize that they are reaching their goals, overcoming their circumstances, and learning what it means to be successful. (JK) The ability to get done what needs to be done and continue the effort no matter what. Learners use mistakes as tuition.(SO) ||
 * < Adaptability ||< Our students come to us with different "currencies".
 * Feedback and Adaptability || Jackson talks about the use of feedback to allow our students to reflect on their learning experiences and choices that could be different. || Maiers focuses his chapter on self-awareness in this same vein..."hearing voices--when is it a good thing". I love this...the mental dialogues we have with ourselves help shape our thinking as we read and learn. Thank goodness, because I sometimes worry about those voices in my head! (KW) ||
 * Self-Awareness and Expectations || High expectations in our students means that we are confident that our student can master the material. || Confidence is a by-product of Self-Awareness and comes from within. It independently comes from our successes and failures. (JV) ||
 * Creating a Learning-Friendly Environment || Believe that your students can achieve the goal, match your teaching style to their learning style, challenge them, and intervene to help them as soon as they need it. || Students need to have the courage to take on the risks associated with learning. Teachers must work to relieve their students' doubts about their abilities. (zo) ||
 * Know where your students are going and perserverance || Jackon explains how important it is to have concrete goals for students and to break them down into smaller steps of mastery. That ways students will see evidence that they are achieving their learning goals.
 * Feedback and Self-Awareness || Jackson says that we need to provide plenty of opportunities for students to give feedback to help them achieve thier learning goals. || Maiers says the students need to be aware of themselves as learners to that they can foresee problems and use their strengths to overcome difficulties encountered. (DM) ||
 * Perseverance and Adaptability || Jackson states that the learning process is based not only upon successful attempts, but also failed ones. Students can learn from mistakes and with proper guidance, assessment and feedback can find future success mor readily. || Maiers states that problem solving and the ability to adapt information/processes to new situations is the true learning process. (RG) ||
 * Perseverance || Jackson says that we need to expect to get our students there. We tend tol ook at all the things outside our circle of influence and become discouraged and give up as educators. || Maiers says "Perseverance is not only the ability to get done what needs to be done, but to continue the effort no matter what. Our students can learn from our perseverance with not giving up on them.(JR) ||
 * Expectations and Self Awareness

Currency and adaptability || Jackson says, "Unwavering faith is the values side of the equation because our faith can only be as strong as our values. If we believe that what we are doing is important, then we are more likely to believe that there must be a way for us to prevail with our students and that we will find it." Help students choose the currency they hav e to spend- how well they think a particular task will help them achieve their goal - try this activity was to ask students to explain how they arrived at a solution to a probelm - multiple ways to solve problems || Maiers says, "Knowing who you are, where you are going and what you want to be when you grow up is an obvious benefit in your life's quest, but what about self awareness as it pertains to learning? Is the quest to know yourself as a learner equally beneficial? The answer is unequivocally, yes." TZ

21st learners must be able to critically and creatively solve problems - using change as a growth opportunity - gave examples of problem solving form Goldilocks (TQ) ||