Problem Of Practice
How can we instill independence and a self-starter mindset in our students (with academics and social-emotional learning) in order to help them become active participants in their learning?
Theory Of Action
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If we employ a growth mindset while students are making sense of understanding that they might not be able to do something yet, but with practice, time and help from knowledgeable others, they will be able to work towards it, then students will be able to develop a growth mindset that they can do things rather than having a fixed mindset that they can’t do things. We’ll see if it’s working by looking at lesson observation data, and student artwork.
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Content Understanding Goals
Literacy
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CCSS.ELALITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups.
CCSS.ELALITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges. CCSS.ELALITERACY.W.2.8 Recall information from experiences or gather information from provided sources to answer a question. CCSS.ELALITERACY.SL.2.1.A Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELALITERACY.SL.2.1.B Build on others’ talk in conversations by linking their comments to the remarks of others. CCSS.ELALITERACY.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. |
Lesson Takeaways
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Students might be impacted by visitors in the classroom.
When there are more grownups in the room, it is easier to catch things that students say or do. It might be easier to capture the good things that students say or do when there is more than one person in the room. Students want to have a growth mindset, and need reminders of it! Make time to see the good in the people we work with. |