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Ryan Burke, Lizbeth Sanchez, Shannon Lane,  Laura Deila, Rodney Robinson

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Ryan Burke, Lizbeth Sanchez, Shannon Lane,  Laura Deila, Rodney Robinson

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1. attention is the on-ramp to learning
2. separate student from seeing failure as a reason for disengagement.
3. productive struggle is essential.
4. Staying engaged through confusion
5. fixed versus growth mindset

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Group 12- Gregory S. , Adriana H., Miri C., Ariana C., Melissa C.

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Group 12- Gregory S. , Adriana H., Miri C., Ariana C., Melissa C.

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Main point 1:
Making sure that as teachers we are validating, believing, and trusting our student's feelings and experiences.

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Another main point in the video that we saw was being proactive in creating an environment were your students feel safe to talk about their experiences.

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Group 7:  Brian McKinney, Mary Hobbs, Austin Ash, David Gaona, Perla White.

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Group 7:  Brian McKinney, Mary Hobbs, Austin Ash, David Gaona, Perla White.

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Social well being is important in learning 15:45-16. The brain is a social emotional organ so if the brain feels threaten a student will disengage.

Fear, mistrust, feeling like someone will socially humiliate me... the brain disengages.   Point about feeling like your cultural values being protected.

These make it difficult for the brain to get to the cognitive part of learning.

Teacher's a lynchpin for helping student's feel safe.

Teacher as friend an ally.  Teacher being able to push them when necessary, which means they have permission to push them (which means they have rapport).

Students feeling disrespect from a teacher or another student shuts down the learning experience. Common ground in cultural and social cues is very helpful for the classroom experience.

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Creating peer mentors or tutors that students can work with and make connections with. The use of peers will allow students to be able to talk to someone their age and be able to relate with each other.

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Kristina Wisneski, Stephanie Ellis, Adriana Leon, Ribhia Mustafa, Tracey Mueller  Group 11

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Kristina Wisneski, Stephanie Ellis, Adriana Leon, Ribhia Mustafa, Tracey Mueller  Group 11

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1. Being proud of the thing's society has told them not to be proud of.  (Language, skin color, socioeconomic status, etc).
2.  Any teacher can foster positive identity development.
3.  Recognize and acknowledge students for who they are.  Celebrating everyone.

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Sitting with students 1-on-1 to really connect and model strategies while building cognitive routines.

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Kyra Bohnett, Yolanda Sanchez, Kayla Gladnick, Jenneffer Dozier, and Gisela Calderon

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Kyra Bohnett, Yolanda Sanchez, Kayla Gladnick, Jenneffer Dozier, and Gisela Calderon

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1. Independent learners: rely on the teacher to carry some cognitive load, utilize strategies and processes for a new task, regularly attempt without scaffolds, have cognitive strategies for getting unstuck, and have learned to retrieve info from long-term memory.
2. Dependent learners: depends on teachers to carry most of the cognitive load of a task, user how to tackle a new task, cannot complete the task without scaffolds, will sit passively when stuck, and doesn’t retain info well.
3. Common Core is asking all students to become independent learners and the “gray” areas of academia.
4.  Our conversation about equity is overlooked.

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Knowing how to support feedback conversations without judgment will encourage students to open up and be active participants in their education.

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Angel Sanchez, Tyler Zalich,Rachel Vander, Nicolette Timmons,...

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Angel Sanchez, Tyler Zalich,Rachel Vander, Nicolette Timmons,...

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Student lead learning.
1. Anything can be learned once engaged
Gamification- learning from failure and affects reward and memory pathways.
2. Emphasize how they learn within their culture. ( teach a math lesson with video game terms)