ndependent Learners & Leaders Effort and Motivation : • Model, Model, Model ! • Use formative assessment often! Give them a role in reflecting on their work and process. • Design lessons to increase relevance. Finding authentic experiences for le arning . • Provide opportunities for students to use sustained effort for desired results . • Allow and require mastery and autonomy – to support willpower, confidence, and instill positive beliefs in self – supporting the “in control” capacities they have . • Nurt ure relationships – to lower stress levels, to create connectivity to a greater whole by being reliable, providing opportunities to share in regular, consistent teambuilding, cooperative learning . • Make learning relevant by using technology . • Focus feedback on specifics – both praise and error correction – and make sure they know they have control over those actions. • Provide choice! • Teach kids about their brain, the power for constant growth, and how it works! • Hold them accountable for their choices. • Start wi th “What do I know?” • Lower risk – make a safe environment for all, celebrating our diversity and uniqueness. • Teach lessons to improve and value listening. • Goal set regularly. Attitude: • Model, Model, Model ! • Teach students about positive and negative emotio ns . Model and role - play strategies to deal with them. “If...then...” attaching consequences and running the scene farther than immediate will give them a better handle on responding, not reacting. • Use “yet,” not “always, everyone, every time, never.” • Explicitl y teach them to rephrase negatives into positives. • Gratitude Journals daily, providing opportunities to recognize and acknowledge • Avoid blaming others – realize that “Owning it, Taking Care of It, and Changing Behavior” is just a part of life. • Use multiple modalities (visual, auditory, kinesthetic) for both instruction and products . • Have more than questioning them as a method of feedback. • Model and teach optimistic student talk (to self and with others). SBLC 2013 - 14 Cognitive Capacity: • Model, Model, Model ! • Teach focus and attention - lengthening strategies. • Explicitly teach sequencing of skills, showing how one “clips” to the next. • Provide students with many opportunities to read, understand, and analyze literary and informational texts • Focus instruction on reading volume across genres and deep comprehension of text • Consistently provide authentic vocabulary development and enrichment. • Probe with deep questions . • Ask students to explain why the author certain information . • Provide strong, customized spelling program & hold students accountable for correct spelling in all subjects. • Strongly connect reading and writing instruction – what is examined in reading as author’s craft is applied to their writing . • Provide strong grammar instruction and hold students accountable i n all subjects. • Habitually require students to make inferences and draw conclusions about text, asking them to provide text evidence to support their understanding . • Explicitly teach revision and editing strategies . • Teach in context with in their own writing . • Facilitate student generated “kid friendly rubrics” to assist in guiding and evaluating their own writing . • Teach analytical and critiquing skills . • Provide practice with creating clear, concise, and purposeful pieces for an audience . • Provide students with real life experiences to apply learning . • Use contexts/authentic experiences to solve a problem rather than problems in isolation . • Teach students multiple strategies to solve given problems. • Provide opportunities for them to problem solve, plan, and evalu ate reasonableness . • Require problem solving steps that show and explain their thinking as to how they arrived at a solution . • Teach students the content/academic language . • Give them plenty of opportunities to solve multi step problems . • Use model questions a s practice to teach form and gain confidence. Strategies: • Model, Model, Model ! • Provide challenge, manageable obstacles, and problems and find out how they deal with them – model reflection, developing new strategies, and watching results to adapt • Develop skills for strengthening working memory (how long they can hold information in their head) • Begin with simple and move to complex • Provide novelty to work to increase brain functioning and flexibility • Teach organizational and study skills every day in authe ntic ways. • Allow mistakes and self - correction – the process of making mistakes tells the brain what to keep or throw out • Fluctuate time on task – pacing and brain adaptability • Coherence and sense making – the student knows this is purposeful work that conn ects with prior learning • Provide opportunities for students to develop processing information.
Posted on: Mon, 17 Nov 2014 22:11:44 +0000
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