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Rhonda

Began her career as a dancer and artist in resident In NYC and was teaching students with diverse needs.

She taught in urban public schools for more than 20 years -mainly focusing on children who spoke english as a new language.

Spent 7 years presenting at Carol Tomlinson’s Diversity Institutes

She is now a lecturer at Harvard

And is the faculty chair of the online course “All Learners Learning Everyday”- which shares free materials and webinars to support educators in inclusive pedagogy.

Her most recent research is focused on differentiated teacher preparation and personalised learning through digital platforms.

Akane

Began her research career at the University of Michigan

Her main focus was applications of Psychology to educational practice.

Her research first focused on large cross-cultural studies investigating math instructional Practices in Japan, Taiwan and America.

Which led her onto her work exploring the nexus of motivation, culture, race and self-regulated learning.

As a result of this research she decided to further explore how to transform classroom cultures to support the learning of all students.

And has received an early research award by the American Psychology Association and continues to be an associate professor at the university of Fordham.

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Classroom routines that provide teachers time to look, listen and think about student learning as you teach.

A framework to guide teacher decision-making to adjust instruction to the response to the wide variety of learner needs that impact learning.

A more sustainable and measurable definition of differentiation (divided into 3 parts) that won’t leave teachers feeling that they need to work all day, everyday to personalise or individualise learning for every single student.

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A variety of perspectives of what gives people autonomy, meaning, competence and a sense of belonging at SJS

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Websites

https://adhduk.co.uk/

Videos

https://youtube.com/@HowtoADHD?si=3dRhfeaMS0fNCk3v

Articles

https://www.linkedin.com/pulse/adhd-awareness-month-christine-e-norton-xmooc

https://www.linkedin.com/pulse/benefits-adhd-work-megan-glennie-certified-adhd-life-coach

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1. Instrumental help seekers- Students who seek help for adoptive and appropriate reasons.

2. Executive help seekers- Students who wish to offload work / complete work faster.

3. Avoidant help seekers- Students with low self-esteem / don't see the value in the activity.

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To seek help you first must become dissatisfied with where they are and be motivated to be better.

How are we doing this in our classrooms?

Students generally become less likely to seek help as they get older.

Are you rewarding or positively reinforcing children who are seeking help during your lessons?

Seeking help needs explicitly taught.

Are you spending time giving your students the skills to use the help resources or training self-help routines in a way that fosters students independance?

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1. General Help Resources- available to all students and should be accessible independently.

2. Specific Help Resources- offered to a select group to close gaps or extend and challenge.

3. Individualised Support- Specific to the needs of an individual would not be relevant to other students.

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1. Webb, Ing, Kersting & Nemer, 2006 (peer relationships)

2. Graesser, D'Mello, & Person, 2009 (self-regulated learning)

3. Hmelo-Silver, Duncan & Chino, 2007 (self-regulated learning)

4. Puntambekar & Hübscher, 2005 (tutoring)

5. Rogoff 1990 (scaffolding and independence)

6. Karabenick, 2011 (adaptive motivational profiles)

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Is your environment a thinking environment?

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Is your environment a thinking environment?

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I would recommend this book as it challenges some of our less thought about ideas that could be having a huge impact on our pupil’s comfort levels. The book challenges the idea that your classroom should have a “front”. It made me think about my classroom and how children would automatically go and sit in front of the whiteboard at the beginning of a lesson.

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Autonomy refers to the capacity or right of an individual to make independent decisions and take actions based on their own values, preferences, and beliefs.

Choice, on the other hand, refers to the act of selecting or picking one option from a set of alternatives. It involves making a decision among different possibilities.

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1. Identifying options

2. Evaluating pros and cons

3. Analysing consequences

4. Prioritising and ranking

5. Gathering information

6. Considering emotions and values

7. Reflecting and learning from past experiences

8. Assertiveness and communication

9. Self-regulation and self-control

10. Confidence and self-efficacy

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What type of choices are you giving to your students?

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What type of choices are you giving to your students?

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Choice Continuum

Remember, Options always fall on a choice continuum extending from total student choice to total teacher assignment.

Total student choice---Teacher structured student choice----Total teacher assignment

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Supporting Children's Motivation

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-Feedback

-Motivation

-Self-regulated learning

-Types of thinking

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Autonomy, Belonging, Competency and Meaning

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For Rhonda

2) Introduction- Tell us about you- becoming an author and realising your passion to motivate others through your words.

3) Inspiration behind writing your book

4) In your experience, what are some of the most effective strategies or approaches for fostering creativity and critical thinking skills in students? Are there any specific examples or success stories you could share?

5) Project zero- Tell us about the latest research that excites you. Could you elaborate on some of the current projects or initiatives that you're involved in and their potential impact on educational practices?

6) Agile teaching lab-  As an advocate for empowerment and personal growth, what advice or guidance would you offer to educators or individuals who aspire to make a positive difference in the lives of others? Are there any particular principles or values that you find crucial in this process?

7) Can you discuss any upcoming projects, books, or speaking engagements that you are excited about? What can we expect from you in the near future?